Uvandlakanyo lwekharityhulamu kunye nekhalitysi ibalulekile kuwo onke amaziko emfundo ephezulu, kubandakanya nezikolo zezonyango. Uvavanyo lwabafundi lokufundisa (seti) ngokwemibuzo emininzi engaziwayo, kwaye nangona babephuhliswe ukuze bavavanye izifundo kunye neenkqubo, ekuhambeni kwexesha baqhele ukulinganisa izigqibo zokufundisa ezinxulumene nokufundisa. Uphuhliso loqeqesho lootitshala. Nangona kunjalo, izinto ezithile kunye neecalues zinokuchaphazela amanqaku afanelekileyo kunye nokusebenza ngokufundisa akunakulinganiswa ngokuchanekileyo. Nangona uncwadi olwenziwayo kunye noVavanyo lweFakhalthi kwimfundo ePhakamileyo ngokubanzi lusekwe kakuhle, kukho izinto ezixhalabisayo ngokusebenzisa izixhobo ezifanayo zokuvavanya iikhosi kunye ne-faculty kwiinkqubo zonyango. Ngokukodwa, iseti kwimfundo ePhakamileyo ePhakamileyo ayinakusetyenziswa ngokuthe ngqo uyilo lwekharityhulamu kunye nokuphunyezwa kwizikolo zezonyango. Olu phengululo lubonelela ngesishwankathelo sendlela esebekwe ngayo kwisixhobo, ukuphathwa, kunye namanqanaba okutolikwa. Ukongeza, eli nqaku lisithi ngokusebenzisa iindlela ezahlukeneyo ezinjengeendawo zokuhlolwa koontanga, amaqela agxilayo, kunye nokuzihlola idatha, oontanga, kunye nenkqubo yovavanyo lwenkqubo yakhiwe. Ukulinganisa ngempumelelo ukusebenza ngokufundisa, inkxaso kuphuhliso loqeqesho loogqirha, kwaye uphucule umgangatho wokufundisa kwimfundo yezonyango.
Ikhosi kunye novavanyo lwenkqubo yinkqubo yokulawula umgangatho wangaphakathi kuwo onke amaziko emfundo ephezulu, kubandakanya nezikolo zezonyango. Uvandlakanyo lwabafundi lokufundisa (iseti) luthatha iphepha lephepha elingaziwayo okanye iphepha lemibuzo elikwi-Intanethi lisebenzisa isilinganiselo esifana nesikali (ngesiqhelo isihlanu okanye ngaphezulu) esivumela isivumelwano okanye isidanga semvumelwano. Andivumelani neenkcazo ezithile) [1,2,3]. Nangona iiseti zaye zaphuhliswa ukuze zivavanye iikhosi kunye neenkqubo, ekuhambeni kwexesha baqhele ukulinganisa ukusebenza ngokufundisa [4, 5, 6]. Ukufundisa ukufundisa kuthathwa njengento ebalulekileyo kuba kucingelwa ukuba kukho ubudlelwane obuhle phakathi kokufundisa ngempumelelo yokufunda kunye nokufunda kwabafundi [7]. Nangona uncwadi aluchazi ngokucacileyo ukusebenzela koqeqesho, kusoloko kucaciswa kwiimpawu ezithile zoqeqesho, ezinje "Ukunxibelelana kweqela", "ukulungiselela kunye nombutho" [8].
Ulwazi olufunyenwe kwiseti lunokubonelela ngolwazi oluluncedo, njengokuba kukho isidingo sokuhlengahlengisa izixhobo zokufundisa okanye iindlela zokufundisa ezisetyenziswa kwikhosi ethile. Iseti ikwasetyenziselwa ukwenza izigqibo ezibalulekileyo ezinxulumene nophuhliso loqeqesho lukatitshala [4,5,6]. Nangona kunjalo, ukufaneleka kwale ndlela kuyathandabuza xa amaziko emfundo aphakamileyo enza izigqibo malunga ne-faculty, njengokukhuthaza amanqanaba aphezulu ezemfundo (rhoqo enxulumana neZikhundla eziPhakathi ngaphakathi kweziko [4, 9]. Ukongeza, amaziko ahlala efuna ukubandakanya amanqanaba amatsha ukubandakanya amaziko angaphambili kwizicelo zabo zezikhundla ezitsha, ngaloo ndlela ukonakalisa ngaphandle kwe-faculty kuphela kwiZiko, kodwa kwakhona abaqeshi abanokubakho [10].
Nangona uncwadi malunga nekharityhulamu novavanyo lo titshala lumiselwa kakuhle kwicandelo lemfundo ePhakamileyo ngokubanzi, oku akunjalo kwicandelo lonyango kunye nononophelo lwezempilo [11]. Ikharityhulamu kunye neemfuno zootitshala kwezonyango zahlukile kwezo zemfundo ePhakamileyo. Umzekelo, ukufunda iqela kudla ngokusetyenziswa kwizifundo ezihlanganisiweyo zemfundo ezihlanganisiweyo. Oku kuthetha ukuba ikharityhula yesikolo sezonyango iqulathe uthotho lwezifundo ezifundiswe ngamalungu amashishini aqeqesheyo kunye namava kwiindlela ezahlukeneyo zonyango. Nangona abafundi bazuza kulwazi olunzulu lweengcali kwintsimi phantsi kwale nto, bahlala bejamelana nomceli mngeni wokuziqhelanisa neendlela ezahlukeneyo zokufundisa zikatitshala ngamnye kutitshala ngamnye.
Nangona kukho umahluko phakathi kweMfundo ePhakamileyo neMfundo ePhakamileyo, iseti esetyenzisiweyo kwi-Ofisi yangaphambili nayo ngamanye amaxesha isetyenziswa kwiikhosi zonyango nakwiikhosi zonyango. Nangona kunjalo, ukumilisela ukumiselwa kwemfundo ePhakamileyo kubeka imiceli mngeni emininzi ngokwekharityhulamu kunye novavanyo lwecandelo leenkqubo zobungcali zezempilo [11]. Ngokukodwa, ngenxa yokwahluka kwiindlela zokufundisa kunye neziqinisekiso zootitshala, iziphumo zovavanyo zisenokungabizi nezimvo zabafundi zabo bonke ootitshala okanye iiklasi. Uphando nge-Uyntenage kunye ne-O'Neill (2015) [5] ibonisa ukuba ukucela abafundi ukuba bahlawule bonke ootitshala ekupheleni kwekhosi ukuba abafundi bakukhumbula kwaye bagqabaze ngamanqaku abafundi abaninzi. Iindidi. Ukongeza, ootitshala bezemfundo abaninzi kwezonyango bakwabasebenzi bangoogqirha yinxalenye encinci yoxanduva [15, 16]. Ngenxa yokuba bebandakanyeka kukhathalelo lwezigulana kwaye, kwiimeko ezininzi, uphando, bahlala benexesha elincinci lokuphuhlisa izakhono zabo zokufundisa. Nangona kunjalo, oogqirha njengootitshala mabafumane ixesha, inkxaso kunye nengxelo eyakhayo kwimibutho yabo [16].
Abafundi bezonyango bathambekele kakhulu kwaye basebenza nzima abasebenza nzima abafumana ukwamkelwa ngempumelelo kwisikolo sezonyango (ngenkqubo yokhuphiswano kunye nemfuno kwilizwe jikelele). Ukongeza, ngexesha lezonyango, abafundi bezonyango kulindeleke ukuba bafumane isixa esikhulu solwazi kwaye baphuhlise inani elikhulu lezakhono ngexesha elifutshane, kunye nokuphumelela kwiiMvavanyo zangaphakathi ezinzima kwaye ezibanzi ze-17,18,19 , 20]. Ke, ngenxa yemigangatho ephezulu elindelwe ngabafundi bezonyango, abafundi bezonyango banokugxeka kwaye babe nolindelo oluphezulu lokufundisa okuphezulu kunabafundi kwezinye iindlela. Ke, abafundi bezonyango banokuba namanqanaba asezantsi aseProfeti abo xa kuthelekiswa nabafundi kwezinye izizathu ezichazwe apha ngasentla. Okubangela umdla kukuba, izifundo zangaphambili zibonakalise ubudlelwane obukhoyo phakathi kwenkuthazo yabafundi kunye novavanyo lukatitshala umntu ngamnye [21]. Ukongeza, kule minyaka ingama-20 idlulileyo, uninzi lwekharityhulamu yesikolo sonyango kwihlabathi liphela lihlanganiswe ngokuthe tye [22], ukuze abafundi baveliswe kukonyuka kweklinikhi yenkqubo yabo. Ke, kule minyaka imbalwa idlulileyo, oogqirha baye bakhusela ngakumbi kwimfundo yabafundi bezonyango, bexhasa, kwasekuqaleni kweenkqubo zabo, ukubaluleka kokuphuhlisa amathanga abenziweyo [22].
Ngenxa yobume obuthile bemfundo yezonyango ekhankanywe apha ngasentla, iiseti ezisetyenziselwa ukuvavanya iikhosi zemfundo eziphezulu ezixhaswe lilungu elinye lobuchwephesha kufuneka zitshintshwe kwikharityhulamu edityanisiweyo kunye ne-14]. Ke ngoko, kukho isidingo sokuphuhlisa imodeli efanelekileyo yokusebenza kunye neenkqubo zovavanyo ezibanzi zokusetyenziswa ngokukuko kwimfundo yezonyango.
Uphononongo lwangoku luchaza inkqubela phambili ekusebenziseni i-set (ngokubanzi) imfundo ephezulu kunye nokusikelwa umda kwawo, emva koko kucacisa iimfuno ezahlukeneyo zemfundo kunye ne-faculty. Olu phengululo lubonelela ngohlaziyo malunga nokuba kusekwe njani amanqanaba otolikayo, anotoliko, kwaye agxile kwiinjongo zokuphuhlisa ukusebenza kakuhle kootitshala bezempilo kwaye aphucule umgangatho wokufundisa kwimfundo yezonyango.
Esi sifundo silandela ukufundwa kweeGreen et al. . Sigqibe kwelokuba sibhale uphononongo lwesihloko ngenxa yokuba olu hlobo lokuphononongwa lunceda ukunika umbono obanzi ngesihloko. Ngaphezu koko, ngenxa yokuba uphononongo lubaliswayo luqokelela kwizifundo ezahlukeneyo, zinceda ukuphendula imibuzo ebanzi. Ukongeza, amagqabantshintshi ababambisayo anokunceda ukukhuthaza ingcinga kunye nengxoxo malunga nesihloko.
Isetyenziswe njani kwimfundo yezonyango kwaye zithini ezo mngeni xa kuthelekiswa nokuseta kwimfundo ephezulu,
Iziko ledatha elishicilelweyo le-ECIC lakhangelwa kusetyenziswa indibaniselwano yemibandela yokukhangela " . Amanqaku apapashwa phakathi kwe-2021 kunye ne-2021. Ukunqongophala: Kubandakanywa nezifundo: Ikhrayitheriya ezingabandakanyi: Iziphumo ezazingengolwimi lwesiNgesi okanye izifundo apho amanqaku angenayo angenakufunyanwa okanye akahambelani nemibuzo emithathu yophando ayifakwanga kuxwebhu lwangoku. Emva kokukhetha iimpapasho, zalungelelaniswa kwezi zihloko zilandelayo kunye ne-subtopkics ehambelana nayo: (a) Ukusetyenziswa kwemfundo ePhakamileyo kunye nokusikelwa umda kweMfundo kunye nokuhambelana kwayo nokujongana nemicimbi enxulumene nokuthelekisa okunxulumene nokuthelekisa okuthe kratya Cwangcisa (c) Ukuphucula iseti kwizixhobo, zolawulo kunye notoliki ukuphuhlisa imodeli efanelekileyo yokuseta.
Umzobo 1 ubonelela nge-flockchart yamanqaku akhethiweyo afakiwe kwaye uxoxwe kwinxalenye yangoku yoqwalaselo.
Iseti isetyenziswe ngokwesiko kwimfundo ephezulu kwaye isihloko sifundelwe kakuhle kuncwadi [10, 21]. Nangona kunjalo, inani elikhulu lezifundo lihlolisise imiqobo yabo emininzi kunye neenzame zokujongana nale mida.
Uphando lubonisa ukuba zininzi izinto eziguquleyo eziphembelela amanqaku [10, 21, 25, 26]. Ke ngoko, kubalulekile ukuba abalawuli kunye nootitshala baziqonde ezi zinto ziguqukayo xa betolika kwaye besebenzisa idatha. Icandelo elilandelayo libonelela ngesishwankathelo esifutshane sale misebenzi. Umzobo 2 ubonakalisa ezinye zezinto ezichaphazela amanqaku, ezichazwe kula macandelo alandelayo.
Kwiminyaka yakutshanje, ukusetyenziswa kweekhithi ezikwi-Intanethi kunyukile xa kuthelekiswa neekhithi zephepha. Nangona kunjalo, ubungqina bokuba uncwadi lubonisa ukuba iseti ye-intanethi inokugqitywa ngaphandle kokuba abafundi banikele ingqalelo eyimfuneko kwinkqubo yokugqitywa. Kwisifundo esinomdla ngu-UITDHAAG kunye ne-O'Neill [5], kongezwa ootitshala abangafakwanga kwiseti kwaye abafundi abaninzi banika ingxelo [5]. Ngapha koko, ubungqina kuncwadi lubonisa ukuba abafundi bahlala bakholelwa ukuba ukugqitywa kweseti akukhuthazi ukufezekiswa kwemfundo, kunokukhokelela kucwangciso lwempendulo [27]. Nangona uphando lubonisa ukuba izimvo zabafundi abathatha uvavanyo azifani naleyo yeqela lonke, amazinga okuphendula asezantsi anokukhokelela ootitshala ukuba bathathe imali ebaluleke kakhulu [28].
Uninzi lweeseti ze-Intanethi zigqityiwe ngokungaziwa. Umbono kukuvumela abafundi ukuba bavakalise izimvo zabo ngaphandle kwengcinga yokuba intetho yabo iya kuba nefuthe kubudlelwane babo bexesha elizayo nootitshala. EAlfonso et al. Isifundo [29], abaphandi basebenzise imilinganiselo engaziwayo kunye neereyithisi apho abaqaqambileyo basebenzise khona ubuchule bokufundisa besikolo sonyango ngabahlali kunye nabafundi bezonyango. Iziphumo zibonise ukuba ootitshala bafumana amanqaku asezantsi kuvavanyo olungaziwayo. Ababhali bathi abafundi bathembekile kwiimvavanyo ezingaziwayo ngenxa yezithintelo ezithile kuvavanyo oluvulekileyo, njengobudlelwane owonakalisiweyo bokusebenza nabafundisi-ntsapho abathatha inxaxheba [ngo-29]. Nangona kunjalo, kufuneka iqatshelwe ukuba ukungaziwa rhoqo kunxulunyaniswa neseti ye-intanethi kunokukhokelela kwabanye abafundi ukuba bangahloniphi kwaye baphinde baphinde baye kumfundisi-ntsapho ukuba amanqaku ovavanyo akafikeleli kulindelo lobume [30]. Nangona kunjalo, uphando lubonisa ukuba abafundi banqabile ukunika ingxelo yokungahloneli, kwaye okulandelayo banokuqhubeka njengokufundisa abafundi ukuba banike ingxelo eyakhayo [30].
Izifundo ezininzi zibonakalise ukuba kukho unxibelelwano phakathi kwamanqaku athathiweyo abafundi, ukulindelwa kwazo okulindelweyo, kunye nolwaneliseko lovavanyo [10, 21]. Umzekelo, i-strobe (2020) [9] ixele ukuba abafundi bamvuza ngokulula amabakala kunye nootitshala bafumana amabakala abuthathaka, anokukhuthaza ukufundisa okungathathi ntweni- 9]. Kuphando lwakutsha nje, i-Looi et al. (2020) [31] Abaphandi baxele ukuba iiseti zithandeka ngakumbi zinxulumene kwaye kube lula ukuvavanya. Ngaphezu koko, kukho ubungqina obuphazamisayo obubekelwe ngokungapheliyo kwintsebenzo yabafundi kwizifundo ezilandelayo: Ukulinganisa umlinganiso, ukusebenza kwabafundi kwiikhosi ezilandelayo. Cornell et al. . Iziphumo zibonisa ukuba xa ukufunda kuvavanywa ekupheleni kwekhosi, ootitshala abanamanqanaba aphezulu anegalelo ekufundeni kwabafundi abaninzi. Nangona kunjalo, xa ukufunda kulinganiswa ngentsebenzo kwizifundo ezilandelayo, ootitshala abaphantsi banamanqaku asezantsi yeyona nto isebenzayo. Abaphandi basebenzise ukuba benza ikhondo elicelomngeni ngakumbi ngendlela enemveliso linokuthoba iireyithingi kodwa ukuphucula ukufunda. Ke, uvavanyo lwabafundi alufanele lube sesona siseko sokuphononongwa kufundisiso, kodwa kufuneka samkelwe.
Izifundo ezininzi zibonisa ukuba ukusebenza kwentsebenzo kuyachukunyiswa sisifundo ngokwayo kunye nombutho wayo. U-Ming kunye ne-Baozhi [33] afumaneka kwisifundo sabo sokuba kukho umahluko obonakalayo kumanqaku amanqaku phakathi kwabafundi kwizifundo ezahlukeneyo. Umzekelo, iiSayensi zeKlinikhi zinamanqaku aphezulu asekwe ngaphezu kwesayensi esisiseko. Ababhali bacacisa ukuba le kungenxa yokuba abafundi bezonyango banomdla wokuba ngabagqirha kwaye ngenxa yoko banomdla kwaye banomdla wokuthatha inxaxheba kwizifundo zesayensi zekliniki ezithelekiswa neekhosi ezisisiseko zesayensi [33]. Njengakwimeko yonyulo, inkuthazo yomfundi yesihloko ikwanempembelelo entle kumanqaku [21]. Ezinye izifundo zikwaxhasa olo hlobo lwekhosi lunokuphembelela amanqaku [10, 21].
Ngapha koko, ezinye izifundo zibonakalise ukuba ubukhulu beklasi, ukuphakama kwenqanaba leeseti ezifunyenwe ngootitshala [10, 33]. Inkcazo enye enokubakho kukuba inani elincinci lenqanaba lokunyusa amathuba okufumana intsebenzo yoqeqesho lootitshala. Ukongeza, iimeko apho uvavanyo luqhutywa lunokuphembelela iziphumo. Umzekelo, amanqanaba abekiweyo abonakala ngathi aphenjelelwe lixesha kunye nekhosi ikhosi efundiswa, kunye nomhla weveki ogqityiweyo (umz. ngaphambili evekini. [10].
Isifundo esinomdla nguHelsler Et Al kwakhona imibuzo kwakhona ixhasa ukusebenza kweseti. [34]. Kolu phando, ulingo olulawulwa ngokungacwangciswanga lwenziwa kwikhosi yamayeza kaxakeka. Abafundi bonyaka wesithathu banikwe iQela loLawulo okanye iqela elifumene ii-cookies ze-chocolate chip ze-chocolate (iqela lekhukhi). Onke amaqela afundiswa ngootitshala abafanayo, kwaye umxholo woqeqesho kunye nezixhobo zekhosi zazingafani kuwo omabini amaqela. Emva kwekhosi, bonke abafundi bacelwa ukuba bagcwalise iseti. Iziphumo zibonise ukuba iqela le-cookie lalinga kakhulu ootitshala kuneqela lolawulo, elibiza ithuba lokuphumelela kwenkqubo yeseti [34].
Ubungqina obukwincwadi ikwaxhasa ukuba isini sinokuba nefuthe elinokuthi ibeke amanqaku [35,36,37,39,44,41,43,43,43,46]. Umzekelo, ezinye izifundo zibonakalise ubudlelwane phakathi kwesini abafundi kunye neziphumo zovavanyo: Abafundi ababhinqileyo bafumana amanqaku aphezulu kunabafundi abangamadoda [27]. Ubungqina bobungqina buqinisekisa ukuba abafundi bahlawula ootitshala ababhinqileyo abangootitshala abangamadoda [37, 39, 40]. Umzekelo, i-boring et al. [38] wabonisa ukuba bobabini abafundi abangamadoda nabasetyhini babekholelwa ukuba amadoda anolwazi ngakumbi kwaye abe nobuchule bobunkokeli abanamandla kunabafazi. Inyani yokuba isini kunye ne-Stereotypes iseti ixhaswa kukufunda kukufunda kukaMacnell et al. [41], oxele ukuba abafundi bakhe isifundo sakhe sathatha abafundisi ababhinqileyo abaphantsi kootitshala abangamadoda kwiinkalo ezahlukeneyo zokufundisa [41]. Ngapha koko, uMorgan et al [wama-42] anikezele ubungqina bokuba ogqirha basetyhini bafumene imilinganiselo yokufundisa emine yeklinikhi (utyando, i-ofisi ye-opedions, kunye ne-Gynecology, kunye namayeza angaphakathi athelekiswa namagqirha.
EMurray et al. (2020) Isifundo [43], abaphandi baxela ukuba umtsalane we-faculty kunye nomdla wokufunda kwizifundo zadityaniswa namanqaku aphezulu asekwe. Ngokuchaseneyo, ubunzima bokuba ubunzima bunxulunyaniswa namanqaku asezantsi asezantsi. Ukongeza, abafundi banika amanqaku aphezulu abeke ubuninzi bobuchwephesha bobuchwephesha bobuchwephesha kunye ne-fackoly ebambe abaphathi abapheleleyo. Kwakungekho zilungiso phakathi kovavanyo lokufundisa olusezantsi kunye neziphumo zophando lootitshala. Ezinye izifundo zikwangqina impembelelo entle yokuthandwa komzimba katitshala kwiziphumo [44].
I-Cladson et al. . Kwisishwankathelo, iziphumo zale ngxelo yovavanyo zibonisa ukuba abafundi abavumelani noko bacelwe ukuba bavavanye. Amanyathelo okuthembeka okufunyanwa kuvavanyo lwabafundi bokufundisa alonelanga ukubonelela ngesiseko sokumisela ubunyani. Ke ngoko, iseti ngamanye amaxesha inokubonelela ngolwazi malunga nabafundi kunokuba ootitshala.
Imfundo yezeMpilo iseti yahlukile kwiseti yemveli, kodwa ootitshala bahlala besebenzisa iseti ekhoyo kwimfundo ephezulu kakhulu kunokuzimisela iinkqubo zobugcisa zezempilo ezixelwe kuncwadi. Nangona kunjalo, izifundo eziye zaqhuba kwiminyaka edlulileyo zichonge iingxaki ezininzi.
UJones et al (1994). . Lilonke, olona micimbi ichazwe rhoqo enxulumene novavanyo lokufundisa. Ezona zixhaphakileyo zazizikhalazo ngokubanzi malunga nokungafaneleki kweendlela ezikhoyo ngoku, kunye nabaphenduli besenza izikhalazo ezithile malunga nokuseta kunye nokungamkelwa kokufundisa kwiinkqubo zemivuzo yemfundo. Ezinye iingxaki zinikwe ingxelo zibandakanya iinkqubo zovavanyo ezingahambelaniyo kunye neendlela zokupasa kumasebe, ukunqongophala kokuvavanywa rhoqo, kunye nokusilela ukudibanisa iziphumo zovavanyo kwimivuzo.
I-Royal Et Al (2018) [11] Chaza ezinye zezithintelo zokusebenzisa iseti yokuvavanya ikharityhulamu kunye necandelo leenkqubo zobuchule bezempilo kwimfundo ephezulu yezempilo kwimfundo ephezulu yezempilo. Abaphandi baxela ukuba ukumiselwa kwemfundo ephezulu kuxhomekeke kwimiceli mngeni emininzi kuba ayinakusetyenziswa ngokuthe ngqo uyilo lwekharityhulamu kunye nokufundisa kwezifundo kwizikolo zezonyango. Imibuzo ebuzwa rhoqo, kubandakanya imibuzo malunga nomhlohli kunye nekhosi, zihlala zidityaniswa kwiphepha lemibuzo, ngoko abafundi bahlala benengxaki yokwahlula phakathi kwabo. Ukongeza, iikhosi kwiinkqubo zonyango zihlala zifundiswa ngamalungu amaninzi e-faculty. Oku kuphakamisa imibuzo yobungqina obunikwe inani elinokubakho lokunxibelelana phakathi kwabafundi nootitshala abavavanywa yi-Royal El. (2018) [11]. Kwisifundo nguHwang et al. . Iziphumo zazo zibonisa ukuba uvavanyo lweklasi nganye luyayimfuneko ukulawula iikhosi zamandulo kwikharityhulamu yeSikolo esiDibeneyo.
I-UITDHAAUA I-O'Neill (2015) [5] uhlolisise indlela abafundi bezonyango abathathe ikati ngokuzithandela kwikhosi yeklasi yamacandelo amaninzi. Isifundo ngasinye kwezi zimbini zibalulekileyo zabonisa ukuba ngumqeqeshi wentsomi. Abafundi kufuneka banike ireyithi engaziwayo kubo bonke abafundisi (kubandakanya abafundisi be-fect) kwiiveki ezimbini zokugqiba ikhosi, kodwa banokuncipha ukuvavanya umhlohli. Kunyaka olandelayo emva koko, kodwa umzobo wesifundo sentsomi ubandakanyiwe. Amashumi amathandathu anesithandathu eepesenti abafundi abalinganayo umyaleli ofanayo ngaphandle kokufana, kodwa bambalwa abafundi (i-49%) balinga umyaleli obonakalayo ngokufanayo. Ezi zinto zifunyenwe zibonisa ukuba uninzi lwabafundi bezonyango bagqibezela iiseti, nokuba bahamba kunye neefoto, ngaphandle kokuqwalaselwa ngononophelo ukuba bahlola ngoobani, bayeke ukusebenza komhlohli. Oku kuthintela ukuphuculwa komgangatho wenkqubo kwaye kunokuba yingozi kwinkqubela phambili yokufunda ootitshala. Abaphandi bacebisa ngenkqubo-sikhokelo ebonelela ngendlela eyahlukileyo yokuseta esebenzayo kwaye isebenzisa abafundi.
Zininzi ezinye iintlukwano kwikharityhulamu yezemfundo yeenkqubo zonyango xa kuthelekiswa nezinye iinkqubo zemfundo eziPhakamileyo ngokubanzi [11]. Imfundo yezonyango, njengemfundo yezempilo yonyango, igxile ngokucacileyo kuphuhliso lweendima ezichaziweyo ngokucacileyo (ukuziqhelanisa). Ngenxa yoko, ikharityhula yezonyango nezempilo kunye nezempilo iba yinto engaphezulu, kunye nezifundo ezilinganiselweyo kunye nokhetho lwecandelo. Okubangela umdla kukuba, iikhosi zemfundo zonyango zihlala zinikezelwa kwifomathi ye-cohort, kubo bonke abafundi abathatha ikhosi efanayo ngaxeshanye kwisemester nganye. Ke ngoko, ukubhalisa inani elikhulu labafundi (ihlala i-N = 100 okanye ngaphezulu) inokuchaphazela ifomathi yokufundisa kunye nobudlelwane boMfundisi-ntsapho. Ngapha koko, kwizikolo ezininzi zezonyango, iipropathi zengqondo zezinto ezininzi azivavanywanga ekusetyenzisweni kokuqala, kwaye iipropathi zezixhobo ezininzi zinokuhlala zingaziwa [11].
Izifundo ezininzi kule minyaka imbalwa idlulileyo zinike ubungqina obunokuphuculwa ngokujongana nezinto ezibalulekileyo ezinokuba nefuthe ekusebenzeni kwezixhobo, zoonobumba, kunye nokutolikwa. Umzobo 3 ubonakalisa amanye amanyathelo anokusetyenziselwa ukwenza imodeli yeseti efanelekileyo. La macandelo alandelayo abonelela ngenkcazo eneenkcukacha ngakumbi.
Ukuphuculwa kweseti kwi-leal kunye nenqanaba, kunye nenqanaba lokutolika ukuphuhlisa imodeli efanelekileyo yokuseta.
Njengoko bekutshiwo ngaphambili, uncwadi luqinisekisa ukuba i-bias yesini inokuba nefuthe kuvavanyo [35, 36, 36, 39, 46, 46]. I-Peterson et al. . Kolu phononongo, iseti yayiqhutywa kwiiklasi ezine (ezimbini ezifundiswa ngootitshala abangamadoda kwaye babini bafundiswa ngabafundisi-ntsapho). Kwikhosi nganye, abafundi babelwa ngokungacwangciswanga ukuba bafumane isixhobo soVavanyo oluSetyenziso okanye isixhobo esifanayo kodwa sisebenzisa ulwimi eyilelwe ukunciphisa i-bias yesini. Isifundo sifumanise ukuba abafundi abasebenzisa izixhobo zokuvavanywa kwe-anti-bias banika ootitshala ababhinqileyo abaphezulu kunabafundi abasebenzisa izixhobo zovavanyo eziqhelekileyo. Ngapha koko, kwakungekho mahluko kwiireyithingi zootitshala abangamadoda phakathi kwamaqela amabini. Iziphumo zolu phononongo zibalulekile kwaye zibonisa indlela ungenelelo olulula lolwimi olunokunciphisa ngayo ukufundiswa kwesini kuphuculo lwabafundi lokufundisa. Ke ngoko, kuyinto elungileyo yokuqwalasela zonke iiseti kwaye usebenzise ulwimi ukunciphisa i-bias yesini ekuphuhlisweni kwabo [40].
Ukufumana iziphumo eziluncedo kuyo nayiphi na iseti, kubalulekile ukuba uqwalasele ngenyameko injongo yovavanyo kunye namagama emibuzo kwangaphambili. Nangona uninzi lweseti lubonisa ngokucacileyo inqaku lezifundo, oko kukuthi "uVavanyo lwekhosi", kunye necandelo le-faculty ", kolunye uphononongo", okanye kunokubakho ukudideka phakathi kwabafundi Malunga nokuvavanya nganye yezi ndawo ngokukodwa. Ke ngoko, uyilo lwephepha lemibuzo kufuneka lube kufanelekile, chaza la malungu amabini ahlukeneyo ekhweshine, kwaye wenze abafundi bazi ukuba yintoni ekufuneka ihlolwe kwindawo nganye. Ukongeza, uvavanyo lwe-Pilot luyacetyiswa ukufumanisa ukuba ngaba abafundi bayitolika imibuzo ngendlela ebekwe-24]. Kwisifundo nguOermann et al. . Iziphumo zibonisa ukuba izixhobo zokuseta kufuneka zivavanywe ngaphambi kokusetyenziswa, kubandakanya uvavanyo lokuvavanywa izixhobo ezinabafundi abanokuthi bakwazi ukutolika izinto okanye imibuzo esenzelwe ngumhlohli.
Izifundo ezininzi ziye zahlolisisa ukuba imodeli yolawulo ye-Serment ichaphazela ukubandakanyeka kwabafundi.
UDaumier et al. . Uphando lubonisa ukuba uphononongo lwe-Intanethi luqhelekileyo linemigangatho yokuphendula engezantsi kuvavanyo lweklasi. Nangona kunjalo, isifundo safumanisa ukuba uvavanyo lwe-intanethi aluzange luvelise amabakala ahlukeneyo aphakathi kwiimvavanyo zeklasi.
Kwakukho ukungabikho konxibelelwano olubiweyo ngonxibelelwano lweendlela ezimbini phakathi kwabafundi nootitshala ngexesha lokugqitywa kwe-Intanethi (kodwa bahlala beshicilelwa), kubangele ukungabikho kwethuba lokucaciswa. Ke ngoko, intsingiselo yemibuzo emiselweyo, izimvo, okanye uvavanyo lwabafundi alunakuhlala lucacile [48]. Amanye amaziko athe walungisa lo mbandela ngokuzisa abafundi ngeyure kwaye wabele ixesha elithile ukugqiba iseti ye-Intanethi (49]. Kwisifundo sabo, iMalone et al. . Iseti iqhutywa njengeqela ekugxilwe kuzo: Iqela elihlanganyelweyo liphendula imibuzo evulekileyo ngokuvota ngokungekho semthethweni, impikiswano, kunye nokucaciswa. Izinga lokuphendula lingaphezulu kwe-70-80%, zibonelela ootitshala, abalawuli, kunye neekomiti zekharhulethi ngolwazi olubanzi [49].
Njengoko kuchaziwe apha ngasentla, e-Uitdehaage kunye no-O'Neill [5], abaphandi banike ingxelo yokuba abafundi abakwisifundo sabo balingayo. Njengoko bekutshiwo ngaphambili, le yingxaki eqhelekileyo kwizifundo zesikolo zezonyango, apho ikhosi nganye inokufundiswa ngamalungu amaninzi, kodwa abafundi basenokungakukhumbuli ukuba ngubani onegalelo kwikhosi nganye. Amanye amaziko athe walungisa lo mbandela ngokubonelela ngefoto yomhlohli ngamnye, igama lakhe, kunye nesihloko / umhla oboniswe ukukhangela iinkumbulo zabafundi kwaye uphephe iingxaki ezibeka impumelelo ye-SET [49].
Mhlawumbi eyona ngxaki ibalulekileyo enxulumene neseti kukuba ootitshala abakwazi ukutolika ngokuchanekileyo iziphumo kunye neziphumo ezibekiweyo. Abanye ootitshala banokufuna ukwenza uthelekiso lwenkcukacha-nkcukacha, abanye banokujonga ukonyuka okuncinci / ukunciphisa amanqaku njengotshintsho olunentsingiselo, abanye bafuna ukukholelwa naluphi na uphando [abangama-45,50, 51].
Ukusilela ekutolikeni ngokuchanekileyo iziphumo okanye inkqubo yengxelo yomfundi inokuchaphazela izimo zootitshala ngokufundisa. Iziphumo zeLutovac et al. (2017) [52] Uqeqesho lootitshala oluxhasayo luyimfuneko kwaye luyingenelo ekuboneleleni ngengxelo abafundi. Imfundo yezonyango inomdla ngokungxamisekileyo ekutolikeni iziphumo ezichanekileyo zeziphumo. Ke ngoko, ubuchwephesha besikolo sezonyango kufuneka sifumane uqeqesho malunga nendlela yokuvavanya iziphumo kunye neendawo ezibalulekileyo ekufuneka zigxile kuzo [50, 51].
Ngenxa yoko, iziphumo ezichazwe zibonisa ukuba iiseti kufuneka zenziwe ngononophelo, zilawulwe, kwaye zitolikekile ukuqinisekisa ukuba iziphumo zinefuthe elinentsingiselo kubo bonke ababandakanyekayo kubo bonke ababandakanyekayo, kubalawuli besikolo, kunye nabafundi besikolo.
Ngenxa yemiqobo yeseti, kufuneka siqhubeke nokuzama ukwenza inkqubo yovavanyo ebanzi yokunciphisa ukufundisisa ekufundiseni ootitshala bezonyango.
Ukuqonda ngokupheleleyo komgangatho wokufundisa yeklinikhi unokufumana ngokuqokelela kunye nokunxantathu idatha emininzi, kubandakanya abafundi, abalawuli benkqubo, abangama-53, 57, 57, 57, 57, 57, 57, 57, 57, 57, 57, 57, 57, 57, 57, 57, 57, 57, 57, 57]. La macandelo alandelayo achaza ezinye izixhobo ezinokuthi zisetyenziswe ukongeza kwiseti esebenzayo yokunceda ukuphuculwa kokuqonda okufanelekileyo nokuqonda ngokupheleleyo (umzobo 4).
Iindlela ezinokusetyenziselwa ukuphuhlisa imodeli ebanzi yenkqubo yokuvavanya ukusebenza ngokufundisa kwisikolo sezonyango.
Iqela ekugxilwe kuyo lichazwa "njengengxoxo yeqela elilungiselelwe ukuphonononga iseti ethile yemicimbi" [58]. Kule minyaka imbalwa idlulileyo, izikolo zezonyango ziye zada zaza amaqela ekugxilwe kuwo ukufumana ingxelo esemgangathweni evela kubafundi kwaye ijongane neminye imigibe yeseti ye-intanethi. Ezi zifundo zibonisa ukuba amaqela ekugxileni ayasebenza ekuboneleleni ngengxelo esemgangathweni kunye nokukhulisa ukoneliseka kwabafundi [59, 60, 61].
Kwisifundo nge-rundet et al. [59] Abaphandi baphumeze inkqubo yeqela lokuvala abafundi abavumela abalawuli bezifundo zekhosi kwaye abafundi ukuba baxoxe ngezifundo kumaqela ekugxilwe kuwo. Iziphumo zibonisa ukuba iingxoxo zeQela ekugxilwe kuzo zihambelana nokuvavanywa kwe-Intanethi kwaye zandise ukwaneliseka kwabafundi ngenkqubo yovavanyo yekhosi ngokubanzi. Abafundi balixabisa ithuba lokunxibelelana ngokuthe ngqo nabalawuli befundo kwaye bakholelwa ukuba le nkqubo inokuba negalelo kuphuhliso lwemfundo. Baziva bekwazi ukuba bakwazi ukuqonda umbono wezifundo yekhosi. Ukongeza kwabafundi, abalawuli bezifundo nabo bakhawuleze ukuba amaqela agxila aququzelele unxibelelwano olusebenzayo kunye nabafundi [59]. Ke, ukusetyenziswa kwamaqela ekugxilwe kuwo kunokubonelela izikolo zezonyango ngokuqonda okuphezulu komgangatho wekhosi nganye kunye nokufundisa ngempumelelo kwetyhubhu. Nangona kunjalo, kuya kufuneka kuqatshelwe ukuba amaqela ekugxilwe kuwo ngokwawo, njengamanani amancinci abafundi athatha inxaxheba kuyo xa kuthelekiswa nenkqubo ye-Intanethi esekwe kwi-intanethi, efumaneka kubo bonke abafundi. Ukongeza, ukuqhuba amaqela ekugxilwe kuzo kwiikhosi ezahlukeneyo kunokuba yinkqubo yokuthatha ixesha kunye nabafundi. Oku kubeka imiqobo ebalulekileyo, ngakumbi kubafundi bezonyango abaneeshedyuli ezixakeke kakhulu kwaye banokwenza indawo yeklinikhi kwiindawo ezahlukeneyo zendawo. Ukongeza, amaqela agxila afuna inani elikhulu labaququzeleli abanamava. Nangona kunjalo, kubandakanya amaqela ekugxilwe kuyo kwinkqubo yovavanyo kunokubonelela ngolwazi oluneenkcukacha noluthile malunga nokusebenza koqeqesho [48, 59, 60, 61].
Skeekierkia-schwacke et al. . Iingxoxo zeQela ekugxilwe kuzo kunye nodliwanondlebe lomntu ngamnye lwaluqhutywa ngamabala kunye nabafundi bezonyango. Ootitshala bakuxabisile ingxelo yobuqu enikezwe sisixhobo sovavanyo, kwaye abafundi banike ingxelo yokuba iloop, kubandakanya iinjongo kunye nemiphumo, kufuneka yenziwe ukukhuthaza ingxelo yedatha yovavanyo. Ngenxa yoko, iziphumo zolu phando zixhasa ukubaluleka kokuvala ilogo yonxibelelwano nabafundi kunye nokwazisa ngeziphumo zovavanyo.
Uphononongo lontanga lokufundisa (Prt) lubaluleke kakhulu kwaye luphunyezwe kwimfundo ephezulu iminyaka. I-PRT iquka inkqubo yokusebenzisana yokujonga ukufundisa kunye nokubonelela ngengxelo kumqwalaseli ukuphucula ukusebenza ngokufundisa [63]. Ukongeza, ukuzivocavoca ngokwakho, iingxoxo ezilandelwayo ezilandelelayo, kunye nesabelo esicwangcisiweyo soogxa abaqeqeshiweyo sinokunceda ukuphucula ukusebenza kwe-PRT kunye nenkcubeko yeSebe [64]. Ezi nkqubo zixelwe ukuba zininzi izibonelelo njengoko zinokunceda ootitshala bafumane ingxelo eyakhayo kubafundisi-ntsapho abaseMede abasenokwenzeka ukuba babejamelene nobunzima bamandulo kwaye banokubonelela ngenkxaso enkulu ngokubonelela ngamacebiso [63]. Ngaphezu koko, xa isetyenziswa ngendlela eyakhayo, uphononongo loontanga linokuphucula umxholo wekhosi kunye neendlela zoncedo, kunye nokuxhasa ootitshala bezonyango ekuphuculeni umgangatho wokufundisa kwabo [65, 66].
Isifundo sakutshanje nge-campbell et al. . Kolunye uphononongo, i-caygill et al. . Iziphumo zibonisa ukuba kukho umdla we-upent-up kwi-PRT phakathi kootitshala bezonyango kwaye ukuba ifomathi yoVavanyo loontanga lokuZithandela ithathelwa ingqalelo njengethuba elibalulekileyo lophuhliso.
Kufanelekile ukuba uqaphele ukuba iinkqubo ze-PRT kufuneka zenziwe ngononophelo ukunqanda ukudala amandla, "" "ezikhokelela ekukhokeleni kwixhala elongezelelekileyo phakathi kootitshala ababonileyo [69]. Ke ngoko, injongo kufuneka ibe kukhulisa ngononophelo izicwangciso ze-PRT eziya kuthi zincedise kwaye ziququzelele ukudalwa kwendawo ekhuselekileyo kunye nokubonelela ngengxelo eyakhayo. Ke ngoko, kuyafuneka uqeqesho olukhethekileyo lokuqeqesha abavavanyi, kunye neenkqubo ze-PRT kufuneka zibandakanyeke kuphela ootitshala abanomdla ngokwenene nabanamava. Oku kubaluleke kakhulu ukuba ulwazi olufunyenwe kwi-PRT lusetyenziswa kwizigqibo zefakhalthi ezinje ngokunyusa amanqanaba aphezulu, ukwanda kwemivuzo, kunye nokukhuthaza izikhundla ezibalulekileyo zolawulo. Kuya kufuneka kuqatshelwe ukuba i-PRT ichitha ixesha kwaye, njengamaqela ekugxilwe kuyo, ifuna ukuthatha inxaxheba kwenani elikhulu lamalungu etyhubhu, eyenza ukuba le ndlela inzima ukuyisebenzisa kwizikolo zonyango eziphantsi.
I-Newman et al. (2010] [70] Chaza iindlela ezisetyenziswa ngaphambili, ngexesha nasemva koqeqesho, ukuqaphela ezibonisa ezona ndlela zibalulekileyo kunye nokuchonga izisombululo kwiingxaki zokufunda. Abaphandi banikezele ngeengcebiso ezili-12 kubavavanyi, kubandakanya: (1) akhethe amagama akho ngobulumko; (2) Vumela umntu obukeleyo achonge indlela yengxoxo; (3) Gcina ingxelo iyimfihlo kwaye ifomathiweyo; (4) Gcina ingxelo iyimfihlo kwaye ifomathiweyo; Impendulo igxile kwizakhono zokufundisa kunokuba utitshala ngamnye; . kunye nengxelo ngokuqatshelwa koontanga, (11) yenza ukujonga kokufunda impumelelo, (12) yenze isicwangciso somsebenzi. Abaphandi bakwahlolisisa ifuthe lokuqalisa malunga nokuqwalaselwa kunye nendlela inkqubo yokufunda, yokujonga nokuxoxa ngayo ingxelo enokuwanika amava okufunda amaqela okufunda kuwo omabini, okhokelela kumgangatho wexesha elide kunye nomgangatho wexesha elide. I-Gomely et al. . inikezwe ngumthombo odumileyo.
Nangona ubuchwephesha besikolo sezonyango bafumana ingxelo nge-PRT, kubalulekile ukuqeqesha i-factoly ngendlela yokutolika ingxelo (efana nengcebiso yokufumana intetho) kwaye ivumele ixesha elaneleyo lokucingisisa ngengxelo efunyenweyo.
IXESHA LOKUQALA: UNv-24-2023