Abstract:
In the survey conducted at Botho University, researchers established that more than 90% of the students have access to the ICT technologies and 80% own the ICT gadgets. However, there is a challenge faced by learners when it comes to the interpretation of digitized instructions presented on these media or the internet utilized every day. On this background, this paper suggests WIBEKI/01/2014 model which contends for “cyber pedagogy” and “multiliteracies” for the learners at Higher Institutions of learning. Drawing on theories of virtual classrooms, peer and self assessment, this paper further explores two strategies; (a) the WIBEKI/01/2014 virtual classroom and (b) the mark distribution algorithm (MDF). These strategies were piloted amongst the 2 batches of the Postgraduate Certificate in Higher Education (PGCHE) (block release and part time) classes at Botho University (N=23). The WIBEKI/01/2014 is an integrated model and therefore in this study we argue that it is absolutely immaterial for learners to be constrained within a physical classroom setup. Instead, students require metacognitive skills in order to use collaborative tools, interact online and associate with team members. The findings of the study revealed that well-rounded cyber pedagogies must integrate five fundamental processes; (a) the preparatory learning for the cyber-student, (b) cyber-instructor’s training process, (c) the virtual learning process itself (d) effective assessment strategies and (e) the virtual classroom evaluation procedures
