Lynette Jacobs
Biographic Data
| ID | 4001849 |
|---|---|
| NAME | Lynette Jacobs |
| GIVEN NAMES | Lynette |
| FAMILY NAME | Jacobs |
| SIGNATURE | JACOBS L |
| AFFILIATIONS | University of the Free State, Bloemfontein, South Africa |
| ORCID | 0000-0003-1582-5024 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Pedagogical and visual design principles for online learning material
With the global rise in online learning (OL), ensuring the quality of online learning material (OLM) is essential. While many quality guiding documents (QGDs) promote standards in OL, they often focus on infrastructure and support, overlooking the pedagogical and visual design of learning materials. This study addresses that gap by analysing twelve QGDs from different educational contexts, including Southern Africa, to distil key pedagogical and …
Collaborative online international learning as a postdigital connected, embodied, relational & (socio)material Third Space
In this paper, we share interim insights that emerged from Female Voices in the Third Space: Equality, Diversity and Inclusion in South–North Collaborative Online International Learning (COIL), a project co-funded by the British Academy/Leverhulme Trust. Drawing on data generated through interviews conducted with female participants across universities in four different continents, we reviewed the relevance and appropriateness of named values and…
Does Distance Education in the Developing Context Need More Research? Building Practice into Theory (Volume Two)
This book focuses on distance education research, a dire need in the field, especially in Africa and other developing contexts. 'Distance education' in this book has been used as an umbrella term for any form of education in which there is a separation between the teacher and the learner, which necessitates the use of media. The authors from a range of African countries and international experts who have had a stint of their career in developing …
Knowing, Being, Relating and Expressing Through Third Space Global South-North Coil
This paper examines digital inclusion and equity in international higher education with particular focus on Global South-North Collaborative Online International Learning (COIL). Practice examples, bringing together students and academics in Brazil, South Africa, and the UK, are used to consider how COIL is being integrated into higher education curricula to interrupt western hegemony and open up spaces in which “otherwise” ways of knowing, being…
The Influence of Traditional Male Initiation (Lebollo) on School Discipline
This study explores the influence of traditional male initiation on school discipline. Eight educators teaching in township schools in Bloemfontein, South Africa, were purposefully selected to take part in a focus-group interview. The results from a content analysis indicate that initiates may exacerbate disciplinary problems at schools and that certain types of misbehavior may be attributed to initiation schools. The study found that initiation …
South African Educators' Understanding of Bullying
This study examined educators' understanding of learner-on-learner school bullying. Participants were 91 educators from the Free State Province, South Africa (females = 65.9%, primary/elementary school teaching = 46.1%). Data on bullying was collected by means of questionnaires in which a number of open-ended questions were asked. The data were thematically analyzed using Van Dijk's (1988) analytical framework for Critical Discourse Analysis (CDA…
South African teachers' exposure to workplace bullying
Research on workplace bullying (WPB) in occupations, identified teaching as a high risk job. Yet there is a dearth of research on WPB among teachers. The aim of this study is to contribute to the limited body of knowledge on the prevalence of WPB within an international and South African schooling context. This article reports on results from an exploratory study on South African teachers' exposure to WPB. Self-reporting questionnaires were compl…
The Influence of Traditional Male Initiation (Lebollo) on School Discipline
This study explores the influence of traditional male initiation on school discipline. Eight educators teaching in township schools in Bloemfontein, South Africa, were purposefully selected to take part in a focus-group interview. The results from a content analysis indicate that initiates may exacerbate disciplinary problems at schools and that certain types of misbehavior may be attributed to initiation schools. The study found that initiation …
South African Educators' Understanding of Bullying
This study examined educators' understanding of learner-on-learner school bullying. Participants were 91 educators from the Free State Province, South Africa (females = 65.9%, primary/elementary school teaching = 46.1%). Data on bullying was collected by means of questionnaires in which a number of open-ended questions were asked. The data were thematically analyzed using Van Dijk's (1988) analytical framework for Critical Discourse Analysis (CDA…
South African teachers' exposure to workplace bullying
Research on workplace bullying (WPB) in occupations, identified teaching as a high risk job. Yet there is a dearth of research on WPB among teachers. The aim of this study is to contribute to the limited body of knowledge on the prevalence of WPB within an international and South African schooling context. This article reports on results from an exploratory study on South African teachers' exposure to WPB. Self-reporting questionnaires were compl…
The Influence of Traditional Male Initiation (Lebollo) on School Discipline
This study explores the influence of traditional male initiation on school discipline. Eight educators teaching in township schools in Bloemfontein, South Africa, were purposefully selected to take part in a focus-group interview. The results from a content analysis indicate that initiates may exacerbate disciplinary problems at schools and that certain types of misbehavior may be attributed to initiation schools. The study found that initiation …
Knowing, Being, Relating and Expressing Through Third Space Global South-North Coil
This paper examines digital inclusion and equity in international higher education with particular focus on Global South-North Collaborative Online International Learning (COIL). Practice examples, bringing together students and academics in Brazil, South Africa, and the UK, are used to consider how COIL is being integrated into higher education curricula to interrupt western hegemony and open up spaces in which “otherwise” ways of knowing, being…
Does Distance Education in the Developing Context Need More Research? Building Practice into Theory (Volume Two)
This book focuses on distance education research, a dire need in the field, especially in Africa and other developing contexts. 'Distance education' in this book has been used as an umbrella term for any form of education in which there is a separation between the teacher and the learner, which necessitates the use of media. The authors from a range of African countries and international experts who have had a stint of their career in developing …
Collaborative online international learning as a postdigital connected, embodied, relational & (socio)material Third Space
In this paper, we share interim insights that emerged from Female Voices in the Third Space: Equality, Diversity and Inclusion in South–North Collaborative Online International Learning (COIL), a project co-funded by the British Academy/Leverhulme Trust. Drawing on data generated through interviews conducted with female participants across universities in four different continents, we reviewed the relevance and appropriateness of named values and…
Pedagogical and visual design principles for online learning material
With the global rise in online learning (OL), ensuring the quality of online learning material (OLM) is essential. While many quality guiding documents (QGDs) promote standards in OL, they often focus on infrastructure and support, overlooking the pedagogical and visual design of learning materials. This study addresses that gap by analysing twelve QGDs from different educational contexts, including Southern Africa, to distil key pedagogical and …
Psychology (6 works) · Pedagogy (5 works) · Sociology (5 works) · Computer Science (3 works) · Mathematics education (3 works) · Political science (3 works) · Public relations (3 works) · Developmental psychology (2 works) · Epistemology (2 works) · Geography (2 works)