Challenges Faced by Rural Accounting Teachers in Implementing Web-Based Collaborative Learning

Autor/inn/en	Motsoeneng, Thabiso Jonah; Nichols, Henry James; Makhasane, Sekitla Daniel
Titel	Challenges Faced by Rural Accounting Teachers in Implementing Web-Based Collaborative Learning
Quelle	In: Perspectives in Education, 39 (2021) 3, S.79-93 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v39.i3.7
Schlagwörter	Barriers; Rural Schools; Accounting; Grade 10; Secondary School Teachers; Curriculum Implementation; Web Based Instruction; Cooperative Learning; Active Learning; Student Centered Learning; Technology Integration; Student Empowerment; Critical Theory; Knowledge Level; 21st Century Skills; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Abrechnung; Buchführung; Buchhaltung; Web Based Training; Kooperatives Lernen; Aktives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Studienberechtigung; Kritische Theorie; Wissensbasis; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The twenty-first century has witnessed a call for teachers to integrate information and communication technology (ICT) into teaching and learning. However, creating a classroom environment that engages in active learning has proved to be a hurdle to South African teachers, as more traditional teaching methods continue to be utilised in teaching. These challenges have derailed the current efforts by the Department of Basic Education to introduce ICT in the teaching and learning process in an effort to create a learner-centred environment. This paper seeks to open epistemic access by determining the challenges faced by rural accounting teachers in implementing web-based collaborative learning. The paper reports on the findings of a qualitative study that employed interviews to generate data with five Grade 10 accounting teachers in rural South Africa. The findings reveal that accounting teachers are faced with myriad challenges that serve as a stumbling block in their attempt to implement web-based collaborative learning. Contrary to the principles of Critical Accounting Research, the teaching methods and resources used position teachers in control and authority while the learners are disempowered, marginalised and oppressed. We consequently argue that accounting teachers require support and capacity building to implement web-based collaborative learning effectively. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01