School of Education

Simon Bheki Khoza

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Simon Bheki Khoza
Simon Bheki Khoza Associate Professor

Seniority Dr.

Discipline Curriculum & Education Studies

Emailkhozas@ukzn.ac.za

Contact Number 031-260-7595

Office Address CS147

Last Updated 3 months ago

Degrees Held

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

Profile

Research Interests

  • Education: Mathematics with Chemistry Curriculum and Educational Technology

Teaching Interests

  • Curriculum Studies, Educational Technology, Mathematics, Science, Research, and Technical Education.

Teaching Expertise

  • Curriculum Studies, Educational Technology, Mathematics, Science, Research, and Technical Education.

Students Supervision

Resent PhD/MED graduated students

Selected Publications

2011-2018

  • Mpungose, C.B., & Khoza, S.B. (2021). Students’ Reflections on the Use of Zoom Video Conferencing Technology for Online Learning at a South African University. International Journal of African Higher Education, 8(1), ????
  • Khoza, S.B., & Biyela, A.T. (2020). Decolonising Technological Pedagogical Content Knowledge of First Year Mathematics Students. Education and Information Technologies, 25(4), 2665-2679. https://doi.org/10.1007/s10639-019-10084-4
  • Khoza, S.B. (2020a). Academics’ “Why” of Knowledge-Building for the Fourth Industrial Revolution and COVID-19 Era. International Journal of Higher Education, 9(6), 247-258. https://doi.org/10.5430/ijhe.v9n6p247 ISSN: 1927-6044, Sciedu Press  
  • Khoza, S.B. (2020b). Students’ Habits Appear Captured by WhatsApp. International Journal of Higher Education, 9(6), 307-317.  https://doi.org/10.5430/ijhe.v9n6p307
  • Makumane, M.A. & Khoza, S.B. (2020). Educators’ Reasonings and their Effects on Successful Attainment of Curriculum Goals. South African Journal of Higher Education, 34(2), 95-111. https://dx.doi.org/10.20853/34-2-3428
  • Khoza, S.B., & Mpungose, C.B (2020). Digitalised Curriculum to the rescue of a Higher Education Institution. African Identities, 18(4), 363-378. https://doi.org/10.1080/14725843.2020.1815517
  • Mpungose, C.B., & Khoza, S. B. (2020). Postgraduate Students’ Experiences on the Use of Moodle and Canvas Learning Management System. Technology, Knowledge and Learning, 2020(4), 1-18. https://doi.org/10.1007/s10758-020-09475-1
  • Mabuza, D. C., & Khoza, S. B. (2019). Educators' reflections of the instructional time in JC integrated consumer science curriculum. International Journal of Home Science, 5(1), 1-7.
  • Khoza, S.B. (2018). Can Teachers’ Reflections on Digital and Curriculum Resources Generate Lessons? Africa Education Review, 1(2018), 1-16. doi: 10.1080/18146627.2017.1305869
  • Fomunyam, K.G. & Khoza, S.B. (2018). Managing Curriculum Politics of Responsiveness in a Cameroonian Universty. International Journal of Management and Applied Science, 4(2), 49-57.
  • Khoza, S.B. (2017). Master of Education Students’ Reflections: Which Curriculum Reasons are Promoted or Limited by Skype Resources? Progressio: South African Journal for Open and Distance Learning Practice, 39(2), 1-19. http://doi.org/10.25159/0256-8853/2405 
  • 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.
  • 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. (2014b). Lecturers’ Views On Experiences Of A Post Graduate Honours Research Module Implemented Curriculum. Mevlana International Journal of Education, 4(3), 26-39.
  • 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. (2013b). Learning Outcomes as understood by ‘Publishing Research’ facilitators at a South African university. Mevlana International Journal of Education, 3(2), 1-11.
  • 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. (2012). Who helps an online facilitator to learn with students in a day? Mevlana International Journal of Education, 2(2), 75-84.
  • 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.

  • Khoza, S.B.; & Fomunyam, K.G. (2021). Introduction: Theorising Approaches and Praxis. In K.G. Fomunyam & S.B. Khoza (Eds.), Curriculum Theory, Curriculum Theorising, and the Theoriser: The African Theorising Perspective (1 ed., pp. 1-11). Leiden - Boston: Brill - SENSE.
  • Fomunyam, K.G.; & Khoza, S.B. (2021). Theorising Open Curriculum Charges as Pathway to Responsiveness in South African Higher Education. In K.G. Fomunyam & S.B. Khoza (Eds.), Curriculum Theory, Curriculum Theorising, and the Theoriser: The African Theorising Perspective (1 ed., pp. 53-69). Leiden - Boston: Brill - SENSE.
  • Khoza, S.B.; & Fomunyam, K.G. (2021). Can Alignment of Digital Resources with Needs Produce a New Curriculum Theory for Teaching? In K.G. Fomunyam & S.B. Khoza (Eds.), Curriculum Theory, Curriculum Theorising, and the Theoriser: The African Theorising Perspective (1 ed., pp. 219-236). Leiden - Boston: Brill - SENSE.
  • Ndlovu, E.M.; & Khoza, S.B. (2021). Alternative Ways of Implementing the Curriculum. In K.G. Fomunyam & S.B. Khoza (Eds.), Curriculum Theory, Curriculum Theorising, and the Theoriser: The African Theorising Perspective (1 ed., pp. 320-334). Leiden - Boston: Brill - SENSE.
  • Fomunyam, K.G.; & Khoza, S.B. (2021). Conclusion: Theorising Responsiveness and Potentialities in Curriculum Studies. In K.G. Fomunyam & S.B. Khoza (Eds.), Curriculum Theory, Curriculum Theorising, and the Theoriser: The African Theorising Perspective (1 ed., pp. 375-379). Leiden - Boston: Brill - SENSE.
  • Khoza, S. B. (2019). Lecturers' Reflections on Curricular Spider Web Concepts Transformation Strategies. In E. N. Ivala & C. L. Scott (Eds.), Transformation of Higher Education Institutions in Post-Apartheid South Africa (1 ed., pp. 15-26). New York: Routledge - Taylor & Francis Group.
  • 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).

  • Khoza, S.B. & Mpungose, C.B. (2018). Lecturers’ Needs of the Moodle Curriculum at a South African University. Proceedings of the 13th International Conference on E-Learning (ICEL), held at the Cape Peninsula University of Technology (CPUT), in Cape Town, South Africa on the 5th – 6th July 2018. Published by Academic Conferences and Publishing International Limited, 1(2018), 171-178.
  • Khoza, S.B. (2017). Is this Moodle for personal, societal and/or professional space/s when students reflect?
  • Proceedings of the 12th International Conference on E-Learning (ICEL), held at The Central University of Florida, Orlando, US on the 1st – 2nd June 2017. Published by Academic Conferences and Publishing International Limited, 1(2017), 122-128.    
  • Khoza, S.B. & Mpungose, C.B.  (2017). Can self, them and/or it come to academics’ rescue of Turnitin? Proceedings of the South Africa International Conference on Educational Technologies (SAICET), held at Manhattan Hotel, Pretoria, South Africa on the 24th – 26th April 2017. Published by African Academic Research Forum, 1(2017), 1-11.
  • Khoza, S.B. (2016a). …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. (2016b). 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.
  • Khoza, S.B. (2015). 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. (2014). 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. (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.