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Classroom interaction during teaching practice is the crucial aspect that shapes schools' teaching and learning enterprise. Student teachers must develop their lesson plan guided by classroom interaction as one of the teaching styles similar to those observed from mentors. This exploratory case study was underpinned by a qualitative approach to better understand their experiences and context. The sample consisted of university supervisors who were selected from the Faculty of Education at the University of Zululand, South Africa. Using thematic analysis, narrative reflections, and one-on-one structured interviews with 17 university supervisors were analysed. Findings revealed that most student teachers failed to integrate classroom interaction when teaching, while some relied on question and answer method to implement classroom interaction. This study recommends that students first be exposed to laboratory simulated lessons capable of helping them acclimatise to classroom interaction dynamics. Also, student teachers should be introduced to more dynamics of the question and answer teaching method. [ABSTRACT FROM AUTHOR]

Improved student learning abilities and successful academic performance hinge on several factors. This includes the varying supports received from different education stakeholders. Following the outbreak of the COVID-19 pandemic, different student supports have been affected in ways impacting higher education students. This article draws upon data analysed from a larger, global study that involved six continents. This article explores student satisfaction in dealing with institutions during the COVID-19 pandemic using a sample from a rural South African university containing 106 undergraduates. Findings show more students were relatively satisfied with the support received from firstly hospitals, followed by banks, and then the government. Many students were disappointed with the support received from their university. These findings are discussed amid current literature. The article concludes by recommending that rural institutions of higher education review their roles to students and explore various ways of providing due support, especially during outbreaks of epidemics. [ABSTRACT FROM AUTHOR]

This study explored the effects of relationships between lecturers and students on the learning abilities of students in selected rural universities. Quantitative and qualitative research methods were adopted for data collection. Questionnaires were administered to 934 randomly selected students and interviews were conducted for 8 purposively selected lecturers in two rural based universities in South Africa and Nigeria. The findings of the study show that student–lecturer relationship influence the learning abilities of students and consequently affect their academic performance in different ways. The self-confidence of students is dependent on the relationship, however, lecturers are sceptical about relating with students due to the tendencies of being misunderstood by students who may be disrespectful to them. Amongst others, the study recommends that periodic workshops, seminars and trainings which are aimed at promoting cordial student–lecturer relationship, influencing, motivating and ensuring that lecturers relate adequately and appropriately with their students should be organised. [ABSTRACT FROM AUTHOR]

Quality education at various levels in rural communities, especially with regards to developing and underdeveloped nations has been challenging. Hence, this study investigated the effect of technology in providing quality education to rural based university students, consequently improving their learning abilities. Quantitative and qualitative methods were adopted for data collection. Questionnaires were administered to 934 randomly selected undergraduates, while semistructured interviews were conducted for eight lecturers from two selected rural universities in South Africa and Nigeria. The findings show that while technology can have great impact on the learning abilities of the students and improve the quality of education provided, several factors militate against the inclusion of technology in the education provided to students in the selected rural universities. The study recommends that curriculum planners take into cognizance the inclusion and provisions of technological facilities when planning the curriculum, periodically organize workshops for lecturers on the need to adopt the use of technology when lecturing, and assessing and providing feedback to students. [ABSTRACT FROM AUTHOR]

The present study explores the link between the productivity of comprehensive universities (CUs) and the timetables guiding teaching and learning activities. The study was premised on review of relevant literature. The findings indicate that partnership between CUs and relevant tertiary institution stakeholders such as non-governmental organizations, non-profit organizations and charity organizations is a major determining factor for improvement in the learning abilities of students and enhancement of the desired developments in the host communities. The finding further shows that for such partnerships between CUs and the identified organizations to be well organized without infringement from any party and eventually become productive, the timetables guiding activities within and outside the institution of learning under the guidance of the universities and the organizations are to be well structured. Sequel to the findings, the study recommends amongst others that timetables which promote work-integrated learning should be encouraged. Also, timetables guiding teaching and learning activities in CUs should be designed to enhance the learning abilities and studiabilities of students against all odds by taking into consideration necessary factors like availability of venue, lecturers and students, considering their location and time of lecture. [ABSTRACT FROM AUTHOR]

The study investigated the causes of poor quality learning experienced by undergraduate students in a South African university considering the implication of foreign practices on the learning abilities of the students. Survey research design was employed to carry out the study. The population of the study comprised undergraduate students and academic staff members of the selected institution. 400 undergraduate students and 8 academic staff members were randomly selected as sample for the study. Data analysis indicated that language of Instruction, high school education background of students, education policies and curriculum of the institution contribute to the poor academic performance of the sampled students. Based on the findings, the study recommends the decolonization and restructuring of the type of education being offered to students in African universities and partnership between universities and corporate establishments to enhance productivity and innovation, as well as meeting the Sustainable Development Goals (SDGs) in Africa. [ABSTRACT FROM AUTHOR]