<rss version="2.0"><channel><title>New titles ASC Leiden</title><description>ASC Leiden RSS feed</description><link>http://www.asclibrary.nl/rss/NewtitlesASCLeiden.xml</link><item><category>Book</category><link>https://catalogue.leidenuniv.nl/permalink/31UKB_LEU/s5ab2f/alma9940719965302711</link><title>A regional survey of Africa for senior secondary schools / by G.C. Last.</title><description><![CDATA[Addis Ababa : Berhanena Selam Press, 1971. ASC Subject Headings: Africa. ; geography education. ; textbooks (form) ; ]]></description><category>Africa.</category><category>geography education.</category><category>textbooks (form)</category><pubDate>Mon, 31 Aug 2026 09:15:49 +0000</pubDate></item><item>
<link>https://thejournal.org.za/index.php/thejournal/article/view/717</link>
<title>The perceived impact of industry laboratory excursion exposure among medical laboratory science students</title>  <source url="https://thejournal.org.za/index.php/thejournal">Transformation in Higher Education</source>
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<![CDATA[Undergraduate training in the Bachelor of Health Science (BHSc): Medical Laboratory Science (MLS) programme requires exposure to contemporary diagnostic technologies. However, infrastructure constraints within Universities of Technology (UoTs) may limit students&#8217; access to modern laboratory systems. This study explored undergraduate MLS students&#8217; perceptions of the impact of industry-based laboratory excursions on their learning experiences. A cross-sectional descriptive survey with a mixed-methods approach was employed among residential BHSc: MLS students at Levels 1&#8211;3 (N = 83) at Mangosuthu University of Technology (MUT). A census sampling approach was used, and data were collected using a semi-structured questionnaire comprising Likert-scale items and open-ended questions. Quantitative data were analysed descriptively, while qualitative responses underwent thematic content analysis. Quantitative findings indicated that most students perceived laboratory excursions to enhance exposure to modern diagnostic technologies (M = 4.2 &#177; 1.0) and support the integration of theoretical knowledge with industry practice (M = 4.0 &#177; 1.3). Students also expressed strong support for incorporating excursions into the curriculum (M = 4.4 &#177; 1.2), while perceptions of practical skill development beyond university laboratories were variable (M = 3.3 &#177; 1.4). Qualitative findings indicated exposure to automation, digital diagnostics, laboratory workflows and equipment not readily available in university laboratories, alongside predominantly observational experiences. Students also identified areas for improving excursion structure and greater integration of industry-based learning within the curriculum.<br>Contribution: This study contributes empirical insight into how industry-based laboratory excursions are perceived to support experiential learning and curriculum enhancement in MLS programmes at UoTs.]]>
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<pubDate>Thu, 27 Aug 2026 11:25:26 +02:00</pubDate>
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<link>https://literator.org.za/index.php/literator/article/view/2274</link>
<title>Integrating technology into academic writing instruction: Lecturers&#8217; practices and perspectives</title>  <source url="https://literator.org.za/index.php/literator">Literator</source>
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<![CDATA[This article explores lecturers&#8217; integration of digital technologies in the teaching of academic writing at a higher education institution. Academic writing remains a key competence through which students demonstrate disciplinary knowledge, critical thinking and scholarly engagement. As digital technologies become increasingly embedded in teaching and learning, lecturers are expected to use technological tools to support writing development. However, technology use is influenced by pedagogical beliefs, institutional conditions, workload pressures and concerns about academic integrity. The study adopted a qualitative approach, using semi-structured interviews with 11 purposively selected lecturers from the Department of Applied Languages. Social cognitive theory informed the study. The findings revealed that technology is mainly used for feedback provision, plagiarism detection and learning management. Although lecturers acknowledged the potential of technology in enhancing accessibility, efficiency and student engagement, they expressed concerns about students&#8217; overreliance on automated tools and generative artificial intelligence, and the possible erosion of student authorship. Institutional factors, including large class sizes and limited professional development opportunities, also shaped technology use. The study recommends balanced, scaffolded and pedagogically grounded integration that supports learner-centred, process-oriented and feedback-driven approaches to academic writing.<br>Contribution: The study provides insight into lecturers&#8217; practices and highlights contextually responsive approaches to technology-enhanced academic writing in higher education.]]>
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<pubDate>Thu, 27 Aug 2026 11:25:26 +02:00</pubDate>
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