4 - Reengineering Postgraduate Curricula and its Mode of Delivery: Graduate Students’ Views of Modular Course Delivery at Addis Ababa University
Corresponding Author(s) : Daniel Tefera
Revue de l’enseignement supérieur en Afrique,
Vol. 11 No 1-2 (2013): Revue de l’enseignement supérieur en Afrique
Résumé
Le but de cette étude était d’examiner les opinions des étudiants des cycles supérieurs au sujet de l’enseignement du programme de master par le système modulaire à l’Université d’Addis-Abeba. Elle a tenté de répondre à quatre questions fondamentales: quelles sont les attitudes des étudiants de cycles supérieurs envers l’enseignement par le système modulaire et le mode d’enseignement en bloc ? Existe-t-il une différence dans la préférence des étudiants en matière d’enseignement modulaire dans différents établissements/matières/disciplines ? Quelles sont les principales forces et faiblesses de l’enseignement modulaires perçues par les étudiants des cycles supérieurs ? Et quels sont les principaux problèmes académiques et administratifs relatifs à l’enseignement modulaire? L’étude a utilisé la méthode d’enquête basée des procédures de collecte de données qualitatives. Un questionnaire a permis de collecter les données auprès de 732 étudiants de première année de second cycle. Cependant, 724 questionnaires dument remplis et retournés ont fait l’objet d’une analyse. En outre, six discussions de groupes ont été organisées. Les données quantitatives ont été analysées à l’aide de pourcentages, des scores médians et composites, des écarts- types, et d’une analyse de la variance et du test HSD de Tukey. Les résultats ont montré que de façon générale les étudiants des cycles supérieurs ont une attitude positive envers le programme d’enseignement modulaire. L’enseignement par système modulaire a également été bien accueilli. Cependant, des différences significatives ont été observées entre les élèves de différents établissements en ce qui concerne leur attitude envers le programme modulaire, l’enseignement modulaire et la disponibilité et l’accessibilité des documentations relatives aux modules.
Mots-clés
Télécharger la référence bibliographique
Endnote/Zotero/Mendeley (RIS)BibTeX
- Addis Ababa University, 2009a, Business Process Reengineering of the Teaching Learning Process at Addis Ababa University, A Comprehensive report presented to the university by the BPR team for teaching and learning core process.
- Addis Ababa University, 2009b, Reengineering Graduate Teaching at AAU, Document prepared by School of Graduate Studies (SGS) of the AAU.
- Addis Ababa University, 2009c, Procedure for the Masters Programme Process of Modularization and Block Teaching, A guide line document prepared by School of Graduate Studies (SGS) of the AAU.
- Ayalew, Shibeshi, Daniel, Teferra and Solomon, Areaya, 2010, An Evaluation Study of the Modular Course Delivery, A Report Presented to the Office of the Vice President for Research and Dean of School of Graduate Studies, Addis Ababa University, Ethiopia.
- B e t t s , M . a n d S m i t h R o b i n , 1 9 9 8 , Developing the Credit-based Modular Curriculum in Higher Education, Falmer Press, UK.
- Burns, B., 1971, ‘Methods for Individualizing Instruction’ Educational Technology,11, 55-58.
- Daniel, E.L., 2000, A Review of Time–shortened Courses across Disciplines, College Student Journal, 34, 298-308.
- Dochy, F.J.R.C., Wagemans, L.J.J.M. and de.Wolf, W.C., 1989, Modularization and Student Learning in Modular Instruction in Relation with Prior Knowledge, Heerlen: Open University.
- Gddschmid, B. & Gddschnid, M.L., 1973, ‘Modular Instruction in Higher Education:A Review’, Higher Education 2, 15-53.
- Grant, David Bruce, 2001, ‘Using Block Courses for Teaching Logistics’, International Journal of Physical Distribution of Education for Business, 31(7-8).
- Henebry, Kathleen, 1997, ‘The Impact of Class Schedule on Student Performance in a Financial Management Course’ Journal of Education for Business 73(2).
- Klingstdt, G.L., 1971, ‘Developing Instructional Models for Individualized Instruction’, Educational Technology, 11, 73-74.
- Petrowsky, M.C., 1996, ‘The Weeks Summer Macroeconomics Course: Success or Failure’ Glendale Community College (ERIC Documentation Reproduction No. ED396779).
- Radhakrishnan, P., 2008, ‘Academic Freedom from a Human Rights’ Perspective: The Indian Case and its Relevance to Africa’, Journal of Higher Education in Africa (JHEA), Vol.6, Nos. 2&3, pp.183-210.
- Scott, P.A. and Conard, C., 1991, A Critique of Intensive Teaching and an Agenda for Research,
- Higher education: Handbook of theory and research.
- Solomon Areaya, Ayalew Shibeshi, Daniel Teferra, 2011, ‘Academic Staff ’s Views and Practices of Modular Course Delivery: Graduate Programme at Addis Ababa University in Focus’, The Ethiopian Journal of Education, Volume XXXI, No. 2, pp. 63-106, December 2011.
- Solomon Areaya, 2010, ‘Tension Between Massification and Intensification Reforms and Implications for Teaching and Learning in Ethiopian Public Universities; JHEA/RESAVol. 8, No. 2, 2010, pp.93-115.
- Stegelbauer, S.M, 2008, The Dimensions of Learning. Form Plans to Action, in S.P Gordon (ed),
- Collaborative Action Research: Developing Professional Learning Communities, New York: Teachers College Press.
- Teferra, D. and Altbach, P.G., 2004, ‘African Higher Education: Challenges of the 21ˢᵗ century’, Higher Education, Volume 47, Issue 1, pp. 21-50.
- Theodossin, E., 1986, The Modular Market, Bristol: The Further Education Staff College.
Les références
Addis Ababa University, 2009a, Business Process Reengineering of the Teaching Learning Process at Addis Ababa University, A Comprehensive report presented to the university by the BPR team for teaching and learning core process.
Addis Ababa University, 2009b, Reengineering Graduate Teaching at AAU, Document prepared by School of Graduate Studies (SGS) of the AAU.
Addis Ababa University, 2009c, Procedure for the Masters Programme Process of Modularization and Block Teaching, A guide line document prepared by School of Graduate Studies (SGS) of the AAU.
Ayalew, Shibeshi, Daniel, Teferra and Solomon, Areaya, 2010, An Evaluation Study of the Modular Course Delivery, A Report Presented to the Office of the Vice President for Research and Dean of School of Graduate Studies, Addis Ababa University, Ethiopia.
B e t t s , M . a n d S m i t h R o b i n , 1 9 9 8 , Developing the Credit-based Modular Curriculum in Higher Education, Falmer Press, UK.
Burns, B., 1971, ‘Methods for Individualizing Instruction’ Educational Technology,11, 55-58.
Daniel, E.L., 2000, A Review of Time–shortened Courses across Disciplines, College Student Journal, 34, 298-308.
Dochy, F.J.R.C., Wagemans, L.J.J.M. and de.Wolf, W.C., 1989, Modularization and Student Learning in Modular Instruction in Relation with Prior Knowledge, Heerlen: Open University.
Gddschmid, B. & Gddschnid, M.L., 1973, ‘Modular Instruction in Higher Education:A Review’, Higher Education 2, 15-53.
Grant, David Bruce, 2001, ‘Using Block Courses for Teaching Logistics’, International Journal of Physical Distribution of Education for Business, 31(7-8).
Henebry, Kathleen, 1997, ‘The Impact of Class Schedule on Student Performance in a Financial Management Course’ Journal of Education for Business 73(2).
Klingstdt, G.L., 1971, ‘Developing Instructional Models for Individualized Instruction’, Educational Technology, 11, 73-74.
Petrowsky, M.C., 1996, ‘The Weeks Summer Macroeconomics Course: Success or Failure’ Glendale Community College (ERIC Documentation Reproduction No. ED396779).
Radhakrishnan, P., 2008, ‘Academic Freedom from a Human Rights’ Perspective: The Indian Case and its Relevance to Africa’, Journal of Higher Education in Africa (JHEA), Vol.6, Nos. 2&3, pp.183-210.
Scott, P.A. and Conard, C., 1991, A Critique of Intensive Teaching and an Agenda for Research,
Higher education: Handbook of theory and research.
Solomon Areaya, Ayalew Shibeshi, Daniel Teferra, 2011, ‘Academic Staff ’s Views and Practices of Modular Course Delivery: Graduate Programme at Addis Ababa University in Focus’, The Ethiopian Journal of Education, Volume XXXI, No. 2, pp. 63-106, December 2011.
Solomon Areaya, 2010, ‘Tension Between Massification and Intensification Reforms and Implications for Teaching and Learning in Ethiopian Public Universities; JHEA/RESAVol. 8, No. 2, 2010, pp.93-115.
Stegelbauer, S.M, 2008, The Dimensions of Learning. Form Plans to Action, in S.P Gordon (ed),
Collaborative Action Research: Developing Professional Learning Communities, New York: Teachers College Press.
Teferra, D. and Altbach, P.G., 2004, ‘African Higher Education: Challenges of the 21ˢᵗ century’, Higher Education, Volume 47, Issue 1, pp. 21-50.
Theodossin, E., 1986, The Modular Market, Bristol: The Further Education Staff College.