Simon Bheki Khoza
Biographic Data
| ID | 4052167 |
|---|---|
| NAME | Simon Bheki Khoza |
| GIVEN NAMES | Simon Bheki |
| FAMILY NAME | Khoza |
| SIGNATURE | KHOZA S B |
| AFFILIATIONS | University of KwaZulu-Natal |
| ORCID | 0000-0002-7153-2990 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Utilising South African Indigenous games to teach Grade R mathematics
South African Indigenous Games (SAIGs), such as diketo, morabaraba, kgati, ncuva, and intonga, among others, have been utilised to introduce mathematical concepts at an early age. The concepts include measurement, making sense of numbers, algebra, geometry, and trigonometry, among others. While mathematics has been perceived as promoting a performance- or content-based curriculum, the concepts are introduced through play and actions of a competen…
Practices of outcomes-based forms of pedagogy in the foundation phase
South African education places importance on teaching and learning in the foundation phase. This article explores how and why teachers practise Outcomes-Based Forms of Pedagogy (OBFP) in the foundation phase. Teachers’ practices of OBFP are mainly influenced by their traditional and transformational understanding which is prescribed by the Department of Education and what society around them dictates. This article presents a case study of nine te…
Curriculum vision as a tool to the rescue of Prof M
Life-curriculum vision is a reasoning plan for or of educating that guides human actions. A vision is a reasoning plan for educating, should a plan be prescribed as strictly guiding human actions; or a plan of educating, should a plan be generated after actions have already taken place. As such, this life-history study explored and interrogated lessons learnt by means of and through Prof M’s life-curriculum vision that helped him to understand hi…
First-hand user experience
The use of digital media plays a crucial role in education amid the COVID-19 pandemic. Forms of digital media include images, videos, audio recordings, and web pages. Together with the internet, digital media allow for the continuation of education despite the restrictions imposed by the pandemic. Owing to the urgency and demand to continue with education, alternative teaching and learning modes are explored. One particular form, video, has resul…
Digitalised curriculum to the rescue of a higher education institution
This time of COVID-19 has compelled higher education institution (HEI) academics to embrace a digitalised curriculum in teaching, learning, and research. A digitalised curriculum is a plan for and/or a plan of teaching, learning, and research, driven by specific hardware, software, and theories. HEI leaders of teaching and learning have been unsuccessful over the years in promoting the use of various kinds of learning management systems (LMSs) wi…
Exploring the Migration to a Digitalised Curriculum at UKZN
The COVID-19 revolution has demanded that higher education institutions (HEIs) in South Africa, as in most other countries globally, migrate to a digitalised curriculum (DC). The DC is a plan for or of digital technology-driven education. The COVID-19 revolution compelled the University of KwaZulu-Natal (UKZN) to migrate to a DC in order to complete the 2020 academic year or calendar. Pragmatism, critical discourse analysis (CDA), and community o…
Using Community of Inquiry (CoI) to Facilitate the Design of a Holistic E-Learning Experience for Students with Visual Impairments
Information and Communication Technology (ICT) tools provide an ideal mechanism by which students can interact closely with their lecturers in an open distance learning (ODL) context. This is especially true for students with disabilities who require access through alternative formats. This paper demonstrates teaching and learning practices in an ODL institution in South Africa, with a focus on the indispensable role of lecturers and tutors in an…
Digitalised curriculum to the rescue of a higher education institution
This time of COVID-19 has compelled higher education institution (HEI) academics to embrace a digitalised curriculum in teaching, learning, and research. A digitalised curriculum is a plan for and/or a plan of teaching, learning, and research, driven by specific hardware, software, and theories. HEI leaders of teaching and learning have been unsuccessful over the years in promoting the use of various kinds of learning management systems (LMSs) wi…
First-hand user experience
The use of digital media plays a crucial role in education amid the COVID-19 pandemic. Forms of digital media include images, videos, audio recordings, and web pages. Together with the internet, digital media allow for the continuation of education despite the restrictions imposed by the pandemic. Owing to the urgency and demand to continue with education, alternative teaching and learning modes are explored. One particular form, video, has resul…
Curriculum vision as a tool to the rescue of Prof M
Life-curriculum vision is a reasoning plan for or of educating that guides human actions. A vision is a reasoning plan for educating, should a plan be prescribed as strictly guiding human actions; or a plan of educating, should a plan be generated after actions have already taken place. As such, this life-history study explored and interrogated lessons learnt by means of and through Prof M’s life-curriculum vision that helped him to understand hi…
Exploring the Migration to a Digitalised Curriculum at UKZN
The COVID-19 revolution has demanded that higher education institutions (HEIs) in South Africa, as in most other countries globally, migrate to a digitalised curriculum (DC). The DC is a plan for or of digital technology-driven education. The COVID-19 revolution compelled the University of KwaZulu-Natal (UKZN) to migrate to a DC in order to complete the 2020 academic year or calendar. Pragmatism, critical discourse analysis (CDA), and community o…
Using Community of Inquiry (CoI) to Facilitate the Design of a Holistic E-Learning Experience for Students with Visual Impairments
Information and Communication Technology (ICT) tools provide an ideal mechanism by which students can interact closely with their lecturers in an open distance learning (ODL) context. This is especially true for students with disabilities who require access through alternative formats. This paper demonstrates teaching and learning practices in an ODL institution in South Africa, with a focus on the indispensable role of lecturers and tutors in an…
Digitalised curriculum to the rescue of a higher education institution
This time of COVID-19 has compelled higher education institution (HEI) academics to embrace a digitalised curriculum in teaching, learning, and research. A digitalised curriculum is a plan for and/or a plan of teaching, learning, and research, driven by specific hardware, software, and theories. HEI leaders of teaching and learning have been unsuccessful over the years in promoting the use of various kinds of learning management systems (LMSs) wi…
Curriculum vision as a tool to the rescue of Prof M
Life-curriculum vision is a reasoning plan for or of educating that guides human actions. A vision is a reasoning plan for educating, should a plan be prescribed as strictly guiding human actions; or a plan of educating, should a plan be generated after actions have already taken place. As such, this life-history study explored and interrogated lessons learnt by means of and through Prof M’s life-curriculum vision that helped him to understand hi…
First-hand user experience
The use of digital media plays a crucial role in education amid the COVID-19 pandemic. Forms of digital media include images, videos, audio recordings, and web pages. Together with the internet, digital media allow for the continuation of education despite the restrictions imposed by the pandemic. Owing to the urgency and demand to continue with education, alternative teaching and learning modes are explored. One particular form, video, has resul…
Practices of outcomes-based forms of pedagogy in the foundation phase
South African education places importance on teaching and learning in the foundation phase. This article explores how and why teachers practise Outcomes-Based Forms of Pedagogy (OBFP) in the foundation phase. Teachers’ practices of OBFP are mainly influenced by their traditional and transformational understanding which is prescribed by the Department of Education and what society around them dictates. This article presents a case study of nine te…
Utilising South African Indigenous games to teach Grade R mathematics
South African Indigenous Games (SAIGs), such as diketo, morabaraba, kgati, ncuva, and intonga, among others, have been utilised to introduce mathematical concepts at an early age. The concepts include measurement, making sense of numbers, algebra, geometry, and trigonometry, among others. While mathematics has been perceived as promoting a performance- or content-based curriculum, the concepts are introduced through play and actions of a competen…
Pedagogy (5 works) · Sociology (5 works) · Curriculum (4 works) · Political science (4 works) · Nonprobability sampling (3 works) · Psychology (3 works) · Computer Science (2 works) · Educational Innovations and Challenges (2 works) · Institution (2 works) · Law (2 works)