Browsing by Author "Visser, Monique"
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- ItemDie effek van twee gedeeldeleesintervensieprogramme op die narratiewe van voorskoolse kinders(Stellenbosch : University of Stellenbosch, 2011-03) Visser, Monique; Klop, Daleen; University of Stellenbosch. Faculty of Health Sciences. Dept. of Interdisciplinary Health Sciences.ENGLISH ABSTRACT: This study investigated the effect of two shared-reading intervention programmes on the narratives of 87 Afrikaans-speaking Grade R learners from low income families. Intervention Programme I involved an interactive style where participants were encouraged to engage spontaneously in conversations about the characters’ intentions and goals, to make inferences and to ask questions. Intervention Programme II focused on observable entities and the content of the storybooks. Participants’ narratives were compared before and after intervention in terms of productivity, content and structure. Results indicated that (i) both methods of shared-reading improved the participants’ narratives in terms of productivity, number of different words, and the efficiency of references; (ii) only Intervention Programme I improved the participants’ narratives in terms of the percentage meta-verbs, number of key elements and Goal-Attempt-Outcome sequences included. Clinical implications and recommendations for future research are discussed.
- ItemThe influence of a flipped classroom on the learning approaches of first year Speech-Language and Hearing Therapy students(Stellenbosch : Stellenbosch University, 2018-03) Visser, Monique; Louw, Alwyn Jacobus Nicolaas; Van As, Johannes Jacobus; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.ENGLISH SUMMARY : Students base their approaches to learning on their perceptions of the educational practices that they are exposed to. The significance of selected educational models is therefore not to be underestimated in higher education. The main aim of this study was to explore the influence of a flipped classroom on first-year Speech-Language and Hearing Therapy students’ approaches toward learning. After being exposed to a series of four consecutive flipped classrooms over a four-week period, 24 students participated in focus groups about their learning experiences during the flipped instruction. Qualitative, descriptive data analysis was conducted to explore students’ engagement in three critical types of activities for quality of learning: (a) cognitive processing; (b) affection or motivation; and (c) metacognitive regulation (Vermunt & Verloop, 1999). Results showed that the flipped classroom model facilitated the participants’ engagement in cognitive processing, fostered intrinsic motivation and encouraged metacognitive activity. This study adds to the existing literature on effective instructional models in health professions education and provides guidance to educators in utilising this educational model to promote a deep approach to learning. Finally, this study emphasises the importance of curricular design and the crucial role of learning experiences when preparing students for their future careers. Recommendations for future research are discussed.
- ItemNavigating professional roles in early literacy intervention: exploring the experiences of speech language therapy students, teachers and clinical tutors(AOSIS Publishing, 2015) Oosthuizen, Helena; Klop, Daleen; Visser, MoniqueSpeech-language therapists (SLTs) in South Africa are increasingly considering alternative models of service delivery to children at risk for language and literacy development delays. A transprofessional model of collaboration allows SLTs and teachers to share responsibility for primary prevention of literacy difficulties. Previous research has identified several challenges with regard to effective collaboration between qualified professionals, indicating that specific opportunities need to be created for professionals to ‘cross over disciplinary lines’ to gain more insight into a profession other than their own. Student training presents a valuable opportunity for role-exchange between pre-professional SLTs and teachers. The article describes the experiences of teachers, undergraduate SLT students and tutors with regard to transdisciplinary collaboration in the foundation-phase classroom, according to the ‘embedded-explicit’ model. The authors argue that a more in-depth understanding of the different role-players’ perceptions of transdisciplinary collaboration will contribute to enhanced collaboration between SLTs and teachers.