Uvavanyo lwekharityhulam kunye nefakhalthi lubalulekile kuzo zonke iziko lemfundo ephakamileyo, kuquka nezikolo zonyango. Uvavanyo lwabafundi lokufundisa (i-SET) ludla ngokuba yimibuzo engaziwa, kwaye nangona ekuqaleni yayiphuhliswe ukuvavanya izifundo kunye neenkqubo, ngokuhamba kwexesha ikwasetyenziselwa ukulinganisa ukusebenza kakuhle kokufundisa kwaye emva koko yenze izigqibo ezibalulekileyo ezinxulumene nokufundisa. Uphuhliso lobuchwephesha bootitshala. Nangona kunjalo, izinto ezithile kunye nokucalucalulwa zinokuchaphazela amanqaku e-SET kwaye ukusebenza kakuhle kokufundisa akunakulinganiswa ngokuchanekileyo. Nangona uncwadi malunga novavanyo lwekhosi kunye nefakhalthi kwimfundo ephakamileyo ngokubanzi lusekiwe kakuhle, kukho iinkxalabo malunga nokusebenzisa izixhobo ezifanayo ukuvavanya izifundo kunye nefakhalthi kwiinkqubo zonyango. Ngokukodwa, i-SET kwimfundo ephakamileyo ngokubanzi ayinakusetyenziswa ngokuthe ngqo kuyilo lwekharityhulam kunye nokusetyenziswa kwizikolo zonyango. Olu phononongo lubonelela ngesishwankathelo sendlela i-SET enokuphuculwa ngayo kumanqanaba ezixhobo, ulawulo, kunye nokutolika. Ukongeza, eli nqaku libonisa ukuba ngokusebenzisa iindlela ezahlukeneyo ezifana nophononongo lontanga, amaqela okugxila, kunye novavanyo lobuqu ukuqokelela kunye nokwahlulahlula idatha kwimithombo emininzi, kubandakanya abafundi, oontanga, abaphathi beenkqubo, kunye nokuzazi, inkqubo yovavanyo epheleleyo inokwakhiwa. Linganisa ngempumelelo ukusebenza kakuhle kokufundisa, uxhase uphuhliso lobungcali lwabafundisi bezonyango, kwaye uphucule umgangatho wokufundisa kwimfundo yezonyango.
Uvavanyo lwezifundo kunye nenkqubo yinkqubo yangaphakathi yokulawula umgangatho kuzo zonke iziko lemfundo ephakamileyo, kuquka nezikolo zonyango. Uvavanyo lwaBafundi lokufundisa (i-SET) ludla ngokuthatha uhlobo lwephepha elingaziwa okanye iphepha lemibuzo elikwi-intanethi kusetyenziswa isikali sokulinganisa esifana nesikali seLikert (ngesiqhelo sihlanu, sisixhenxe okanye ngaphezulu) esivumela abantu ukuba babonise ukuvumelana kwabo okanye inqanaba lokuvumelana. Andivumelani neengxelo ezithile) [1,2,3]. Nangona ii-SET zaphuhliswa ekuqaleni ukuvavanya izifundo kunye neenkqubo, ekuhambeni kwexesha ziye zasetyenziswa nokulinganisa ukusebenza kakuhle kokufundisa [4, 5, 6]. Ukusebenza kakuhle kokufundisa kuthathwa njengento ebalulekileyo kuba kucingelwa ukuba kukho ubudlelwane obuhle phakathi kokusebenza kakuhle kokufundisa nokufunda kwabafundi [7]. Nangona uncwadi lungachazi ngokucacileyo ukusebenza kakuhle koqeqesho, ludla ngokuchazwa ngeempawu ezithile zoqeqesho, ezinje "ngokusebenzisana kweqela", "ukulungiselela kunye nokulungiselela", "ingxelo kubafundi" [8].
Ulwazi olufunyenwe kwi-SET lunokubonelela ngolwazi oluluncedo, njengokuthi kukho imfuneko yokulungisa izixhobo zokufundisa okanye iindlela zokufundisa ezisetyenziswa kwikhosi ethile. I-SET ikwasetyenziselwa ukwenza izigqibo ezibalulekileyo ezinxulumene nophuhliso lobungcali bootitshala [4,5,6]. Nangona kunjalo, ukufaneleka kwale ndlela kuyathandabuzeka xa amaziko emfundo ephakamileyo esenza izigqibo malunga ne-faculty, njengokunyuselwa kwizikhundla eziphezulu zemfundo (ezidla ngokunxulunyaniswa nobudala kunye nokunyuka kwemivuzo) kunye nezikhundla eziphambili zolawulo ngaphakathi kwiziko [4, 9]. Ukongeza, amaziko adla ngokufuna ukuba i-faculty entsha ibandakanye ii-SET ezivela kumaziko angaphambili kwizicelo zazo zezikhundla ezitsha, ngaloo ndlela ichaphazela kungekuphela nje ukunyuswa kwe-faculty ngaphakathi kwiziko, kodwa nakubaqeshi abatsha abanokubakho [10].
Nangona uncwadi olumalunga nekharityhulam kunye novavanyo lootitshala lusekelwe kakuhle kwicandelo lemfundo ephakamileyo ngokubanzi, oku akunjalo kwicandelo lezonyango kunye nokhathalelo lwempilo [11]. Ikharityhulam kunye neemfuno zootitshala bezonyango zahlukile kwezo zemfundo ephakamileyo ngokubanzi. Umzekelo, ukufunda kweqela kudla ngokusetyenziswa kwiikhosi zemfundo yezonyango ezidibeneyo. Oku kuthetha ukuba ikharityhulam yesikolo sezonyango ineekhosi ezininzi ezifundiswa ngamalungu amaninzi e-faculty anoqeqesho namava kwiinkalo ezahlukeneyo zezonyango. Nangona abafundi bezuza kulwazi olunzulu lweengcali kwicandelo phantsi kolu lwakhiwo, badla ngokujongana nomngeni wokuziqhelanisa neendlela ezahlukeneyo zokufundisa zotitshala ngamnye [1, 12, 13, 14].
Nangona kukho umahluko phakathi kwemfundo ephakamileyo ngokubanzi kunye nemfundo yezonyango, i-SET esetyenziswa kweyokuqala ngamanye amaxesha ikwasetyenziswa kwizifundo zonyango kunye nokhathalelo lwempilo. Nangona kunjalo, ukusebenzisa i-SET kwimfundo ephakamileyo ngokubanzi kudala imingeni emininzi ngokubhekiselele kwikharityhulam kunye novavanyo lwe-faculty kwiinkqubo zobungcali bezempilo [11]. Ngokukodwa, ngenxa yomahluko kwiindlela zokufundisa kunye neziqinisekiso zootitshala, iziphumo zovavanyo lwekhosi zisenokungabandakanyi izimvo zabafundi babo bonke ootitshala okanye iiklasi. Uphando luka-Uytenhaage no-O'Neill (2015) [5] lubonisa ukuba ukucela abafundi ukuba banike amanqaku kubo bonke ootitshala ekupheleni kwekhosi kusenokungafanelekanga kuba phantse akunakwenzeka ukuba abafundi bakhumbule kwaye baphawule kwiindidi ezininzi zovavanyo lootitshala. Ukongeza, ootitshala abaninzi bezemfundo yezonyango nabo ngoogqirha apho ukufundisa kuyinxalenye encinci yoxanduva lwabo [15, 16]. Ngenxa yokuba babandakanyeka kakhulu kukhathalelo lwezigulane kwaye, kwiimeko ezininzi, uphando, badla ngokuba nexesha elincinci lokuphuhlisa izakhono zabo zokufundisa. Nangona kunjalo, oogqirha njengootitshala kufuneka bafumane ixesha, inkxaso, kunye nempendulo eyakhayo kwimibutho yabo [16].
Abafundi bezonyango badla ngokuba ngabantu abanomdla kakhulu nabasebenza nzima abaphumelela ukwamkelwa kwisikolo sezonyango (ngenkqubo yokhuphiswano nenzima kwihlabathi liphela). Ukongeza, ngexesha lesikolo sezonyango, abafundi bezonyango kulindeleke ukuba bafumane ulwazi oluninzi kwaye baphuhlise inani elikhulu lezakhono ngexesha elifutshane, kunye nokuphumelela kuvavanyo oluntsonkothileyo lwangaphakathi nolupheleleyo lwesizwe [17,18,19,20]. Ke ngoko, ngenxa yemigangatho ephezulu elindelekileyo kubafundi bezonyango, abafundi bezonyango banokuba ngabagxekayo ngakumbi kwaye babe nolindelo oluphezulu lokufundisa okusemgangathweni ophezulu kunabafundi kwezinye izifundo. Ke ngoko, abafundi bezonyango banokuba namanqaku aphantsi kooprofesa babo xa kuthelekiswa nabafundi kwezinye izifundo ngenxa yezizathu ezikhankanyiweyo apha ngasentla. Okubangela umdla kukuba, izifundo zangaphambili zibonise ubudlelwane obuhle phakathi kwenkuthazo yabafundi kunye novavanyo lootitshala ngabanye [21]. Ukongeza, kwiminyaka engama-20 edlulileyo, uninzi lweekharityhulam zesikolo sezonyango kwihlabathi liphela ziye zadityaniswa ngokuthe nkqo [22], ukuze abafundi bavezwe kuqheliselo lweklinikhi ukususela kwiminyaka yokuqala yenkqubo yabo. Ngoko ke, kwiminyaka embalwa edlulileyo, oogqirha baye babandakanyeka ngakumbi kwimfundo yabafundi bezonyango, bevuma, kwanasekuqaleni kweenkqubo zabo, ukubaluleka kokuphuhlisa ii-SET ezilungiselelwe amaqela athile eengcali [22].
Ngenxa yohlobo oluthile lwemfundo yezonyango ekhankanyiweyo apha ngasentla, ii-SET ezisetyenziselwa ukuvavanya iikhosi zemfundo ephakamileyo ngokubanzi ezifundiswa lilungu elinye le-faculty kufuneka zihlengahlengiswe ukuze zihlole ikharityhulam edibeneyo kunye ne-faculty yeklinikhi yeenkqubo zonyango [14]. Ke ngoko, kukho imfuneko yokuphuhlisa iimodeli ze-SET ezisebenzayo ngakumbi kunye neenkqubo zovavanyo ezibanzi ukuze kusetyenziswe ngempumelelo ngakumbi kwimfundo yezonyango.
Olu phononongo lwangoku luchaza inkqubela phambili yakutshanje ekusetyenzisweni kwe-SET kwimfundo ephakamileyo (ngokubanzi) kunye nemida yayo, kwaye emva koko luchaza iimfuno ezahlukeneyo ze-SET kwiikhosi zemfundo yezonyango kunye ne-faculty. Olu phononongo lubonelela ngohlaziyo malunga nendlela i-SET enokuphuculwa ngayo kumanqanaba ezixhobo, olawulo kunye notoliko, kwaye lugxile kwiinjongo zokuphuhlisa iimodeli ze-SET ezisebenzayo kunye neenkqubo zovavanyo ezibanzi eziya kulinganisa ngempumelelo ukusebenza kokufundisa, zixhase uphuhliso lwabafundisi-ntsapho bezempilo abangochwephesha kunye nokuphucula umgangatho wokufundisa kwimfundo yezonyango.
Olu phononongo lulandela uphando lukaGreen et al. (2006) [23] ngeengcebiso kunye noBaumeister (2013) [24] ngeengcebiso zokubhala uphononongo lwebali. Sigqibe ekubeni sibhale uphononongo lwebali ngesi sihloko kuba olu hlobo lophononongo lunceda ukubonisa umbono obanzi ngesihloko. Ngaphezu koko, kuba uphononongo lwebali lusebenzisa izifundo ezahlukeneyo zendlela, lunceda ekuphenduleni imibuzo ebanzi. Ukongeza, uhlalutyo lwebali lunokunceda ekuvuseleleni ingcinga kunye nengxoxo ngesihloko.
Isetyenziswa njani i-SET kwimfundo yezonyango kwaye zeziphi iingxaki xa zithelekiswa ne-SET esetyenziswa kwimfundo ephakamileyo ngokubanzi,
Iidathabheyisi zePubmed kunye ne-ERIC zikhangelwe kusetyenziswa indibaniselwano yamagama okukhangela athi "uvavanyo lokufundisa lwabafundi," "ukusebenza kakuhle kokufundisa," "imfundo yezonyango," "imfundo ephakamileyo," "uvavanyo lwekharityhulam kunye nolwe-faculty," kunye namanqaku e-Peer Review 2000, abaqhubi be-logical. amanqaku apapashwe phakathi kowama-2021 nowama-2021. Iikhrayitheriya zokubandakanywa: Izifundo ezibandakanyiweyo yayizizifundo zokuqala okanye amanqaku ophononongo, kwaye izifundo zazifanelekile kwiindawo zemibuzo emithathu ephambili yophando. Iikhrayitheriya zokukhutshwa: Izifundo ezazingelulo ulwimi lwesiNgesi okanye izifundo apho amanqaku apheleleyo angafunyanwanga okanye angafanelekanga kwimibuzo emithathu ephambili yophando azifakwanga kuxwebhu lophononongo lwangoku. Emva kokukhetha iimpapasho, zahlelwa ngokwezihloko ezilandelayo kunye nezihloko ezincinci ezinxulumene nazo: (a) Ukusetyenziswa kwe-SET kwimfundo ephakamileyo ngokubanzi kunye nemida yayo, (b) Ukusetyenziswa kwe-SET kwimfundo yezonyango kunye nokubaluleka kwayo ekusombululeni imiba enxulumene nokuthelekisa i-SET (c) Ukuphucula i-SET kumanqanaba ezixhobo, olawulo kunye nokutolika ukuphuhlisa iimodeli ze-SET ezisebenzayo.
Umfanekiso 1 ubonelela ngetshathi yamanqaku akhethiweyo aqukiweyo kwaye axutyushwa kwinxalenye yangoku yophononongo.
I-SET ibisoloko isetyenziswa kwimfundo ephakamileyo kwaye esi sihloko sifundwe kakuhle kwiincwadi [10, 21]. Nangona kunjalo, inani elikhulu lezifundo liye lahlola imida yazo emininzi kunye nemizamo yokujongana nale mida.
Uphando lubonisa ukuba kukho izinto ezininzi ezichaphazela amanqaku e-SET [10, 21, 25, 26]. Ke ngoko, kubalulekile ukuba abaphathi nootitshala baziqonde ezi zinto xa betolika kwaye besebenzisa idatha. Icandelo elilandelayo libonelela ngesishwankathelo esifutshane sezi zinto. Umfanekiso 2 ubonisa ezinye zezinto ezichaphazela amanqaku e-SET, ezichazwe kwicandelo elilandelayo.
Kwiminyaka yakutshanje, ukusetyenziswa kweekiti ze-intanethi kuye kwanda xa kuthelekiswa neekiti zephepha. Nangona kunjalo, ubungqina kwiincwadi bubonisa ukuba i-SET ekwi-intanethi ingagqitywa ngaphandle kokuba abafundi banikele ingqalelo efunekayo kwinkqubo yokugqiba. Kwisifundo esinomdla esenziwe ngu-Uitdehaage no-O'Neill [5], ootitshala abangekhoyo bongezwa kwi-SET kwaye abafundi abaninzi banike ingxelo [5]. Ngaphezu koko, ubungqina kwiincwadi bubonisa ukuba abafundi badla ngokukholelwa ukuba ukugqitywa kwe-SET akukhokeleli ekuphuhlisweni kwemfundo, okuthi, xa kudityaniswe neshedyuli exakekileyo yabafundi bezonyango, kunokubangela amazinga aphantsi okuphendula [27]. Nangona uphando lubonisa ukuba izimvo zabafundi ababhala uvavanyo azifani nezo zeqela liphela, amazinga aphantsi okuphendula anokubangela ukuba ootitshala bangazithathi nzulu iziphumo [28].
Uninzi lwee-SET ezikwi-intanethi zigqitywa ngokungaziwa. Ingcinga kukuvumela abafundi ukuba baveze izimvo zabo ngokukhululekileyo ngaphandle kokucinga ukuba indlela abathetha ngayo iya kuba nefuthe kubudlelwane babo bexesha elizayo nootitshala. Kwisifundo sika-Alfonso et al. [29], abaphandi basebenzise iireyithingi kunye neereyithingi ezingaziwa apho abavavanyi kwakufuneka banike amagama abo (iireyithingi zikawonke-wonke) ukuvavanya ukusebenza kakuhle kootitshala besikolo sezonyango ngabahlali kunye nabafundi bezonyango. Iziphumo zibonise ukuba ootitshala ngokubanzi bafumana amanqaku aphantsi kuvavanyo olungaziwa. Ababhali bathi abafundi banyanisekile ngakumbi kuvavanyo olungaziwa ngenxa yemiqobo ethile kuvavanyo oluvulekileyo, njengokonakala kobudlelwane bokusebenza nootitshala abathatha inxaxheba [29]. Nangona kunjalo, kufuneka kuqatshelwe ukuba ukungaziwa okuhlala kunxulunyaniswa ne-SET ekwi-intanethi kunokubangela abanye abafundi ukuba bangabi nantlonelo kwaye baphindezele kumqeqeshi ukuba amanqaku ovavanyo awahlangabezani nolindelo lwabafundi [30]. Nangona kunjalo, uphando lubonisa ukuba abafundi abafane banike ingxelo engentlonelo, kwaye le yokugqibela inokuthintelwa ngakumbi ngokufundisa abafundi ukuba banike ingxelo eyakhayo [30].
Izifundo ezininzi zibonise ukuba kukho unxibelelwano phakathi kwamanqaku e-SET abafundi, ulindelo lwabo lokusebenza kwiimviwo, kunye nolwaneliseko lwabo kwiimviwo [10, 21]. Umzekelo, uStrobe (2020) [9] uxele ukuba abafundi bavuza iikhosi ezilula kwaye ootitshala bavuza amanqaku abuthathaka, nto leyo enokukhuthaza ukufundisa okubi kwaye ikhokelele ekunyukeni kwamanqaku [9]. Kuphononongo lwakutshanje, uLooi et al. (2020) [31] Abaphandi baxele ukuba ii-SET ezilungileyo ngakumbi zinxulumene kwaye kulula ukuzivavanya. Ngaphezu koko, kukho ubungqina obuphazamisayo bokuba i-SET inxulumene ngokuphambeneyo nokusebenza kwabafundi kwiikhosi ezilandelayo: okukhona umlinganiselo uphezulu, kokukhona ukusebenza kwabafundi okubi kwiikhosi ezilandelayo. UCornell et al. (2016)[32] benze uphando lokuhlola ukuba abafundi basekholejini bafunde okungakumbi na kootitshala abafumene i-SET ephezulu. Iziphumo zibonisa ukuba xa ukufunda kuvavanywa ekupheleni kwekhosi, ootitshala abanamanqaku aphezulu nabo banegalelo ekufundeni kwabafundi abaninzi. Nangona kunjalo, xa ukufunda kulinganiswa ngokusebenza kwiikhosi ezilandelayo ezifanelekileyo, ootitshala abafumana amanqaku aphantsi ngabona basebenzayo. Abaphandi bacinga ukuba ukwenza ikhosi ibe nzima ngakumbi ngendlela enemveliso kunokunciphisa amanqaku kodwa kuphucule ukufunda. Ngoko ke, uvavanyo lwabafundi alufanele lube lolona siseko sokuvavanya ukufundisa, kodwa kufuneka luqatshelwe.
Izifundo ezininzi zibonisa ukuba ukusebenza kwe-SET kuphenjelelwa yikhosi ngokwayo kunye nokuhlelwa kwayo. UMing noBaozhi [33] bafumanise kuphando lwabo ukuba kukho umahluko omkhulu kumanqaku e-SET phakathi kwabafundi kwizifundo ezahlukeneyo. Umzekelo, isayensi yeklinikhi inamanqaku aphezulu e-SET kunesayensi esisiseko. Ababhali bachaze ukuba oku kungenxa yokuba abafundi bezonyango banomdla wokuba ngoogqirha kwaye ngenxa yoko banomdla wobuqu kunye nokukhuthaza okuphezulu kokuthatha inxaxheba ngakumbi kwizifundo zesayensi yeklinikhi xa kuthelekiswa nezifundo zesayensi esisiseko [33]. Njengakwimeko yokukhetha, ukukhuthazwa kwabafundi kwesi sifundo nako kunempembelelo entle kumanqaku [21]. Ezinye izifundo ezininzi nazo zixhasa ukuba uhlobo lwekhosi lunokuchaphazela amanqaku e-SET [10, 21].
Ngaphezu koko, ezinye izifundo zibonise ukuba xa ubukhulu beklasi buncinci, kokukhona inqanaba le-SET liphezulu elifikelelwa ngootitshala [10, 33]. Enye ingcaciso enokwenzeka kukuba ubungakanani beklasi obuncinci buyandisa amathuba okunxibelelana kootitshala nabafundi. Ukongeza, iimeko apho uvavanyo lwenziwa khona zinokuchaphazela iziphumo. Umzekelo, amanqaku e-SET abonakala echatshazelwa lixesha nosuku olufundiswa ngalo ikhosi, kunye nosuku lweveki apho i-SET igqityiwe khona (umz., uvavanyo olugqityiweyo ngeempelaveki ludla ngokuphumela kumanqaku amahle ngakumbi) kunovavanyo olugqitywe ekuqaleni kweveki. [10].
Uphononongo olunomdla lukaHessler nabanye lukwabuza ukuba i-SET isebenza kakuhle na. [34]. Kolu phononongo, uvavanyo olulawulwa ngokungacwangciswanga lwenziwa kwikhosi yamayeza angxamisekileyo. Abafundi bezonyango bonyaka wesithathu babelwa ngokungacwangciswanga kwiqela lolawulo okanye kwiqela elafumana ii-cookies zetshokolethi zasimahla (iqela le-cookie). Onke amaqela afundiswa ngootitshala abafanayo, kwaye umxholo woqeqesho kunye nezixhobo zekhosi zazifana kuwo omabini amaqela. Emva kwekhosi, bonke abafundi bacelwa ukuba bagqibezele iseti. Iziphumo zibonise ukuba iqela le-cookie libanike ootitshala umlinganiselo ongcono kakhulu kuneqela lolawulo, nto leyo ebangela ukuba bathandabuze ukusebenza kakuhle kwe-SET [34].
Ubungqina kwiincwadi bukwaxhasa ukuba isini sinokuchaphazela amanqaku e-SET [35,36,37,38,39,40,41,42,43,44,45,46]. Umzekelo, ezinye izifundo zibonise ubudlelwane phakathi kwesini sabafundi kunye neziphumo zovavanyo: abafundi abangamabhinqa bafumana amanqaku aphezulu kunabafundi abangabesilisa [27]. Uninzi lobungqina luqinisekisa ukuba abafundi banika ootitshala abangamabhinqa amanqaku aphantsi kunabafundi abangabesilisa [37, 38, 39, 40]. Umzekelo, uBoring et al. [38] ubonise ukuba abafundi abangabesilisa nabangabasetyhini babekholelwa ukuba amadoda anolwazi olungaphezulu kwaye anezakhono zobunkokeli ezinamandla kunabafazi. Inyani yokuba isini kunye neengcinga ezichaseneyo zinefuthe kwi-SET ikwaxhaswa luphando lukaMacNell et al. [41], oxele ukuba abafundi kwisifundo sakhe banika ootitshala abangabasetyhini amanqaku aphantsi kunabafundi abangabesilisa kwiinkalo ezahlukeneyo zokufundisa [41]. Ngaphezu koko, uMorgan et al [42] banike ubungqina bokuba oogqirha abangabasetyhini bafumana amanqaku aphantsi okufundisa kwiindlela ezine eziphambili zokujikeleza kwezonyango (utyando, abantwana, ukubeleka kunye ne-gynecology, kunye nonyango lwangaphakathi) xa kuthelekiswa noogqirha abangabesilisa.
Kwisifundo sikaMurray et al. (2020) [43], abaphandi baxele ukuba ukutsala abafundisi kunye nomdla wabafundi kule khosi kunxulunyaniswa namanqaku aphezulu e-SET. Ngokwahlukileyo koko, ubunzima bezifundo bunxulunyaniswa namanqaku aphantsi e-SET. Ukongeza, abafundi banike amanqaku aphezulu e-SET kootitshala abancinci abangamadoda abamhlophe kunye nabaqeqeshi abaphethe ubuprofesa obupheleleyo. Akukho nxibelelwano phakathi kovavanyo lokufundisa lwe-SET kunye neziphumo zophando lootitshala. Ezinye izifundo ziqinisekisa nempembelelo entle yokutsala kootitshala ngokwasemzimbeni kwiziphumo zovavanyo [44].
UClayson et al. (2017) [45] baxele ukuba nangona kukho isivumelwano ngokubanzi sokuba i-SET ivelisa iziphumo ezithembekileyo kwaye umyinge weklasi nootitshala uyahambelana, kusakhona ukungangqinelani kwiimpendulo zomfundi ngamnye. Ngamafutshane, iziphumo zale ngxelo yovavanyo zibonisa ukuba abafundi abavumelananga noko bacelwe ukuba bakuvavanye. Amanyathelo okuthembeka afunyenwe kuvavanyo lokufundisa lwabafundi awanelanga ukunika isiseko sokuqinisekisa ubunyani. Ke ngoko, i-SET ngamanye amaxesha inokubonelela ngolwazi ngabafundi kunokuba ibonelele ngootitshala.
I-SET yemfundo yezempilo yahlukile kwi-SET yesiqhelo, kodwa ootitshala badla ngokusebenzisa i-SET ekhoyo kwimfundo ephakamileyo ngokubanzi endaweni ye-SET ethile kwiinkqubo zemisebenzi yezempilo ezichazwe kwiincwadi. Nangona kunjalo, uphando olwenziwe kwiminyaka edlulileyo lufumanise iingxaki ezininzi.
UJones nabanye (1994). [46] benze uphando ukuze bafumanise umbuzo wokuba bangavavanya njani abafundisi besikolo sezonyango ngokwembono yabasebenzisi kunye nabaphathi. Ngokubanzi, imiba ekhankanywa rhoqo enxulumene novavanyo lokufundisa. Ezona zixhaphakileyo yayizizikhalazo ngokubanzi malunga nokungafaneleki kweendlela zovavanyo lokusebenza zangoku, apho abaphenduli nabo benza izikhalazo ezithile malunga ne-SET kunye nokungabikho kokuqatshelwa kokufundisa kwiinkqubo zemivuzo yezemfundo. Ezinye iingxaki ezibikiweyo ziquka iinkqubo zovavanyo ezingahambelaniyo kunye neendlela zokunyuswa kumasebe onke, ukungabikho kovavanyo oluqhelekileyo, kunye nokungaphumeleli ukuqhagamshela iziphumo zovavanyo kwimivuzo.
URoyal et al (2018) [11] bachaza eminye yemida yokusebenzisa i-SET ukuvavanya ikharityhulam kunye ne-faculty kwiinkqubo zobungcali bezempilo kwimfundo ephakamileyo ngokubanzi. Abaphandi baxela ukuba i-SET kwimfundo ephakamileyo ijongene nemingeni eyahlukeneyo kuba ayinakusetyenziswa ngokuthe ngqo kuyilo lwekharityhulam kunye nokufundiswa kwezifundo kwizikolo zonyango. Imibuzo ebuzwa rhoqo, kuquka imibuzo malunga nomfundisi kunye nekhosi, idla ngokudityaniswa ibe yimibuzo enye, ngoko ke abafundi badla ngokuba nengxaki yokuhlula phakathi kwayo. Ukongeza, izifundo kwiinkqubo zonyango zihlala zifundiswa ngamalungu amaninzi e-faculty. Oku kuphakamisa imibuzo yokufaneleka ngenxa yenani elinokubakho elilinganiselweyo lokunxibelelana phakathi kwabafundi nootitshala abavavanywe nguRoyal et al. (2018)[11]. Kwisifundo esenziwe nguHwang et al. (2017) [14], abaphandi bahlolisise ingcamango yokuba uvavanyo lwekhosi olujonga emva lubonisa njani ngokupheleleyo imbono yabafundi ngezifundo ezahlukeneyo zabafundisi. Iziphumo zabo zibonisa ukuba uvavanyo lweklasi lomntu ngamnye luyimfuneko ukulawula izifundo ezininzi kwikharityhulam yesikolo sezonyango esidibeneyo.
Uitdehaage kunye no-O'Neill (2015) [5] bahlolisise indlela abafundi bezonyango abathatha ngayo ngabom i-SET kwiklasi enabafundi abaninzi. Ikhosi nganye kwezi zimbini zangaphambi kweklinikhi yayinomfundisi ongeyonyani. Abafundi kufuneka banike bonke abafundisi-ntsapho amanqaku angaziwayo (kuquka nabafundisi-ntsapho) kwiiveki ezimbini emva kokugqiba ikhosi, kodwa basenokungavumi ukuvavanya utitshala. Kunyaka olandelayo kwenzeka kwakhona, kodwa umfanekiso womfundisi-ntsapho ongeyonyani wafakwa. Amashumi amathandathu anesithandathu ekhulwini abafundi banike utitshala ongeyonyani amanqaku ngaphandle kokufana, kodwa bambalwa abafundi (49%) abanike utitshala ongeyonyani amanqaku afanayo. Ezi ziphumo zibonisa ukuba abafundi abaninzi bezonyango bagqiba ii-SET ngokungaboni, nokuba zihamba neefoto, ngaphandle kokuqwalasela ngononophelo ukuba bavavanya bani, ingasathethwa ke ngendlela utitshala asebenza ngayo. Oku kuthintela ukuphuculwa komgangatho wenkqubo kwaye kunokuba yingozi kwinkqubela phambili yezemfundo yootitshala. Abaphandi bacebisa isakhelo esinika indlela eyahlukileyo kakhulu kwi-SET ebandakanya abafundi ngokukhutheleyo nangokukhutheleyo.
Kukho umahluko omkhulu kwikharityhulam yemfundo yeenkqubo zonyango xa kuthelekiswa nezinye iinkqubo zemfundo ephakamileyo ngokubanzi [11]. Imfundo yezonyango, njengemfundo yezempilo yobungcali, ngokucacileyo igxile ekuphuhlisweni kwemisebenzi yobungcali echazwe ngokucacileyo (uqheliselo lweklinikhi). Ngenxa yoko, iikharityhulam zeenkqubo zonyango kunye nezempilo ziba nzima ngakumbi, kunye nokukhetha okuncinci kwezifundo kunye neefakhalthi. Okunomdla kukuba, iikhosi zemfundo yezonyango zihlala zinikezelwa kwifomathi yeqela, bonke abafundi bethatha ikhosi efanayo ngexesha elinye kwisemester nganye. Ke ngoko, ukubhalisa inani elikhulu labafundi (ngesiqhelo i-n = 100 nangaphezulu) kunokuchaphazela ifomathi yokufundisa kunye nobudlelwane phakathi kotitshala nomfundi. Ngaphezu koko, kwizikolo ezininzi zonyango, iipropati ze-psychometric zezixhobo ezininzi azivavanywa xa zisetyenziswa okokuqala, kwaye iipropati zezixhobo ezininzi zisenokungaziwa [11].
Izifundo ezininzi kwiminyaka embalwa edlulileyo zibonelele ubungqina bokuba i-SET ingaphuculwa ngokujongana nezinto ezibalulekileyo ezinokuchaphazela ukusebenza kwe-SET kumanqanaba ezixhobo, olawulo, kunye notoliko. Umfanekiso 3 ubonisa amanye amanyathelo anokusetyenziswa ukwenza imodeli ye-SET esebenzayo. La macandelo alandelayo anika inkcazo eneenkcukacha ezingaphezulu.
Phucula i-SET kumanqanaba ezixhobo zomculo, olawulo, kunye notoliko ukuze uphuhlise iimodeli ze-SET ezisebenzayo.
Njengoko bekutshiwo ngaphambili, uncwadi luqinisekisa ukuba ukucalucalulwa ngokwesini kunokuchaphazela uvavanyo lootitshala [35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46]. UPeterson et al. (2019) [40] benze uphando oluhlolisise ukuba isini sabafundi sichaphazele na iimpendulo zabafundi kwimizamo yokunciphisa ukucalucalulwa. Kolu phononongo, i-SET yanikezelwa kwiiklasi ezine (ezimbini zifundiswa ngootitshala abangamadoda kwaye ezimbini zifundiswa ngootitshala abangabasetyhini). Ngaphakathi kwikhosi nganye, abafundi babelwa ngokungacwangciswanga ukuba bafumane isixhobo sovavanyo esiqhelekileyo okanye isixhobo esifanayo kodwa besebenzisa ulwimi oluyilelwe ukunciphisa ukucalucalulwa ngokwesini. Uphononongo lufumanise ukuba abafundi abasebenzisa izixhobo zovavanyo zokuchasana nokucalucalulwa banike ootitshala abangabasetyhini amanqaku aphezulu kakhulu e-SET kunabafundi abasebenzisa izixhobo zovavanyo ezisemgangathweni. Ngaphezu koko, bekungekho mahluko kumanqaku ootitshala abangamadoda phakathi kwamaqela amabini. Iziphumo zolu phononongo zibalulekile kwaye zibonisa indlela ukungenelela kolwimi okulula okunokunciphisa ukucalucalulwa ngokwesini kuvavanyo lokufundisa lwabafundi. Ke ngoko, kuyinto elungileyo ukuqwalasela ngononophelo zonke ii-SET kwaye usebenzise ulwimi ukunciphisa ukucalucalulwa ngokwesini kuphuhliso lwazo [40].
Ukuze ufumane iziphumo eziluncedo kuyo nayiphi na i-SET, kubalulekile ukuqwalasela ngononophelo injongo yovavanyo kunye namagama emibuzo kwangaphambili. Nangona uninzi lwezifundo ze-SET lubonisa ngokucacileyo icandelo elimalunga nemiba yombutho wekhosi, oko kukuthi "Uvavanyo lweKhosi", kunye necandelo elimalunga ne-faculty, oko kukuthi "Uvavanyo loTitshala", kwezinye izifundo umahluko usenokungacaci, okanye Kunokubakho ukudideka phakathi kwabafundi malunga nendlela yokuvavanya nganye kwezi ndawo ngokwahlukeneyo. Ke ngoko, uyilo lwemibuzo kufuneka lube lolufanelekileyo, lucacise iindawo ezimbini ezahlukeneyo zemibuzo, kwaye lwenze abafundi bazi ukuba yintoni ekufuneka ihlolwe kwicandelo ngalinye. Ukongeza, uvavanyo lovavanyo luyacetyiswa ukuze kuchongwe ukuba abafundi bayitolika na imibuzo ngendlela ebekiweyo [24]. Kwisifundo sika-Oermann et al. (2018) [26], abaphandi baphande baza baqulunqa uncwadi oluchaza ukusetyenziswa kwe-SET kuluhlu olubanzi lwezifundo kwimfundo yabafundi abaphantsi kweziqu kunye nabaphumeleleyo ukuze banike ootitshala isikhokelo ekusebenziseni i-SET kubuhlengikazi nakwezinye iinkqubo zobungcali bezempilo. Iziphumo zibonisa ukuba izixhobo ze-SET mazihlolwe ngaphambi kokuba zisetyenziswe, kuquka novavanyo lwezixhobo oluqhutywa ngabafundi abasenokungakwazi ukutolika izinto okanye imibuzo yezixhobo ze-SET njengoko bekucetyiwe ngutitshala.
Izifundo ezininzi ziye zahlola ukuba ingaba imodeli yolawulo lwe-SET iyayichaphazela na indlela abafundi ababandakanyeka ngayo.
UDaumier nabanye (2004) [47] bathelekise amanqaku abafundi oqeqesho lwabafundisi-ntsapho olugqityiweyo eklasini kunye namanqaku aqokelelwe kwi-intanethi ngokuthelekisa inani leempendulo kunye namanqaku. Uphando lubonisa ukuba uphando olukwi-intanethi ludla ngokuba namazinga aphantsi okuphendula kuneephando ezikwiklasi. Nangona kunjalo, uphando lufumanise ukuba uvavanyo olukwi-intanethi aluzange luvelise amanqaku aphakathi ahluke kakhulu kuvavanyo lweklasi oluqhelekileyo.
Bekukho ingxelo yokunqongophala konxibelelwano oluphakathi kwabafundi nootitshala ngexesha lokugqitywa kwee-SET ezikwi-intanethi (kodwa ezihlala ziprintiwe), nto leyo ebangele ukunqongophala kwamathuba okucacisa. Ke ngoko, intsingiselo yemibuzo ye-SET, izimvo, okanye uvavanyo lwabafundi isenokungacaci rhoqo [48]. Amanye amaziko aye ajongana nale ngxaki ngokuhlanganisa abafundi iyure enye aze abe nexesha elithile lokugqiba i-SET kwi-intanethi (ngokungaziwayo) [49]. Kuphononongo lwabo, uMalone et al. (2018) [49] babambe iintlanganiso ezininzi ukuze baxoxe nabafundi ngenjongo ye-SET, ukuba ngubani oza kubona iziphumo ze-SET kunye nendlela eziza kusetyenziswa ngayo iziphumo, kunye nayo nayiphi na eminye imiba ephakanyiswe ngabafundi. I-SET iqhutywa njengeqela elijolise kulo: iqela elidibeneyo liphendula imibuzo evulelekileyo ngokuvota okungacwangciswanga, ingxoxo, kunye nokucacisa. Izinga lokuphendula lalingaphezulu kwe-70-80%, linika ootitshala, abalawuli, kunye neekomiti zekharityhulam ulwazi olubanzi [49].
Njengoko kukhankanyiwe ngasentla, kuphando luka-Uitdehaage no-O'Neill [5], abaphandi baxele ukuba abafundi kuphando lwabo banike utitshala ongekhoyo umlinganiselo. Njengoko kukhankanyiwe ngaphambili, le yingxaki eqhelekileyo kwizifundo zesikolo sezonyango, apho ikhosi nganye inokufundiswa ngamalungu amaninzi e-faculty, kodwa abafundi basenokungakhumbuli ukuba ngubani onegalelo kwikhosi nganye okanye into eyenziwe lilungu ngalinye le-faculty. Amanye amaziko ajongane nalo mba ngokubonelela ngefoto yomfundisi ngamnye, igama lakhe, kunye nesihloko/umhla ovezweyo ukuhlaziya iinkumbulo zabafundi nokuphepha iingxaki ezibeka emngciphekweni ukusebenza kakuhle kwe-SET [49].
Mhlawumbi eyona ngxaki ibalulekileyo enxulunyaniswa ne-SET kukuba ootitshala abakwazi ukutolika ngokuchanekileyo iziphumo ze-SET ezinobungakanani kunye nezinobunjani. Abanye ootitshala banokufuna ukwenza uthelekiso lwezibalo kwiminyaka edlulileyo, abanye banokubona ukunyuka/ukwehla okuncinci kwamanqaku aphakathi njengotshintsho olunentsingiselo, abanye bafuna ukukholelwa kulo lonke uphando, kwaye abanye bayathandabuza naluphi na uphando [45,50, 51].
Ukungaphumeleli ukutolika ngokuchanekileyo iziphumo okanye ukuqhuba ingxelo yabafundi kunokuchaphazela indlela abajonga ngayo ootitshala ngokufundisa. Iziphumo zikaLutovac et al. (2017) [52] Uqeqesho lootitshala oluxhasayo luyimfuneko kwaye luluncedo ekunikeni ingxelo kubafundi. Imfundo yezonyango ifuna uqeqesho ngokukhawuleza ekutolikeni ngokuchanekileyo iziphumo ze-SET. Ke ngoko, abafundisi besikolo sezonyango kufuneka bafumane uqeqesho malunga nendlela yokuvavanya iziphumo kunye neendawo ezibalulekileyo ekufuneka bagxile kuzo [50, 51].
Ngoko ke, iziphumo ezichaziweyo zibonisa ukuba ii-SET maziyilwe ngononophelo, zilawulwe, kwaye zitolikwe ukuqinisekisa ukuba iziphumo ze-SET zinempembelelo ebalulekileyo kubo bonke abachaphazelekayo, kuquka abafundisi-ntsapho, abaphathi bezikolo zonyango, kunye nabafundi.
Ngenxa yeminye yemida ye-SET, sifanele siqhubeke sizama ukudala inkqubo yovavanyo ebanzi ukunciphisa ucalucalulo ekusebenzeni kakuhle kokufundisa nokuxhasa uphuhliso lobungcali lwabafundisi-ntsapho bezonyango.
Ukuqonda okupheleleyo ngakumbi ngomgangatho wokufundisa we-faculty yeklinikhi kunokufumaneka ngokuqokelela nokudibanisa idatha kwimithombo emininzi, kuquka abafundi, oogxa, abalawuli beenkqubo, kunye novavanyo lwabo lwe-faculty [53, 54, 55, 56, 57]. La macandelo alandelayo achaza ezinye izixhobo/iindlela ezingasetyenziswa ukongeza kwi-SET esebenzayo ukunceda ekuphuhliseni ukuqonda okufanelekileyo nokupheleleyo kokusebenza koqeqesho (Umfanekiso 4).
Iindlela ezinokusetyenziswa ukuphuhlisa imodeli epheleleyo yenkqubo yokuvavanya ukusebenza kakuhle kokufundisa kwisikolo sezonyango.
Iqela elijolise kulo lichazwa “njengengxoxo yeqela elungiselelwe ukuphonononga uluhlu oluthile lwemiba” [58]. Kwiminyaka embalwa edlulileyo, izikolo zonyango ziye zadala amaqela ajolise kulo ukuze afumane ingxelo esemgangathweni kubafundi kwaye ajongane neminye yemigibe ye-SET ekwi-intanethi. Ezi zifundo zibonisa ukuba amaqela ajolise kulo asebenza kakuhle ekuboneleleni ngengxelo esemgangathweni kunye nokwandisa ulwaneliseko lwabafundi [59, 60, 61].
Kwisifundo esenziwe nguBrundle et al. [59] Abaphandi basebenzise inkqubo yamaqela ovavanyo lwabafundi eyavumela abalawuli bezifundo kunye nabafundi ukuba baxoxe ngezifundo kumaqela agxile. Iziphumo zibonisa ukuba iingxoxo zamaqela agxileyo ziyahambelana novavanyo olukwi-intanethi kwaye zonyusa ulwaneliseko lwabafundi ngenkqubo yovavanyo lwekhosi iyonke. Abafundi bayalixabisa ithuba lokunxibelelana ngokuthe ngqo nabalawuli bezifundo kwaye bakholelwa ukuba le nkqubo inokunceda ekuphuculeni imfundo. Bakwavakalelwa kukuba bakwazile ukuqonda umbono womlawuli wekhosi. Ukongeza kubafundi, abalawuli bezifundo bakwalinganise ukuba amaqela agxileyo enza kube lula unxibelelwano olusebenzayo nabafundi [59]. Ke ngoko, ukusetyenziswa kwamaqela agxileyo kunokubonelela izikolo zonyango ngokuqonda okupheleleyo ngomgangatho wekhosi nganye kunye nokusebenza kakuhle kokufundisa kwefakhalthi yabo. Nangona kunjalo, kufuneka kuqatshelwe ukuba amaqela agxileyo ngokwawo anemida ethile, njengokuba linani elincinci labafundi abathatha inxaxheba kuwo xa kuthelekiswa nenkqubo ye-SET ekwi-intanethi, efumaneka kubo bonke abafundi. Ukongeza, ukuqhuba amaqela agxileyo kwiikhosi ezahlukeneyo kunokuba yinkqubo ethatha ixesha kubacebisi nakubafundi. Oku kubangela imida ebalulekileyo, ngakumbi kubafundi bezonyango abaneeshedyuli ezixakekileyo kwaye banokwenza iindawo zeklinikhi kwiindawo ezahlukeneyo zejografi. Ukongeza, amaqela agxileyo afuna inani elikhulu labaququzeleli abanamava. Nangona kunjalo, ukufaka amaqela agxileyo kwinkqubo yovavanyo kunokubonelela ngolwazi oluneenkcukacha ngakumbi nolucacileyo malunga nokusebenza kakuhle koqeqesho [48, 59, 60, 61].
USchiekierka-Schwacke et al. (2018) [62] bahlolisise imbono yabafundi kunye nabafundisi ngesixhobo esitsha sokuvavanya ukusebenza kwabafundisi kunye neziphumo zokufunda zabafundi kwizikolo ezimbini zonyango zaseJamani. Iingxoxo zamaqela agxileyo kunye nodliwanondlebe lomntu ngamnye lwenziwe nabafundisi kunye nabafundisi. Ootitshala bayayixabisa ingxelo yobuqu ebonelelwe sisixhobo sovavanyo, kwaye abafundi baxele ukuba kufuneka kwenziwe uludwe lwengxelo, kuquka iinjongo kunye neziphumo, ukukhuthaza ingxelo yedatha yovavanyo. Ke ngoko, iziphumo zolu phononongo zixhasa ukubaluleka kokuvala uludwe lonxibelelwano nabafundi kunye nokubazisa ngeziphumo zovavanyo.
Iinkqubo zoHlolo loBafundiso (PRT) zibaluleke kakhulu kwaye bezisetyenziswa kwimfundo ephakamileyo kangangeminyaka emininzi. I-PRT ibandakanya inkqubo yokusebenzisana yokujonga ukufundisa nokunika ingxelo kumbukeli ukuphucula ukusebenza kakuhle kokufundisa [63]. Ukongeza, imisebenzi yokuzihlolisisa, iingxoxo zokulandelela ezicwangcisiweyo, kunye nokwabelwa ootitshala abaqeqeshiweyo kunokunceda ukuphucula ukusebenza kakuhle kwe-PRT kunye nenkcubeko yokufundisa yesebe [64]. Ezi nkqubo zixelwe ukuba zinezibonelelo ezininzi njengoko zinokunceda ootitshala bafumane ingxelo eyakhayo evela kootitshala abanokuba bajongene nobunzima obufanayo ngaphambili kwaye banokunika inkxaso enkulu ngokubonelela ngeengcebiso eziluncedo zokuphucula [63]. Ngaphezu koko, xa zisetyenziswa ngendlela eyakhayo, uphononongo lontanga lunokuphucula umxholo wezifundo kunye neendlela zokuhambisa, kwaye luxhase ootitshala bezonyango ekuphuculeni umgangatho wokufundisa kwabo [65, 66].
Uphononongo lwakutshanje olwenziwe nguCampbell et al. (2019) [67] lubonelela ngobungqina bokuba imodeli yokuxhasa oontanga emsebenzini yindlela eyamkelekileyo nesebenzayo yophuhliso lootitshala kubafundisi bezempilo bezonyango. Kolunye uphando, uCaygill et al. [68] benze uphando apho ikhweshine eyenzelwe ngokukodwa yathunyelwa kubafundisi bezempilo kwiYunivesithi yaseMelbourne ukuze babelane ngamava abo okusebenzisa iPRT. Iziphumo zibonisa ukuba kukho umdla oxineneyo kwiPRT phakathi kwabafundisi bezonyango kwaye ifomathi yovavanyo loontanga ngokuzithandela nenolwazi ithathwa njengethuba elibalulekileyo nelixabisekileyo lophuhliso lobungcali.
Kubalulekile ukuqaphela ukuba iinkqubo ze-PRT mazicwangciswe ngononophelo ukuze kuthintelwe ukudala imeko-bume egwebayo, "yolawulo" edla ngokukhokelela ekuxhalabeni okukhulu phakathi kootitshala abajongileyo [69]. Ke ngoko, injongo mayibe kukuphuhlisa ngononophelo izicwangciso ze-PRT eziya kongeza kwaye zenze kube lula ukudala indawo ekhuselekileyo kwaye zinike ingxelo eyakhayo. Ke ngoko, uqeqesho olukhethekileyo luyafuneka ukuqeqesha abavavanyi, kwaye iinkqubo ze-PRT mazibandakanye kuphela ootitshala abanomdla ngokwenene nabanamava. Oku kubaluleke kakhulu ukuba ulwazi olufunyenwe kwi-PRT lusetyenziswa kwizigqibo ze-faculty ezifana nokunyuselwa kumanqanaba aphezulu, ukonyuswa kwemivuzo, kunye nokunyuselwa kwizikhundla ezibalulekileyo zolawulo. Kufuneka kuqatshelwe ukuba i-PRT ithatha ixesha kwaye, njengamaqela agxile kuwo, ifuna inxaxheba yenani elikhulu lamalungu e-faculty anamava, okwenza le ndlela ibe nzima ukuyisebenzisa kwizikolo zonyango ezingabizi kakhulu.
UNewman et al. (2019) [70] bachaza amaqhinga asetyenziswa ngaphambi, ngexesha nasemva koqeqesho, ukuqwalasela okugxininisa iindlela ezilungileyo kunye nokuchonga izisombululo kwiingxaki zokufunda. Abaphandi banike iingcebiso ezili-12 kubahloli, kuquka: (1) khetha amagama akho ngobulumko; (2) vumela umbukeli ukuba amisele indlela yengxoxo; (3) gcina ingxelo iyimfihlo kwaye icwangcisiwe; (4) gcina ingxelo iyimfihlo kwaye icwangcisiwe; Ingxelo igxile kwizakhono zokufundisa kunokuba ibe ngutitshala ngamnye; (5) Yazi osebenza nabo (6) Zicingele wena kunye nabanye (7) Khumbula ukuba izimelabizo zidlala indima ebalulekileyo ekunikezeni ingxelo, (8) Sebenzisa imibuzo ukukhanyisa umbono wokufundisa, (10) Misela iinkqubo zokuthembana kunye nengxelo kwimbono yontanga, (11) yenza ukuqaphela ukufunda kube yimpumelelo yomnye nomnye, (12) yenza isicwangciso sokwenza. Abaphandi bakwahlola impembelelo yokukhetha kwimibono kunye nendlela inkqubo yokufunda, ukujonga kunye nokuxoxa ngengxelo enokubonelela ngayo ngamava axabisekileyo okufunda kumacala omabini, okukhokelela kubudlelwane bexesha elide kunye nomgangatho wemfundo ophuculweyo. UGomaly et al. (2014) [71] baxele ukuba umgangatho wempendulo esebenzayo kufuneka ubandakanye (1) ukucaciswa komsebenzi ngokubonelela ngemiyalelo, (2) inkuthazo eyongeziweyo yokukhuthaza umgudu omkhulu, kunye (3) indlela umntu ofumana ingxelo ayijonga ngayo njengenkqubo exabisekileyo. enikezelwa ngumthombo othembekileyo.
Nangona abafundisi bezikolo zonyango befumana ingxelo ngePRT, kubalulekile ukuqeqesha abafundisi ngendlela yokutolika ingxelo (ngokufana nengcebiso yokufumana uqeqesho ekutolikweni kweSET) kunye nokuvumela abafundisi ixesha elaneleyo lokucamngca ngendlela eyakhayo ngengxelo efunyenweyo.
Ixesha lokuthumela: Novemba-24-2023