Experts directory

Prof G Van den Berg

College of Education
School of Teacher Education
Department: Curriculum and Instructional Studies
Professor
Tel: 012 429 4895
E-mail: vdberg@unisa.ac.za

Expertise

  • Curriculum studies
  • E-learning
  • Open & Distance Learning
  • The use of ICT in education

Qualifications

  • BA
  • BA Hons (cum laude)
  • MA (Applied Linguistics)
  • DEd (Curriculum Studies)
  • Postgraduate Certificate Education (PGCE)

NRF Rating

C2

Currently teaching

  • ODL 5901
  • ODL 5905 (MEd in ODL)

Fields of academic interests

  • Online learning
  • Open learning
  • Curriculum Studies
  • Technology in Education

Field of Specialisation

  • Online learning
  • Curriculum Studies
  • Technology in Education

Books

Book Chapters:

  • Van den Berg, G. 2021. The Role of Open Distance Learning in Addressing Social Justice: A South African Case Study. In Pearson, W. & Reddy, V. (Eds.) Social Justice and Education in the 21st Century, Research from South Africa and the United States. Switzerland: Springer. ISBN: 978-3-030-65417-7, pp. 331-345.
  • Van den Berg, G. 2017. Learning theories and the use of technology in the classroom. In Swart, E. & Eloff, I. (Eds). Understanding Educational Psychology. Cape Town: Juta ISBN9781485102472, pp 69-76.
  • Maphalala, M. & Van den Berg, G. 2016. Learning, teaching and support materials. In  Maphalala M. (Ed.) Teaching and Learning Strategies in South Africa. Great Britain: Cengage Learning.  ISBN 9781473709195, pp. 117-125.
  • Van den Berg, G. 2014. Curriculum development: processes and contexts. In Du Preez, P. & Reddy, C. (Eds.) Curriculum Studies: Visions and Imaginations. Cape Town: Pearson. ISBN 9781775788775, pp. 91-107.

Journal articles

Publications in accredited journals:

  • Van den Berg, G., & Mudau, P. K. 2022. Postgraduate students’ views on the use of WhatsApp groups as an online communication tool to support teaching and learning during COVID-19. Perspectives in Education, 40(1): 112-128. https://doi.org/10.18820/2519593X/pie.v40.i1.7
  • Maphosa, C., Van den Berg, G. & Mudau, P.K. 2021. Assessment of the perceived usefulness of mobile phone technology for communication in learning by distance education students in a rural-based university. African Perspectives of Research in Teaching & Learning-Vol 5 (2): 45-61.
  • Snyman, M. & Van den Berg, G. 2021. Experiences of Nontraditional Students and Academics of the Recognition of Prior Learning Process for Admission to Graduate Studies: A South African Case Study in Open Distance Learning, The Journal of Continuing Higher Education, Online DOI: 10.1080/07377363.2020.1861577
  • Van den Berg, G. 2020. Context matters: student experiences of interaction in open distance learning. Turkish Online Journal of Distance Education, 21(4) 223-236. Online: https://doi.org/10.17718/tojde.803411
  • Mawela, A. & Van den Berg, G. 2020. Management of school nutrition programmes to improve environmental justice in schools: a South African case study. South African Journal of Clinical Nutrition, 33(2), 31-36. Retrieved from http://www.sajcn.co.za/index.php/SAJCN/article/view/1473
  • Gani, F. & Van den Berg, G. 2019. Lecturers’ Perceptions of the Use of Learning Management Systems: A Case Study in Open Distance Learning. International Journal for Web-Based Learning and Teaching Technologies, 14:3 (In print).
  • Snyman. M. & Van den Berg, G. 2018. The significance of the learner profile in recognition of prior learning. Adult Education Quarterly, 68(1):24-40, https://doi.org/10.1177/0741713617731809
  • Kloppers, D.F. & Van den Berg, G. 2018. Basiese onderwys vir volwassenes as teenvoeter vir geweld teen vroue en kinders. Litnet, 15(1):311-351. Online. http://www.litnet.co.za/basiese-onderwys-vir-volwassenes-teenvoeter-vir-geweld-teen-vroue-en-kinders/
  • Gidalew, T.A. & Van den Berg, G. 2018. The relationship between lecturers’ beliefs and their actual methods of reading instruction: An Ethiopian case study. Reading and Writing, 9(1). Online. DOI: https://doi.org/10.4102/rw.v9i1.162
  • Mawela, A.S. & Van den Berg, G. 2018. Management of school nutrition programmes to improve environmental justice in schools: a South African case study. South African Journal of Clinical Nutrition, Online https://doi.org/10.1080/16070658.2018.1507208
  • Van den Berg, G. 2018. How Important is Interaction to Students? A Case Study in Open Distance Learning. In: Ivala, E. (Ed.) Proceedings of the 13th International Conference on e-Learning. e-Book ISBN: 978-1-911218-91-3; Print ISBN: 978-1-911218-90-6; Print ISSN: 2048-8882; pp. 463-470. Academic Conferences and Publishing International Limited, Reading, United Kingdom
  • Van den Berg, G., Joffe, M. &. Porto, S.C.S. 2016. The role of partnerships in academic capacity building in open and online distance education. Distance Education, 37:2, 196-207, https://doi.org/10.1080/01587919.2016.1184399
  • Van den Berg, G. and Coetzee, L. 2014. Academic self-Concept and motivation as predictors of academic achievement. International Journal of Educational Sciences 6(3): 469-478.
  • Van den Berg, G and Schulze, S. 2014. Teachers’ sense of self amid adaptation to educational reform. Africa Education Review, 11 (1): 59-76.
  • Van den Berg, G. and Dichaba, M.M. 2013. Real-life experiences during teaching and learning: Three South African teachers’ narratives. Mediterranean Journal of Social Sciences, 3(4):471-478
  • Van den Berg, G. and Mamhute, R. 2013. Socio-educational challenges of pregnant students and student mothers. Anthropologist, 15(3):305-311.
  • Van den Berg, G. 2012. Student perceptions of the lecturer’s role in online discussions. Progressio, 34(1):71-85

Professional positions, fellowships & awards

  • Chair of the Department of Curriculum and Instructional Studies (2012 – current)
  • Acting Chair of the Department of Educational Studies (2011 – 2012)
  • Pragramme Manager: Honours BEd (2008 – 2010)
  • Excellence in Tuition Award (2006)