Bio: Nonhlanhla is a Senior Lecturer and Head of the School of Education at Durban University of Technology. She received her Master of Science in Education from SUNY College at Buffalo, and her PhD in Science Education from the University of KwaZulu-Natal. A recipient of the Spencer Foundation Fellowship and the NRF/NSF award, Nonhlanhla’s career started as a Biology teacher and spans secondary school, college of education and university. She is passionate about teacher education that is impactful and transformative, and that contributes significantly to finding solutions to societal problems. Nonhlanhla’s research interests include gender in education, teacher development, feminist methodologies and methods, and recently feminist decolonial methodologies. Her focus is in creating supportive and reflexive spaces for students and black women academics, and in applying feminist decolonial methodologies to decolonize teaching, learning and research

Courses Currently Teaching: Physical Sciences 101, 202 and 302.

Fields of academic interests/Specialisation: Chemistry, Science Education, Gender, Curriculum, Teaching and Learning, and teaching with technology

RESEARCH ACTIVITIES

Research interest: Chemistry catalysis, Chemistry Education and Multi-disciplinary Education fields.

Publications: Have published in Chemistry catalysis, available at:https://scholar.google.com/citations?user=2V9iT0MAAAAJ&hl=en

Recent publication: Tlali, PG and Thamae, M. 2023. Causes of poor argumentative English essay writing at Lesotho Secondary Education. Journal of African Education, 4 (1): 213-234. DOI:https://doi.org/10.31920/2633-2930/2023/v4n1a9

Other: Awards: Mellon Foundation Bursary was awarded towards PhD study.

Membership: A SAERA member.

Bio: Upon his graduation with National Diploma Technical Education in 1994, Dr Maeko Mogale Simon Albert took up a post as a teacher at Mohlakaneng Secondary School in 1995 responsible for teaching technical subjects. Dr Mogale Simon Albert Maeko received B-Ed Hons degree from Walter Sisulu University and D-Ed in Technology Education from the Tshwane University of Technology and is currently responsible for teaching Civil Technology to teacher trainees at DUT School of Education, the post he took from December 2011. His professional interests and passion also focus on Technical and Vocational Education (TVET) research. Prior to working at DUT, Dr Maeko worked at Walter Sisulu University also responsible for nurturing technology education teacher trainees from 2004 to November 2011. Dr Maeko also worked for Tshwane North TVET and Ekurhuleni West TVET colleges for a period of 8 years combined teaching technical subject.

Courses Currently Teaching: Mathematics 101, 201 and 301

Research and Innovation focus: Technical and vocational education (technology education) researcher. current project: transfer of technical hands-on-skills in the teaching and learning of technical subjects in the Umgugundlovu district, South Africa

Courses Currently Teaching: Education 101

Fields of academic interests/Specialisation: Teaching and Learning, Psychology of Education, WIL, Community Engagement

RESEARCH ACTIVITIES

Research interest: Teaching and Learning

Publications: 10

Courses Currently Teaching:  Didactics in Technical Sciences

Fields of academic interests/Specialisation: Teaching and Learning, Psychology of Education, WIL, Community Engagement

RESEARCH ACTIVITIES Research interest: :1) Physical Sciences Teaching; Mathematics Teaching; Higher Order Thinking skills in STEM teaching; IKS and STEM teaching; Quality matters in Higher education; Academic Staff Development in Higher Education. Assessments and Innovations in Higher Education.
2) Research supervision in STEM field -supervised doctoral and master’s students.

Publications: Published 7 articles in DHET accredited and peer-reviewed journals in mathematics education and science education.

Other (optional): Awards: GSKA award (2019)NRF Doctoral Innovation Scholarship (2017)

Membership: SAERA

       HELTASA

       CG Networks for International Peer-reviewed Journals

Courses Currently Teaching: Communication in IsiZulu

Fields of academic interests/Specialisation: Education; Curriculum and Instructional Studies

RESEARCH ACTIVITIES

Research interest: Educational activities

Publications: 1 submission

Courses Currently Teaching: IsiZulu

Fields of academic interests/Specialisation: IsiZulu

RESEARCH ACTIVITIES

Research interest: Linguistics and Sociolinguistics.

Publications:

1. Gumede, Z.S., van Huyssteen, L. and Ditsele, T., 2021. A morphological and lexical analysis of Mandeni urban vernacular. South African Journal of African Languages, 41(1), pp.105-112.

2. Mbatha, N.T., Majola, Y.L. and Gumede, Z.S., 2023. Language maintenance: Factors supporting the use and maintenance of isiZulu in Soshanguve. Literator, 44(1), p.10.

3. Majola, Y.L., Gumede, Z.S. and Mbatha, N.T., 2023. Language maintenance and shift among amaBhaca of Umzimkhulu, KwaZulu-Natal. Literator-Journal of Literary Criticism, Comparative Linguistics and Literary Studies, 44(1), p.1927.

Membership: ALASA

Courses Currently Teaching: Economics on the BED (SP & FET) Programme; Higher Education Research Module (PGDip in HE); Education and Development (Advanced Dip in TVET)

Fields of academic interests/Specialisation: THigher Education; Business Studies; Economics Education; Economics; Assessment in Higher Education; Financing in Higher Education; Academic Development in Higher Education

RESEARCH ACTIVITIES

Research interest: Ethnography Of Higher Education Funding; Disadvantaged Background Student Academic Development

Awards: Dean’s Award Best Academic In The Faculty Of Arts And Design 2020

Membership: Member Of The South African Council Of Education
Member Of Sace; Member Of The Saera; Member Of Easa; Member Of Wera; Member Of Wace

Courses Currently Teaching: ACDS101, CIDA101, TMCE101

Fields of academic interests/Specialisation: Adult Education

RESEARCH ACTIVITIES

Research interest: Education, General Education, Basic Education, Adult Education, Skills training for job creation, Youth development, Vocational Education, Non-formal Education, Women Empowerment

Publications: Book Chapters

• Tawiah, S. and Quan-Baffour, K.P., 2021. Quality in Adult and Community Education and Training (ACET) in South (ern) Africa: Theoretical foundations. In Quality Assurance in Higher Education in Eastern and Southern Africa(pp. 209-224). Routledge.
• Tawiah, S., 2022. Empowering Women with Work Skills to Address the SDGs in the Age of the COVID-19 Pandemic in South Africa. In Impact of Women’s Empowerment on SDGs in the Digital Era(pp. 205-227). IGI Global.

Accredited Journal Publications

• Tawiah, S. and Setlhodi, I., 2022. Advancing Livelihoods and Transformation of Rural Women: The Role of Critical Pedagogy in Bridging Gender Gap in South Africa. Journal of International Women’s Studies, 24(5), p.18.
• Tawiah, S. and Thusi-Sefatsa, Z., 2022. The Value of Adult and Community Education and Training to the Empowerment of Rural Women in South Africa. Universal Journal of Educational Research, 10(1), pp.14-21.
• Tawiah, S. and Setlhodi, I.I., 2020. Introducing information and communication technology training for rural women in South Africa: Innovative strategies for the advancement of livelihoods. International Journal of Adult Education and Technology (IJAET), 11(1), pp.45-59.
• Tawiah, S. and Ngmenkpieo, F., 2018. Adult Basic Education and Training in South Africa: The Perspectives of Rural Women, in Khotso. Mediterranean Journal of Social Sciences, 9(1), p.57.

Conference Proceedings

• Tawiah, S.A. Tachie (2022) LIBERATING RURAL WOMEN OF SOUTH AFRICA THROUGH SKILLS TRAINING FOR POVERTY ALLEVIATION, EDULEARN22 Proceedings, pp. 3556-3566.
• Tawiah, S. and Quan-Baffour, K.P., 2017. EDUCATION IS POWER: ADULT AND COMMUNITY EDUCATION AND TRAINING AS AN EMPLOYMENT TOOL FOR WOMEN, IN LUSIKISIKI, EASTERN CAPE PROVINCE. Rethinking Education in the 21st Century.

Conference Presentation

• Tawiah, (2021) Advancing Livelihood and Transformation of Rural Women through Adult Teaching and Learning: The Role of Critical Pedagogy. International Conference on Transforming the World through Inclusive Quality Education. January 24-25, 2021, USA.
• Tawiah, S.A. Tachie (2022) LIBERATING RURAL WOMEN OF SOUTH AFRICA THROUGH SKILLS TRAINING FOR POVERTY ALLEVIATION. 14th International Conference on Education and New Learning Technologies. July 4-6, 2022, Palma, Spain.

Fields of academic interests/Specialisation: Commerce Education

RESEARCH ACTIVITIES

Research interest: Arts-Based Self-Study

Publications:

• South African Journal of Higher Education Vol 26(2) 2012. pp 316-328 “Students’ experiences of blended learning in Accounting Education at the Durban University of Technology”
• International Higher Education Design Review Vol 2, No 2 2013. “Reclaiming Quality or not: General Education at the DUT
• Hiralaal, A. (2014). A self-study of my role modeling as a teacher educator of accounting pedagogy. In 
• Garbett & A. Ovens (Eds.), Changing practices for changing times: Past, present and future possibilities of self-study research. Proceedings of the Tenth International Conference on the Self-Study of Teacher Education Practices (pp. 121-123). Herstmonceux Castle, UK: University of Auckland
• Hiralaal, A. (2018). Exploring my role modelling as a teacher educator: A self-study. South African Journal of Higher Education, 32(6), 619‒634. Retrieved from http://www.journals.ac.za/index.php/sajhe/article/view/3001/1984 
• Hiralaal, A., Matebane, R., & Pithouse-Morgan, K. (2018). Learning through enacting arts-informed self-study research with critical friends. In J. K. Ritter, M. Lunenberg, K. Pithouse-Morgan, A. P. Samaras, & Vanassche (Eds.), Teaching, learning, and enacting of self-study methodology: Unraveling a complex interplay (pp. 295-312). Singapore: Springer.
• Pillay, D., Ramkelewan, R., & Hiralaal, A. (2019). Collaging memories: Reimagining teacher-researcher identities and perspectives. In K. Pithouse-Morgan, D. Pillay, & C. Mitchell (Eds.), Memory Mosaics:Researching teacher professional learning through artful memory-work (pp. 77-94). Cham, Switzerland:Springer
• Hiralaal, A. & Masinga, L. (2021). A tale of becoming and radiance. Our evolving teacher educator identities in post-apartheid South Africa. In Kitchen, J., Berry, A., Bullock, S.M., Crowe, A.R., Taylor, M.,Guðjónsdóttir, H., Thomas, L. (Eds.). Self-Study and Diversity 111.
• Hiralaal, A. (2022). Embedding Inclusive Education in an initial teacher education programme A reflexive case study of an Accounting teacher educator: In Sayed, Y., Singh, M. Williams, T., Sadeck, M. Academics and student teachers’ champion Inclusive Education in Initial teacher education programmes in South Africa: Experiences, challenges and opportunities: British Council
• Hiralaal, A. and Campbell, B. In Arts-based narratives of academic identities:Perspectives from higher education research. Inbanathan Naicker, Daisy Pillay, Kathleen Pithouse-Morgan, Lungile Masinga, Theresa Chisanga, and Anita Hiralaal (Co-Editors). In Press
• Naicker, I, Hiralaal, A. Kortjass, M. Learning from collage-inspired dialogues about our leadership for learning identities as informal academic leaders In Arts-based narratives of academic identities: Perspectives from higher education research. Inbanathan Naicker, Daisy Pillay, Kathleen Pithouse-Morgan, Lungile Masinga, Theresa Chisanga, and Anita Hiralaal (Co-Editors) In Press

Membership:

1. Member of the USAF EDHE Entrepreneurship Community of Practice for Teaching and Learning
2. Member of the European Conferences on E-Learning (ECEL)
3. Member of the Self-Reflexive Interest Group (SIG) and editor of Self-Reflexive Newsletter

Courses Currently Teaching:  Engineering Graphics and Design, Subject Didactics Senior Phase Tech and Drawing in the Context of Mech, Civil and Elect.

Fields of academic interests/Specialisation: Technology Education and Vocational and TVET Tech Education.

RESEARCH ACTIVITIES

Research interest: Technology Education: Engineering graphics and drawing pedagogy

Publications:

• Authors: Singh-Pillay A, & Sotsaka DTS

NIJOTECH: Nigerian Journal of Technology Vol. 40, No. 6November, 2021, pp.992–998

Title: Scaffolding Preservice Engineering Graphics and Design Teachers’ Interpretation Ability of Assembly Drawing.

• Authors: Sotsaka DTS, & Singh-Pillay A

Journal of Education Special: 2020 10(21), 72-86

Title: Meeting the challenges first year engineering graphics design pre-service teachers encounter when they read and interpret assembly drawing.

• Authors: Singh-Pillay A, & Sotsaka DTS

JEGYS: Journal for Education of Gifted Young Scientist, 2020 8(2), 681-690

Title: An exploration of First Year Pre-Service Engineering Graphics and Design Teachers’ Spatial Visualisation ability at a University of Technology.

• Authors: Singh-Pillay A, Sotsaka DTS, & Abraham J

PONTE: Journal of Science and Research, 2017 73(6)

Title: Interconnectedness of Engineering Graphics and Design teachers ‘understanding of and teaching of assembly drawing.

• Authors: Singh-Pillay A, & Sotsaka DTS

EURASIA: Journal of Mathematics Science and Technology Education 2017 13(5):1213-1228

Title: Engineering Graphics and Design Teachers’ Understanding and Teaching of Assembly Drawing.

Other: DUT Choir Midlands Manager

Membership: SAERA

Courses Currently Teaching: Education

Fields of academic interests/Specialisation: Teacher Education, Educational Management & Policies

RESEARCH ACTIVITIES

Research interest: Educational Research

Publications:

(Two Articles still underway)

Membership: RADLA

Courses Currently Teaching: Physical Sciences

Fields of academic interests/Specialisation: Sciences and Education

RESEARCH ACTIVITIES

Research interest: Science Teaching

Courses Currently Teaching: Business Studies

Fields of academic interests/Specialisation: Educational Leadership; Teacher Education, Business Studies, Academia and Higher Education.

RESEARCH ACTIVITIES

Research interest: Gender & Leadership, Educational Leadership; Teacher Education, Business Studies, Academia and Higher Education.

Publications:

DHET Accredited Publications

1. Mesuwini, J., Kgomotlokoa, L. T. N., Mzindle, D., & Mokoena, S. (2023). Work-integrated learning experiences of South African technical and vocational education and training lecturers. International Journal of Work-Integrated Learning, 24(1), 83.
2. Mesuwini, J., Thaba-Nkadimene, K. L., Mzindle, D., & Makwara, C. (2022). Exploring TVET lecturer perceptions about work-integrated learning in South Africa. Skandinavisk tidsskrift for yrker og profesjoner i utvikling, 7(1), 145-162.
3. Thaba-Nkadimene, KL, Mashitoa, LJ & Makwara, C. 2021. Business Studies academics’ reflections on transitioning to digital pedagogical practices during the COVID-19 pandemic in one university in South Africa. Journal of Entrepreneurship Education, 25 (1): Online. 

4.Thaba-Nkadimene, KL. 2020. The influence of educational provision on teacher performance and learner outcomes among Limpopo primary schools. South African Journal of Education, Volume 40, Number 4, November 2020.

5. Mesuwini, J., Thaba-Nkadimene, K. L. 2021. Nature of TVET Lecturer Learning During Work Integrated Learning: A South African Perspective. Journal of Technical Education and Training, 13(4), 106-117.
6. Thaba-Nkadimene, K. L., Makwara, C., Mzindle, D., Lebepe, M., Rabodiba, M. S., Malatji, M., … & Mamogobo, P. (2021). The Influence of COVID-19 Lockdown on Women in the Academy in One Rural University in South Africa. African Journal of Gender, Society & Development, 10(3), 243.
7. Thaba-Nkadimene, K.L. 2020 Using Critical Pragmatic Approach in Examining the Role of Instructional Leadership within Limpopo Multi-grade Teaching Schools in South Africa. JOURNAL OF GENDER, INFORMATION, AND DEVELOPMENT IN AFRICA (JGIDA), 9(1): 67-87.
8. Thaba-Nkadimene, K.L. 2020. The influence of Working Conditions on Turnover among Younger Academics in a Rural South African University. Academy Journal of Entrepreneurship, 26(2). 1-13 (Online).
9. Thaba-Nkadimene, KL. 2020. The Experiences and Reflections of Unemployed Female Youth in Lepelle-

Nkumpi Local Municipality: Towards Entrepreneurial Development and Support. International Journal of Entrepreneurship, 24 (3), 1-11. Online.

10. Thaba-Nkadimene, KL. 2020. Extreme poverty among rural black South Africans: Towards Entrepreneurship Education. International Journal of Entrepreneurship, 24 (5): 1-11 Online.
11. Thaba-Nkadimene, KL & Mmakola, SD. 2020. The phasing-out of Commercial Entrepreneurship subjects in Limpopo secondary schools in South Africa. Journal of Entrepreneurship Education, 21 (2): 1-11 Online.
12. Raesetja Letjobana Lekgothoane & Kgomotlokoa Linda Thaba-Nkadimene 2019. Assessing principals’ and teachers’ perceptions on the implementation of e-Education Policy: A case study of four Limpopo project schools. African Renaissance, 16(3): 27-47.
13. Thaba-Nkadimene, K.L.& Mmakola, S.D. 2019. Examining the Performance of Teacher Graduates from Limpopo Rural University. SAJHE, 55(5): 169-181. http://dx.doi.org/10.20853/33-5-3596.
14. Thaba-Nkadimene, K.L.; Molotja T.W. & Modiba, N.S. 2019. Examination of the Influence of Instructional Leadership to Multi-Grade Teaching in Primary Schools Nations. African Renaissance, 16 (2): 243-260.
15. Thaba-Nkadimene, K.L.; Molotja, T.W. & Mafumo T.N. 2019. The scourge of poverty among South African rural women: in defense of social justice. Journal of Gender Information and Development in Africa (JGIDA
16. Kanjere MM; Thaba KL & Teffo LJ 2011. Stereotypes against women principals in rural communities: an individual or cultural issue? a synthesis into indigenous knowledge systems. IINDILINGA, 10 (2): 245-256. ISSN: 16830296

A Book Chapter Published:

Thaba-Nkadimene, K.L & Molotja T.W. 2021. Multigrade Teaching Strategy in Addressing Education Crisis: Within a Framework of Critical and Capability Theories. In Taole, MJ & Cornish, L., Multi-grade Teaching Book. New York: Sprinkler. To be published in September 2021.

Book Chapters: Chapters not yet published.

• Thaba-Nkadimene, KL & Makwara, C. Responsiveness, and Inclusivity Theorisation in the Curriculum Development of Teacher Education: Using Autoethnography Approach.
• Thaba-Nkadimene, KL & Mzindle, D. Patriarchy, and Cultural Gender Stereotyping Practices Perpetuate Inequality and Gender-based Violence and Femicides against Girls and Women: A case of teacher education.
• Mzindle, D. & Thaba-Nkadimene, K.L. A critical and reflective analysis of youth’s low educational aspirations and low entrepreneurial activity.
• Thamae, MA & Thaba-Nkadimene, K.L. Gender Stereotyping and Discrimination on Family Resources for Girls and Women: Educational Implications

Articles in peer-reviewed journals

• Thaba-Nkadimene, KL. (2023) Editorial Note: Using a Self-study Approach to revisit my lived experiences on Women’s Academic Leadership marred with Micro-management and Misuse of Power. Journal of African Education.
• Thaba-Nkadimene, KL 2022. Challenges of the South African education system and the impact of low-quality basic education. Journal of African Education, 3(1), 5-9.
• Thaba-Nkadimene, KL, Mashitoa, LJ & Makwara, C. 2022. Business Studies academics’ reflections on transitioning to digital pedagogical practices during the COVID-19 pandemic in one university in South Africa. Journal of Entrepreneurship Education, 25 (1): Online.  
• Thaba-Nkadimene, KL & Mzindle, D. 2022. African Artistry Role Modelling and Talent Discovery as A Strategy in Addressing Youth Unemployment in South Africa Pre-Service Teachers Views. Journal of Entrepreneurship Education.
• Thaba-Nkadimene, KL 2022. Challenges of the South African education system and the impact of low-quality basic education. Journal of African Education, 3(1), 5-9. 
• Thaba-Nkadimene, K. L. (2021). Editorial note: My personal account of the academic writing journey in higher education. Journal of African Education, 2(3), 5-12. 
• Thaba-Nkadimene, K. L., & Makwara, C. (2021). Editorial Note-Reflections on Webinar titled’ Scholarship, Knowledge Production, and Dissemination in Africa’s Higher Education System on 18 March 2021. Journal of African Education, 2(1). 
• Thaba-Nkadimene, K. L., Makwara, C., & Mzindle, D. (2021). Editorial Note: the influence of vertical articulation on promotion from senior lectureship to associate professorship in one rural university in South Africa. Journal of African Education, 2(2), 5-13. 
• Mesuwini, J., Thaba-Nkadimene, K. L., Mzindle, D., & Makwara, C. (2022). Exploring TVET lecturer perceptions about work-integrated learning in South Africa. Skandinavisk tidsskrift for yrker og profesjoner i utvikling, 7(1), 145-162.
• Mesuwini, J., Kgomotlokoa, L. T. N., Mzindle, D., & Mokoena, S. (2023). Work-integrated learning experiences of South African technical and vocational education and training lecturers. International Journal of Work-Integrated Learning, 24(1), 83.
• Thaba-Nkadimene, K.L. 2020. The Influence of WhatsApp Usage on Collaborative Pedagogy and Social Networking during Teaching Practice at a Rural University in South Africa. Journal of African Education, 1:1, 5-23.
• Thaba-Nkadimene, KL. 2020. Editorial: COVID-19 and e-Learning in Higher Education. Journal of African Education, 1 (2): 5-11.
• Nkadimeng, MP & Thaba-Nkadimene, KL. 2020. The factors that impede the Head of Departments in committing and executing their instructional leadership roles among selected Limpopo Primary Schools in South Africa. Journal of African Education, 1 (2); 39-59. Online. 
• Emsley, MR & Thaba-Nkadimene, KL. 2020. Teachers’ Perceptions on the Role Played by Head of Departments in Moderating Literature Tasks in Limpopo Secondary Schools in South Africa. Journal of African Education, 1 (2); 83-102. Online. 
• Thaba-Nkadimene, KL 2020. A reflective essay on experiences and practices of postgraduate supervision in the University of Limpopo: a life history approach. Journal of African Education, 1(3): 5-25.
• Thaba-Nkadimene, KL & Emsley, MR 2020. Reading for pleasure: the influence of reading clubs in selected Bahananwa Limpopo primary schools. Journal of African Languages and Literary Studies, 1(3): 133-155.
• Thaba-Nkadimeng KL 2017. University of Limpopo student teachers’ experiences and reflections, during teaching practicum: an experiential learning theory.  INT. J EDUC SCI, 17 (1-3): 205-214. 
• Thaba KL; Kanjere M; Malatji S. & Wadesango N. 2016. The importance of ethics of caring in South African higher education. J SOC SCI, 47(1): 90-97.
• Thaba K & Kanjere M (2014). The experiences of municipal management on the implementation of performance management systems in Lepelle-Nkumpi local municipality, in Limpopo Province. Mediterranean Journal of social sciences. volume 5. number 27.
• Thaba KL & Kanjere MM (2014). Experiential learning in initial teacher education: do schools have mentoring capacity? Mediterranean Journal of social sciences. volume 5. number 27.
• Kanjere M; Thaba K & Lekoana, M (2014). Water shortage management at Letaba Water Catchment area in Limpopo province, South Africa. Mediterranean Journal of social sciences. volume 5. number 21.
• Kanjere M; Thaba K & Makgato. K. (2014). Employee wellness management program as a strategy for transforming the public service- a case of the department of agriculture in Limpopo province of South Africa. Mediterranean Journal of social sciences. volume 5. number 27 (on press for November issue 2014).

Research Projects

• Entrepreneurship Education- Inception Phase
• The Phasing out of Accounting in Limpopo Schools- Thuthuka Funders
• Teacher Pedagogy- NECT Funder.

Bio: Natural Sciences Co-Ordinator: School of Education
Siyaphumelela Faculty Data Jedi: Faculty of Arts and Design
Member: Student Success Task Team
Committee Member: Institutional LMS Project Team
Team Leader: National Curriculum Development (Technical Sciences): Department of Basic Education

Courses Currently Teaching: Mathematics 101, 201 and 301

Fields of academic interests/ Specialisation: Technology Enhanced Learning, Mathematics Education

RESEARCH ACTIVITIES

Research interest:  Mathematics Education

Publications:

Academic Papers Presented / Published

Proceedings of the ODLAA 2017 Conference, February 5, 2017 – February 7, 2017

Melbourne, Australia.

A study of the algebra analytics in a mathematics MOOC course at a University of Technology.

Kristie Naidoo, School of Education, Durban University of Technology, Pietermaritzburg, South Africa R. Naidoo, IODL, CGS,Unisa, Pretoria, South Africa

Proceedings of the 9th European Distance and E-Learning Network Research Workshop, 2016 Oldenburg, 4-6 October, 2016

ISBN 978-615-5511-12-7

INTEGRATION OF LEARNING ANALYTICS IN BLENDED LEARNING COURSE AT A UNIVERSITY OF TECHNOLOGY

Kristie Naidoo, School of Education, Durban University of Technology, Pietermaritzburg, South Africa R. Naidoo, IODL, CGS,Unisa, Pretoria, South Africa

Pages 270– 278

2016. Naidoo, R.Naidoo and K. Ramdass. 2016. Comparing a Hybrid Mathematics Course with a Conventional Mathematics Course: A Case Study at a University of Technology, International Journal of Educational Science, 15(3): 392-398 (2016)

14th European Conference on e-Learning (ECEL 2015)

Hatfield, United Kingdom 29 – 30 October 2015

ISBN: 978-1-5108-1431-8

Exploring a Blended Learning Model to Teach First Year Mathematics Education Students Trigonometry at a UoT

Kristie Naidoo, School of Education, Durban University of Technology, Pietermaritzburg, South Africa R. Naidoo, IODL, CGS,Unisa, Pretoria, South Africa

Pages 719 – 726

3rd International Conference on Recent Innovation in Science, Technology and Management (ICRISTM-16) at Indian Federation of United Nations Associations (IFUNA) C-6, Qutab Institutional Area, New Delhi, India on 18th September 2016

ISBN: 978-81-932712-7-8

From 2D to MD: Implications for Teaching Secondary School Undergraduate Students in a Pre-Service Mathematics Course at a University of Technology

Kristie Naidoo, School of Education, Durban University of Technology, Pietermaritzburg, South Africa R. Naidoo, IODL, CGS,Unisa, Pretoria, South Africa

Pages 191– 195

3rd International Conference on Recent Innovation in Science, Technology and Management (ICRISTM-16) at Indian Federation of United Nations Associations (IFUNA) C-6, Qutab Institutional Area, New Delhi, India on 18th September 2016

ISBN: 978-81-932712-7-8

Assessing the Technology Skills in a Blended Learning Course

Kristie Naidoo, School of Education, Durban University of Technology, Pietermaritzburg, South Africa R. Naidoo, IODL, CGS,Unisa, Pretoria, South Africa

Pages 129– 137

Proceedings of the 9th European Distance and E-Learning Network Research Workshop, 2016 Oldenburg, 4-6 October, 2016

ISBN 978-615-5511-12-7

INTEGRATION OF LEARNING ANALYTICS IN BLENDED LEARNING COURSE AT A UNIVERSITY OF TECHNOLOGY

Kristie Naidoo, School of Education, Durban University of Technology, Pietermaritzburg, South Africa R. Naidoo, IODL, CGS,Unisa, Pretoria, South Africa

Pages 270– 278

Book Chapter

Case Study 2: Teaching Calculus

Kristie Naidoo and R. Naidoo

Engaging Hybrid and Blended Learning in Higher Education

Edited by

JONATHAN H. WESTOVER AND JACQUE P. WESTOVER

Includes bibliographical references and index.

ISBN 978-1-61229-538-1 (pbk : alk. paper)

Pages 166- 179

Naidoo, K., and Naidoo, R. (2009). Students using a Mathematica learning

project work to conceptualise the derivative. In the Proceedings of the epiSTEME-3 International Conference to Review Research on Science, Technology and Mathematics Education, Homi Bhabha Centre for Science Education, Mumbai, India, 5-9 January.

Naidoo, K., and Naidoo, R. (2007). Expert and Novice experience of the

derivative in a Computer Laboratory Environment. Paper presented at Faculty of Arts & Design Research Day, City Campus, Durban University of Technology. 19 September.

Naidoo, K., and Naidoo, R. (2007). Students understanding of the derivative in

a Blended Learning environment. In the Proceedings of the 14 th International Learning Conference, University of Witwatersrand, South Africa 24-28 June.

Naidoo, K., and Naidoo, R. (2007). Students understanding of the derivative in

a Blended Learning environment. The International Journal of Learning, Volume 14, ISSN 1447-9494. Published in the International Journal of Learning.

Naidoo, K., and Naidoo, R. (2007). First year students understanding of

elementary concepts in differential calculus in a computer laboratory teaching environment. In the Proceedings of the College Teaching and Learning Conference, Oahu, Hawaii USA, 2-5 January.

Naidoo, K., and Naidoo, R. (2007). First year students understanding of

elementary concepts in differential calculus in a computer laboratory teaching environment. Journal of College Teaching & Learning, 4(8), 99-114. Published in the Journal of College Teaching and Learning (TLC).

Naidoo, K. (2007). Students’ understanding of elementary differential calculus

concepts in a computer laboratory learning environment at a University of Technology. Masters dissertation, University of Kwa-Zulu Natal.

Naidoo, K. and Naidoo, R. (2005). On Errors in Differential Calculus. In

Proceedings of the 48th Annual Congress of the South African Mathematical Society, Rhodes University, 2- 4 October.

Naidoo, K. and Naidoo, R. (2004). Teaching Elementary Calculus using

computer Technology: A Case Study at a Technikon. Proceedings of the 14th Annual KwaZulu-Natal Mathematics Conference, Durban Institute of Technology, 8 May.

Naidoo, K. (2003).Using Mathematica to enhance learning in elementary

calculus at a University of Technology. Faculty Research Day, Durban

Institute of Technology, 20 September.

Naidoo, K. (2003). Integrated Learning Using WEBCT. Paper Presented as

part of OLC pioneers team 2003, Pioneers Online, Durban Institute of Technology, 6 December.

Courses Currently Teaching: ENFL 201 English First Additional Language 201, ENHL 201 English Home Language 201, ENHL 301 English Home Language 301

Fields of academic interests/Specialisation: Teaching English to speakers of other languages, methods and philosophy of education

Membership: Registered with the South African Nursing Council

Courses Currently Teaching: Education 201 and Professional Development

Fields of academic interests/Specialisation: Curriculum Studies

RESEARCH ACTIVITIES

Research interest: Online learning

Membership: IREC member

Courses Currently Teaching: Mechanical Technology 1-3

Fields of academic interests/Specialisation: Technical Vocational Education and Training (TVET)

RESEARCH ACTIVITIES

Research interest: Research interest: Betterment of Technical education in terms of instruction and knowledge construction

Membership: SAERA, SASOL Technical Education, SAARMSTE

Courses Currently Teaching: Life Skills

Fields of academic interests/Specialisation: Curriculum Studies, Gender and Education

RESEARCH ACTIVITIES 

Research interest: Queer Theory, Higher Education, Higher education  Residence, Curriculum studies, gender and education, teaching and learning

Publications:

 Jagessar, V. (2021). Experiences of Queer Students in Residence. In Oxford Research Encyclopedia of Education. DOI: 9780190264093.013.1369

Jagessar, V and Msibi, T. (2015). “It’s not that bad”: Homophobia in the residences of a university in KwaZulu-Natal, Durban, South Africa. Agenda. p. 63-73 DOI:10.1080/10130950.2015.1022984.

Msibi, T and Jagessar, V. (2015). Restricted freedom: Negotiating same-sex identifications in the residential spaces of a South African University. HERDSA. p. 750-762 DOI: 10.1080/07294360.2015.1051010.

Awards: MEd Summa cum laude

Membership: SoE Faculty Board, HELTASA

Courses Currently Teaching: Civil Technology

Fields of academic interests/Specialisation: Technology and Vocational Education and Training (TVET)

RESEARCH ACTIVITIES

Research interest: Technology and Vocational Education

Publications: Five (05)

Courses Currently Teaching: Engineering Graphics and Design 1 and 11; Drawing in the Context of Mechanical, Civil and Electrical 701 (honours); Independent Research Project 701 and 702 (honours)

Fields of academic interests/Specialisation: TVET education

RESEARCH ACTIVITIES

Research interest: TVET education, ICT, ChatGPT, Technophobia, social media

Publications                                                      :

1. Mlambo, P. (2024). Exploring the Adoption of ChatGPT in Higher Education: A case of lecturers in a University of Technology in Kwazulu-Natal, South Africa. EDULEARN24 Proceedings,
2. Mlambo, P. B. (2023). Information and Communications Technology in Engineering Graphics and Design classrooms: A post COVID-19 era. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 7(2), 160-175. https://doi.org/10.36312/esaintika.v7i2.1321
3. Mlambo, P. B. (2024a). Instructional Practices by Engineering Graphics and Design Teachers: A Focus on Teaching and Learning of Isometric Drawing. Research in Social Sciences and Technology, 9(2), 359-376. https://doi.org/10.46303/ressat.2024.41
4. Mlambo, P. B. (2024b). Investigating ChatGPT: A Threat or Benefit to Higher Education? Futurity Education, 4(1), 274-289. https://doi.org/10.57125/fed.2024.03.25.14
5. Mlambo, P. B., Maeko, M. S. A., & Khoza, S. D. (2023a). Factors Contributing to Resistance in the use of Information and Communications Technology: A Snapshot on Engineering Graphics and Design Teachers. International Journal of Learning, Teaching and Educational Research, 22(10). https://doi.org/10.26803/ijlter.22.10.15
6. Mlambo, P. B., Maeko, M. S. A., & Khoza, S. D. (2023b). Teachers’ Readiness towards the Integration of Information and Communications Technology in Teaching and Learning of Engineering Graphics and Design in KwaZulu-Natal. Research in Social Sciences and Technology, 8(3), 176-195. https://doi.org/10.46303/ressat.2023.26
7. Mlambo, P. B., & Mkhwanazi, M. S. (2024). Investigating factors contributing to poor performance in teaching and learning of N3 Assembly Drawing: A case of uMgungundlovu TVET college. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 8(1). https://doi.org/10.36312/esaintika.v8i1.1479

Other:  B. Ed in Technology Education (Cum Laude); B. Ed Honours in Technology Education (Cuma Laude plus Deans Merit)

Fields of Specialisation: Chemistry

Fields of Specialisation: Information Communication and Technology