UV Jaaroorsig - University of the Free State

Annual Review • 2007 21
Die groei in studentegetalle, veral sedert 2000, duur voort, maar teen ’n stadiger tempo.
In 2007 het die UV bokant die vlak van 25 000 gegroei. Die aantal eerstejaars het ook
gegroei, maar die verwagting is dat die aantal nuwe lingeerstejaars in 2008 en 2009
sal begin afneem. Dit is gebaseer op ’n voorspelling van die aantal leerders in die
skoolpyplyn, veral dié wat sal kwalifiseer vir universiteitstoelating. Die effek van MIV/vigs is
ook hierin verreken.
Die studentetal het sedert 2000 van 12 143 meer as verdubbel
tot 24 684 in 2007, maar die verwagting is dat die
aantal nuwelingeerstejaars in 2008 en 2009 sal begin afneem.
Dit is gebaseer op ’n voorspelling van die aantal
leerders in die skoolpyplyn, veral dié wat sal kwalifiseer
vir universiteitstoelating. Die effek van MIV/vigs is ook
hierin verreken. Nagraadse studente vorm ongeveer 30%
van die UV se studentetal.
Studente-tal
Jaar Totaal Swart Vroulik Afstand Nagraads
2003 21,984 62% 55% 8% 34%
2004 25,351 64% 55% 8% 31%
2005 24,659 61% 55% 9% 31%
2006 24,132 60% 55% 8% 30%
2007 24,684 61% 56% 7% 28%
Die fakulteite se studentetalle sien soos volg daaruit:
Voor graads Nagraads
Eko no miese en Be stuursweten
skap pe
4574 891
Ge sond heids weten skap pe 1420 430
Regs geleerd heid 987 102
Natuur- en Landbou-
Wetenskappe
2813 1473
Geesteswetenskappe 6101 2020
Teologie 99 173
Teaching-learning policy finalised
In an important step a new teaching-learning policy for the
UFS was approved by the Senate. The policy focuses on
quality and excellence as well as equity, diversity and
redress and closely links quality assurance, scholarship and
innovation in teaching and learning. The teaching-learning
policy is aligned with international developments in higher
education as well as quality goals, and addresses the fundamental
principles underpinning teaching and learning. The
Division Teaching, Learning and Assessment of the Centre
for Higher Education Studies and Development (CHESD)
played a major role in the development of the teachinglearning
policy.
e-Learning an integral part of blended learning
approach
During 2007 the UFS introduced the “blended approach”
as the most effective delivery approach for the “engaged”
teaching and learning model. The “engaged” model was
also endorsed during 2007 as the institutional teaching and
learning model of choice.
The blended approach makes it possible to use facilities
to capacity, reduce contact time between lecturer and student
and make the presentation of classes in Afrikaans and
English easier. The blended approach involves the design
of course modules to incorporate some face-to-face contact
between lecturers and students, as well as some electronic
contact between lecturers and students. The extent to which
traditional face-to-face contact is replaced by electronic
contact will differ from module to module, depending on
the extent to which a particular module is more theoretical
or more practical.
During 2007 the anticipated increase in the number of
e-learning modules did not take place as planned. One of
the factors that influenced the planned expansion was the
migration of electronic distance modules, previously made
available to students by a commercial partner in Johan nesburg,
to the learning management system of the UFS. At
the end of March 2007 the Division e-Learning in the
CHESD migrated 164 course modules to the institutional
learning management system. This process was completed
in two weeks.
A task team, chaired by the Division e-Learning, was
established to identify the full implication of the takeover,
and to make recommendations in this regard. Issues such as
the implementation of an electronic student-registration
pro cess, as well as the administration of examination sessions
for off-campus students enjoyed the attention of the
task team. In the light of these developments, as well as