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Skip Navigation LinksStaff Profile / Education Studies / Simon Bheki Khoza

Dr Simon Bheki Khoza

Position Academic Leader: Research & Higher Degrees
Discipline Curriculum and Education Studies
Phone 031 260 7595
Email khozas@ukzn.ac.za
Campus Edgewood Campus
Office Address Main Tutorial Building, A124

Degrees Held

  • B.Ed Hnrs
  • M.Ed (Educational Technology)
  • PhD (Curriculum/Educational Technology).

Research Interests

  • Educational Technology, Mathematics/Chemistry Curriculum, Civil Engineering issues and DanceSport.

Teaching Interests

  • Curriculum Studies/Educational Technology modules.

Publications/Selected Publications (2014 – 2016):

Peer-reviewed publications

  • Ngubane-Mokiwa, S.A & Khoza, S.B. (2016). Lecturers’ Experiences of Teaching STEM to Students with Disabilities. Journal of Learning for Development – JL4D, 3(1), 37-50.     
  • Khoza, S.B. & Manik, S. (2015). The Recognition of ‘Digital Technology Refugees’ amongst Post Graduate students in a Higher Education Institution. Alternation, 17(2015), 190-208.  
  • Khoza, S.B. (2015e). Using curricular spider web to explore a research facilitator’s and students’ experiences. South African Journal of Higher Education, 29(2), 122-143.
  • Khoza, S.B. (2015d). Student teachers’ reflections on their practices of Curriculum and Assessment Policy Statement. South African Journal of Higher Education, 29(4), 179-197.
  • Khoza, S.B. (2015c). Can Turnitin come to the rescue: from teachers’ reflections? South African Journal of Education, 35(4), 1- 9.
  • Khoza, S.B. (2015b). Can the interface between EndNote, Discussion Forum and Turnitin come to the rescue: students’ reflections? Proceedings of the South Africa International Conference on Educational Technologies (SAICET), held at Manhattan Hotel, Pretoria, South Africa on the 19th – 21st April 2015. Published by African Academic Research Forum, 1(2015), 135-152.
  • Khoza, S.B. (2015a). Can s/he learn a lesson with Postgraduate students’ views? If yes, what lesson? Mevlana International Journal of Education, 5(3), 43-55.
  • Khoza, S.B. (2014c). Lecturers’ Views On Experiences Of A Post Graduate Honours Research Module Implemented Curriculum. Mevlana International Journal of Education, 4(3), 26-39. Available online at http://mije.mevlana.edu.tr/
  • Khoza, S.B. (2014b). Is Chemistry everything to Engineering students? Let their experiences talk. South African Journal of Higher Education, 28(2), 502-514.
  • Khoza, S.B. (2014a). A lecturer’s reflective experiences on becoming a published scholar: Curriculum in context. ‘Proceedings of the 8th Annual Teaching and Learning in Higher Education Conference’ held at the University of KwaZulu-Natal, South Africa, Pinetown on the 25-27 September, 2014. Published by UKZN Teaching and Learning Office, 1(2014), 93-103.
  • Khoza, S.B. (2013c). Learning Outcomes as understood by ‘Publishing Research’ facilitators at a South African university. Mevlana International Journal of Education, 3(2), 1-11. Available online at http://mije.mevlana.edu.tr/
  • Khoza, S.B. (2013b). Can they change from being digital immigrants to digital natives? Progressio: South African Journal for Open and Distance Learning Practice 35(1), 51-68. 
  • Khoza, S.B. (2013a). Awareness is a Function of Educational Technology in e-Learning. Paper presented at the ‘Proceedings of the 8th International Conference on e-Learning’ held at the Cape Peninsula University of Technology, South Africa, on the 27-28 June, 2013. Published by Academic Conferences and Publishing International Limited on ICEL 2013 Proceedings, 2(2013), 231-238.
  • Maharajh, L.R., Davids, M.N & Khoza, S.B. (2013). Is team-teaching learner-friendly or teacher-centered? Mode of delivery in a postgraduate module. Alternation, 9(2013), 150-168.
  • Khoza, S.B. (2012). Who helps an online facilitator to learn with students in a day? Mevlana International Journal of Education, 2(2), 75-84. Available online at http://mije.mevlana.edu.tr/
  • Khoza, S.B. (2011). Who promotes web-based teaching and learning in high education? Progressio: South African Journal for Open and Distance Learning Practice 33(1), 155-170.

Journal Articles:

  • Khoza, S.B. (2016a). Can curriculum managers’ reflections produce new strategies through Moodle visions and resources? South African Journal of Education, 36(4), 1- 9.
  • Khoza, S.B. (2016b). Is Teaching without Understanding Curriculum Visions and Goals a High Risk? South African Journal of Higher Education, 30(5), 104-119.
  • Khoza, S.B. (2016b1). …from the other side of Moodle/Technology in Education of Postgraduate Students’ Reflections.  Proceedings of the 11th International Conference on E-Learning (ICEL), held at Universiti Sains Islam Malaysia (USIM), Kuala Lumpur, Malaysia on the 2nd – 3rd June 2016. Published by Academic Conferences and Publishing International Limited, 1(2016), 79-86.    
  • Khoza, S.B. (2016b2). Can Educational Technology be defined from South African University Facilitators’ Understanding…? Proceedings of the South Africa International Conference on Educational Technologies (SAICET), held at Manhattan Hotel, Pretoria, South Africa on the 24th – 26st April 2016. Published by African Academic Research Forum, 1(2016), 22-33.
  • Ngubane-Mokiwa, S.A & Khoza, S.B. (2016). Lecturers’ Experiences of Teaching STEM to Students with Disabilities. Journal of Learning for Development – JL4D, 3(1), 37-50.     
  • Khoza, S.B. & Manik, S. (2015). The Recognition of ‘Digital Technology Refugees’ amongst Post Graduate students in a Higher Education Institution. Alternation, 17(2015), 190-208.  
  • Khoza, S.B. (2015d). Using curricular spider web to explore a research facilitator’s and students’ experiences. South African Journal of Higher Education, 29(2), 122-143.
  • Khoza, S.B. (2015c). Student teachers’ reflections on their practices of Curriculum and Assessment Policy Statement. South African Journal of Higher Education, 29(4), 179-197.
  • Khoza, S.B. (2015b). Can Turnitin come to the rescue: from teachers’ reflections? South African Journal of Education, 35(4), 1- 9.
  • Khoza, S.B. (2015a). Can s/he learn a lesson with Postgraduate students’ views? If yes, what lesson? Mevlana International Journal of Education, 5(3), 43-55.
  • Khoza, S.B. (2015d1). Can the interface between EndNote, Discussion Forum and Turnitin come to the rescue: students’ reflections? Proceedings of the South Africa International Conference on Educational Technologies (SAICET), held at Manhattan Hotel, Pretoria, South Africa on the 19th – 21st April 2015. Published by African Academic Research Forum, 1(2015), 135-152.
  • Khoza, S.B. (2014b). Lecturers’ Views On Experiences Of A Post Graduate Honours Research Module Implemented Curriculum. Mevlana International Journal of Education, 4(3), 26-39. Available online at http://mije.mevlana.edu.tr/
  • Khoza, S.B. (2014a). Is Chemistry everything to Engineering students? Let their experiences talk. South African Journal of Higher Education, 28(2), 502-514.
  • Khoza, S.B. (2014b1). A lecturer’s reflective experiences on becoming a published scholar: Curriculum in context. ‘Proceedings of the 8th Annual Teaching and Learning in Higher Education Conference’ held at the University of KwaZulu-Natal, South Africa, Pinetown on the 25-27 September, 2014. Published by UKZN Teaching and Learning Office, 1(2014), 93-103.

Chapters in Books:

  • Govender, N & Khoza, S.B. (2017). Technology in Education for Teachers. In Education Studies for Initial Teacher Development, edited by Ramrathan, L; Le Grange, L & Higgs, P. Cape Town: Juta & Company (PTY) Limited (pp. 66-79).

Complete Research Record:

  • Khoza, S.B. (2013b). Learning Outcomes as understood by ‘Publishing Research’ facilitators at a South African university. Mevlana International Journal of Education, 3(2), 1-11. Available online at http://mije.mevlana.edu.tr/
  • Khoza, S.B. (2013a). Can they change from being digital immigrants to digital natives? Progressio: South African Journal for Open and Distance Learning Practice 35(1), 51-68. 
  • Maharajh, L.R., Davids, M.N & Khoza, S.B. (2013). Is team-teaching learner-friendly or teacher-centered? Mode of delivery in a postgraduate module. Alternation, 9(2013), 150-168.
  • Khoza, S.B. (2013). Awareness is a Function of Educational Technology in e-Learning. Paper presented at the ‘Proceedings of the 8th International Conference on e-Learning’ held at the Cape Peninsula University of Technology, South Africa, on the 27-28 June, 2013. Published by Academic Conferences and Publishing International Limited on ICEL 2013 Proceedings, 2(2013), 231-238.
  • Khoza, S.B. (2012). Who helps an online facilitator to learn with students in a day? Mevlana International Journal of Education, 2(2), 75-84. Available online at http://mije.mevlana.edu.tr/
  • Khoza, S.B. (2011). Who promotes web-based teaching and learning in high education? Progressio: South African Journal for Open and Distance Learning Practice 33(1), 155-170.

Community Involvement

Teaching Expertise

  • Educational Technology and Curriculum Studies modules.

Student Supervision (Honours, Matser, PhD …)

B.Ed Honours students completed under my supervisor (2012)(32 C. Points)

SURNAME & INIT STUDENT NO.
Buthelezi PB 206501780
Dlamini N  
Kubheka NJ 203503858
Majola MX 205511587
Masilo MJ 212559128
Matuje E 212558049
Mavangwe T 210552291
Mthembu GN 206519012
Mutesi M 211559282
Nakhooda A 206510549
Ndlovu AK 208523323
Ndhlovu BF  210555280
Pearl G  200274730
Zondi RS 208500297

PhD and MED students completed under my supervision

  • Budden, R. (2017). Exploration of factors that inform curriculum studies students to use e-resources in conducting Masters of Education dissertations at a South African university. (UKZN 205511283)(PhD).
  • Ndlovu, E. (2017). DYNAMICS OF IMPLEMENTING ARTS AND CULTURE PROGRAMMES AS A CURRICULUM SUBJECT IN ZIMBABWE SECONDARY SCHOOLS. (UKZN 214584167)(PhD).
  • Ndlovu, B.N. (2017). Exploring Teachers’ understanding of pedagogic practices in teaching Mathematical concepts in Grade 1: A Case Study in South African Primary Schools. (UKZN 204520072) (PhD).
  • Pather, R. (2017). LIBRARY SPACES IN HIGHER EDUCATION: EXPLORING ACADEMICS’ UNDERSTANDING. (UKZN 201509725) (PhD).
  • Buthelezi, M.P. (2017). Music Education in South African Schools: Exploring teachers’ experiences in the teaching of traditional African music. (UKZN 211556503) (MED)
  • Nkohla, M.B. (2017). Educators’ reflections on their practices of Agricultural Sciences Curriculum and Assessment Policy Statement (UKZN 216074125) (MED Summa cum laude)
  • Fomunyam, K.G. (2016). Content and Ideology in Literature modules taught in a Cameroonian university (UKZN 212558999), PhD.
  • David, W.A. (2016). Exploring school managers’ reflections on their experiences of managing CAPS In the city of Bloemfontein (UKZN 215078938), M.Ed.
  • Galane, C.M.M. (2016). Subject Advisors’ reflections of the supervision of Grade 3 Mathematics CAPS implementation in Mpumalanga Province (UKZN 209539404), M.Ed.
  • Mc Knight, M. (2016). TEACHERS’ EXPERIENCES OF INDIGENOUS KNOWLEDGE SYSTEMS (IKS) FOUND IN THE LIFE SCIENCES CURRICULUM: A CASE STUDY OF LIFE SCIENCES TEACHERS AT A HIGH SCHOOL IN THE PINETOWN DISTRICT (UKZN 971162797), M.Ed.
  • Mqadi, L.S. (2016). An exploration of the experiences of grade ten Life Orientation teachers towards the teaching of Physical Education in schools under UGu District, KwaZulu-Natal (UKZN 213570035), M.Ed.
  • Mutesi, M. (2016). EXPIRIENCES OF GRADE NINE LEARNERS IN LEARNING MATHEMATICS AT A SECONDARY SCHOOL IN UMZIMKHULU (UKZN 211559282), M.Ed.
  • Mpungose, C.B. (2016). Teachers’ reflections of the teaching of grade 12 physical sciences CAPS in rural schools at Ceza Circuit (UKZN 214581960), M.Ed.
  • Nhlongo, A.H. (2016). Exploring Teachers’ Experiences of Teaching CAPS Life Skills (Physical Education) in the Foundation Phase (UKZN 210555140), M.Ed.
  • Shange, D.S. (2016). An exploration of teachers’ experiences in teaching Grade 10 Geometry within Curriculum and Assessment Policy Statement (CAPS) in UMbumbulu circuit (UKZN 208526300) M.Ed.
  • Zuma, S. (2016). Teachers’ reflections on teaching Geographical Information System (GIS) at grade 11 within CAPS at a township school in the uMhlathuze Circuit (UKZN 209506824), M.Ed.
  • Zuma, T.H. (2016). THE EXPLORATION OF TEACHING STRATEGIES FOR GRADE 5 MATHEMATICS CAPS IN THREE PRIMARY SCHOOLS AT KWANDENGEZI CIRCUIT IN PINETOWN DISTRICT (UKZN 982207092), M.Ed.  
  • Majola, M.X. (2015). Exploring formative assessment practices, strategies and tools used by university academics in facilitating a first year accounting module. (UKZN 205511587), M.Ed.
  • Mlaba, S.M. (2015). The implementation of the CAPS by Grade Ten Business Studies at two particular high schools in Ugu District. (UKZN 213570073), M.Ed.
  • Mogami, D.T. (2015). Exploring Music Educators’ experiences on the implemented Junior Secondary music curriculum in Botswana. (UKZN 981208380), M.Ed..
  • Budden, R. (2014). An evaluation of the use of online resources by facilitators and students in the teaching and learning of Curriculum Context & Change: A case study at a higher education institution in South Africa. (UKZN 205511283), M.Ed.    
  • Duma, A. (2014). Teaching methods used by Grade seven teachers in teaching Social Science. (UKZN 212558765), M.Ed.
  • Gounden, A. (2014). Construction of learning outcomes by Life Orientation lecturers using teaching/learning resources for their lessons at an identified Further Education and Training College. (UKZN 212560184), M.Ed.
  • Kehdinga, G.F. (2014). Student Teachers Experiences of Teachers Professional Identity with in context of Curriculum Change in a university in KwaZulu-Natal. (UKZN 212558999), M.Ed. 
  • Tshabalala, D.T. (2014). Exploring the use of the internet resources in teaching Grade 12 History class in a public high school: A case study of a high school in Ethekwini South. (UKZN 9151615), M.Ed.
  • Naidoo, S. (2014). Teaching resources used by university tutors in teaching Post Graduate Certificate in Education (PGCE) Curriculum modules at a university in Durban. (UKZN), M.Ed.
  • Draai, J.A.L. (2014). The experiences of campus managers in learning International Computer Drivers Licence software programs in an FET College in KwaZulu-Natal. (UKZN), M.Ed.           
  • Khanare, Tshepiso.B. (2013). Experiences and practices of Form Three Integrated Science teachers with regards to learning outcomes and assessment strategies: A case study of two schools in Lesotho. (UKZN), M.Ed.
  • Mhlongo, P.P. (2013). Teaching methods used by Grade one educators whilst developing reading skills. (UKZN), M.Ed.
  • Fambaza, T. (2013). The experiences of teachers in teaching Computer Applications Technology at the Further Education and Training (FET) band. (UKZN), M.Ed.
  • Phahamane, P.M. (2012). Experiences of students in using blended learning to learn educational technology modules: A case study. (UKZN), M.Ed.
  • Chili, Nobuhle.B (2012). The teaching of Computer Technology in rural areas of Durban. (UKZN), M.Ed.
  • Sodje, Peter (2011). Experiences of lecturers in teaching Engineering Science: A case study of one university of technology in Durban, KZN. (UKZN), M.Ed.
  • Xhakaza, Nozipho.R (2011). The teaching of Computer Literacy: A case study of 3 schools in Greytown, KZN. (UKZN), M.Ed.
  • Ncheke, M. (2010). Experiences of 11 Mathematics teachers in using Video Technology to facilitate their lesson at a school in Umlazi, KZN (UKZN), M.Ed.
  • Matebang, P. (2009). The use of Smart-Board in teaching Physical Science at a school in Durban. (UKZN), M.Ed.
  • Maoba, P. (2008). The integration of ICTs in teaching different subjects at National University of Lesotho. (UKZN), M.Ed.
  • Mafata, Paul. (2008). The use of LMS in teaching Educational Technology modules at one university in KZN. (UKZN), M.Ed.
  • Kader, Cherly. (2007). A study on how university students in Durban, KZN, use the Internet during their spare time (UKZN), M.Ed.
  • Mhlongo, Thulani.P (2007). Integration of computer programs in teaching English lessons: A case study of 3 schools in Durban (UKZN), M.Ed.
  • Cele, Sibuko.S (2006). The intergration of Computer Technology in teaching technical subjects at a Technical College in Umlazi (KZN) (UKZN), M.Ed.
  • Marumo, F. (2006). The implementation of ICTs in 3 high schools in Lesotho for teaching and learning. (UKZN), M.Ed.
  • Matabane, Pinky. (2005). Perception of Grade 8 Educators towards the integration of ICTs in Biology lessons at a school in Matimatolo, KZN. (UKZN), M.Ed.
  • Matolo, Patrick. (2005). The use of ICTs in teaching Physical Science: A case study of two school Indwedwe, KZN. (UKZN), M.Ed.
  • Thusi, Sithombe. (2004). Perception of Grade 12 learners towards the use of computers in learning Mathematics at a school in Pinetown (UDW), M.Ed.
  • Ndlovu, Nonhlanhla. (2004). The use of Video programs in teaching Grade 9 Physical Science: A case study of two school in Newcastle (UDW), M.Ed.
  • Ndlovu, Touch. (2004). Implementation of ICTs in teaching Grade 9 Geography at a school in Newcastle. (UDW), M.Ed.

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