Dissertations / Theses on the topic 'Educational innovations Victoria Evaluation'

Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains viii, 132 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 117-130).

This study undertook an evaluation of six alternative education programs provided by St Augustine's Education and Training in the Barwon region of Victoria. The impetus for the study has come from the staff of St Augustine's who bravely opened up their programs to closer scrutiny in order to gain a clearer understanding about the needs of the students attending their programs, the theoretical basis of their work and the outcomes of program intervention. A utilisation-focused approach was used and incorporated the following components: a needs analysis using a variety of measures to identify the characteristics of the students and to describe the experiences of students and parents, a qualitative process to articulate the model of psycho-education intervention and issues in service delivery and an impact evaluation to assess the effectiveness of intervention. There were 158 students aged between 6 and 15 years enrolled in programs over a two year period. The results of the needs analysis found that programs were appropriately targeting a marginalised and disadvantaged group of students that typically came from a low socioeconomic background, were significantly behind in their academic achievement, had poor adaptive functioning skills, exhibited a low level of social-emotional development (social-emotional competencies and negative attitudes towards learning) and a high level of psychopathology (mental health symptoms). Using the Survey of Student Assets (Bernard, 2002), the impact evaluation found that programs were successful in increasing the students' social-emotional capabilities and positive attitudes towards learning but did not impact significantly on the students' presenting mental health symptoms and adaptive functioning as measured by the Teachers Report Form (Achenbach and Rescoria, 2001). However, these results are to be interpreted with caution given the small sample sizes used in the analysis. Across the six programs it was found that a total of 89 students (56.3%) experienced a positive outcome destination immediately post-program and these students were maintained in, or transitioned back to mainstream school (n=71) or entered vocational training, education or employment (n= 18). Negative outcome destinations were experienced by 35 students (22.1 %) either because they were excluded (n=3), not engaged (n= 15) or withdrew from program (n= 17). At the end of the study, the remaining 25 students (15.8%) were either referred internally onto another program (n=16) or remained in program (n=9). In predicting outcome destinations, students with positive outcomes, were those that presented with less serious mental health symptoms, in particular they had lower rule-breaking and externalising scores on the Teachers Report Form at referral and a higher level of adaptive functioning in the area of 'working hard'. Students experiencing positive outcome destinations were also those that attended program regularly and for a fewer number of months and were involved in fewer critical incidents whilst attending. The qualitative process evaluation found that the model delivered was grounded in the principles of exemplary practice found in the psycho-educational literature and focused on building positive relationships and a sense of belonging, the provision of hands-on learning activities and rewarding individual achievement. Parents and students generally provided positive feedback however the theme analysis of staff, student and parent interviews and the case study scenarios did identify a number of critical areas to be addressed. These included clarifying the target group and the length and intensity of intervention, improving assessment, planning and transition processes, better collaboration with other services and mainstream schools, the on-site delivery of auxiliary services to meet specific student needs, work to better support and involve parents and to develop a sense of community across the school. A strategic planning process involving key stakeholders to systematically address these areas was recommended.

This study undertook an evaluation of six alternative education programs provided by St Augustine's Education and Training in the Barwon region of Victoria. The impetus for the study has come from the staff of St Augustine's who bravely opened up their programs to closer scrutiny in order to gain a clearer understanding about the needs of the students attending their programs, the theoretical basis of their work and the outcomes of program intervention. A utilisation-focused approach was used and incorporated the following components: a needs analysis using a variety of measures to identify the characteristics of the students and to describe the experiences of students and parents, a qualitative process to articulate the model of psycho-education intervention and issues in service delivery and an impact evaluation to assess the effectiveness of intervention.

The purpose of this study was to determine what relationship, if any, existed between student participation in the C.L.A.S.S. Project and student achievement as measured by the ISTEP testing program. This study was designed to provide statistical data for teachers, administrators, and other educators looking for instructional methods to provide students with increased learning opportunities to improve education.There were two groups of subjects in this study. The experimental group consisted of schools who had been participating in the C.L.A.S.S. Project for a minimum of two years. Thirty-seven Indiana schools made up this group. Thirty-seven schools were selected for a control group. They were randomly selected as not significantly different from schools in the experimental group by using performance based leagues determined by a statistical formula and provided by the Indiana Department of Education.Data collected regarding the schools in the study included rank and league placement as determined by the Indiana Department of Education and ISTEP scores provided by the Indiana Department of Education. ISTEP scores were used for grades two and three in the subject areas of Reading, Language Arts, Math, and Total Battery.The primary hypothesis of this study, stated in null form, is that the C.L.A.S.S. Project has no effect on student achievement as measured by the ISTEP testing program. Alternate null hypotheses were stated regarding the results of the individual subject areas: Reading, Language Arts, and Math.The results of this study failed to find significant differences between the schools using the C.L.A.S.S. Project and those in the control group. Analyses of variance were conducted on the experimental and control groups' data from test scores achieved on 1993 ISTEP test. Multivariate analysis (MANOVA) and univariate analyses (ANOVAs) were conducted to determine if the C.L.A.S.S. Project had any significant effect on isolated subject areas as tested on ISTEP and to see if the C.L.A.S.S. Project had any significant effect on anticipated achievement compared to actual achievement. The .05 alpha level was used to test the level of significance in this study.
Department of Educational Leadership

It was the purpose of this study to develop a set of criteria derived from curriculum theory to assist in the planning, use and evaluation of educational interactive videodisc. That set of criteria, referred to herein as the EIVD Curricular Base, consists of six sets of guidelines corresponding to Eisner's (1985) curriculum typologies: Development of Cognitive Processes, Curriculum as Technology, Curriculum for Personal Relevance, Curriculum for Social Adaptation, Curriculum for Social Reconstruction, and Academic Rationalism. The set of criteria was developed through the examination of three primary research questions: (1) What ways have those elements Beauchamp (1981) deemed necessary for any curriculum theory (definitions, values, design, engineering, and regeneration) been operationalized in Eisner's six curriculum typologies; (2) To what extent do interactive design characteristics identified by DeBloois (1979) apply to curriculum theory; (3) How can the ability of videodisc to simulate reality be integrated into the set of criteria? Further, the proposed set of criteria was critiqued against sample educational videodiscs to establish its veracity. The results of this study indicate that the Cognitive Processes curricular typology utilizes the potential of educational interactive videodisc to a greater extent than any other curricular typology in the EIVD Curricular Base. Therefore, it is recommended that an in-depth exploration of the Cognitive Process set of criteria be initiated. Ideally, the exploration would result in the research, design, production, use and evaluation of an actual videodisc program. Several, more general, recommendations regarding education's use of videodisc technology and courseware complete this study.

This applied dissertation is an instrumental case study based on diffusion of innovations theory designed to gather student opinions regarding videoconference (VC) technology use in facilitating courses to undergraduate degree-seeking nursing students. The author of diffusion of innovations theory, Rogers (2003), recommended that more qualitative studies be conducted in education. Rogers and Jain (1968) recommended these studies should be conducted from the aspect of “receivers of innovation diffusion” (p.1) to provide feedback instrumental to implementation of technological innovations in academe. Further, Rogers stated that multiple data points should be used during the process of trialing an innovation. Therefore, a current VC course was selected from the nursing curriculum of a public state college hosting one of the largest nursing programs in the southeastern United States in which to conduct the study. A total of 32 students participated divided equally between two sites: Main campus and Regional campus. Further divided, 22 personal interviews were conducted and two focus groups; one for each campus consisting 5 students each. Additionally, included in the data corpus were 40 hours of classroom observation plus, college provided end of course (EOC) summary statements. These data were triangulated to determine whether students would accept VC technology unchanged, accept with modifications, or reject VC technology based on first time exposure to the innovation during the 16-week semester. Student innovation decisions were: 6 students accepted unchanged, 14 students accepted with modifications, and 12 students rejected the innovation. Students who rejected the innovation were exclusively from the regional campus, which was the receiving site the majority of the semester. First and second-cycle analyses yielded 67 codes resulting in 5 categories, which further developed into 3 emerging themes: (a) Interaction with instructors, materials, and distant students are key elements affecting adoption decisions of students regarding VC technology; (b) Student adoption decisions are influenced by faculty members in their use of VC technology; and (c) Student opinions indicate that reinvention is necessary for VC technology to be fully adopted into the present nursing program. The five categories: Interaction, equipment, teaching methodology, instructor technology training, and student orientation provided ample detail from which to inform practice regarding recommendations for reinvention (modification) of VC technology during the implementation stage of Rogers’ five stages of the innovation-decision model. These modifications could assist the college in gaining parity between the two nursing sites, which reported an 18.53 percentage point difference in first time pass rates on the NCLEX-RN exam reported by the Florida Department of Health (Florida Health, 2015).

This study surveyed 15 teachers from an elementary school in Southern California regarding their perceptions of their use of the computer lab as an educational tool to develop student higher order level thinking skills, and compared the results to the actual computer lab activities they assigned. Data regarding actual computer lab practices was collected over a period of one school year. This data was analyzed and categorized by using Bloom's Taxonomy descriptors. Each computer lab activity was scaled and given a value using these descriptors of higher order thinking skills. Results indicated a difference between teacher's perceptions and skills targetted in assigned computer activities.

The need for new and innovative alternatives to traditional high schools has never been greater. Never designed to graduate all students on time, traditional high schools and their high dropout rates have remained unchanged for the last 30 years. Improving secondary schooling for all young people is a worthwhile social and educational objective. Many school leaders want to create alternative high schools but may lack the knowledge of what to do, nor may they have a comprehensive design process to follow. The research question explored in this dissertation is: What do leaders in education need to know to design innovative alternatives to traditional high schools? This dissertation studied four aspects or assumptions that school leaders should understand when designing alternatives to traditional high schools: (a) consider all of the elements of successful alternative high schools, (b) start over conceptually when designing a new alternative high school, (c) use regional accreditation standards as a framework for design, and (d) begin design with the end in mind for program evaluation. Research literature topics of alternative education, organizational leadership, school accreditation standards, and program evaluation were reviewed. The research conducted was theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the research conducted in the R&D cycle was a process for designing alternative high schools. Qualitative and quantitative data collected from school leaders and designers during field tests was analyzed to improve a prototype of an alternative high school design process. An effective process that is ready for dissemination was the result of this research. A larger implication of the application of this process will be the improvement of high school experiences for all students through the creation of new designs for innovative forms of secondary schooling.

Thesis (Ph. D.)--Computing, Georgia Institute of Technology, 2008.
Committee Chair: Foley, James; Committee Member: Abowd, Gregory; Committee Member: Anderson, Richard; Committee Member: Catrambone, Richard; Committee Member: Guzdial, Mark.

There is a need in classrooms to engage students and maintain their interest in course content. A recent type of interactive technology, known as a "clicker," has shown potential to increase student engagement, performance, and participation in the classroom when used effectively. Peer instruction, a type of student to student interaction in which pairs or small groups of students discuss their answers to questions before responding, is often used in conjunction with clickers, and may account for the perceived effectiveness of these tools. The purpose of this study is to determine the clicker's effectiveness in increasing learning and increasing student engagement in secondary classrooms, while controlling for their use during peer instruction. Two classrooms were examined (n ~ 15 for each classroom) in which 1 classroom used clickers integrated with peer instruction activities, while the other classroom only did the peer instruction activities. The findings of this study showed no significant difference in student learning, a small increase in student engagement, and a positive student reaction to the clicker's potential and use in the classroom.

Cette thèse présente deux objectifs. Le premier consiste à évaluer l’efficacité d’une intervention éducative implémentée sur tablette tactile dans le contexte de la classe aux apprentissages des élèves en littératie émergente et en numératie émergente. Le second objectif consiste à étudier les relations synchroniques et diachroniques entre littératie et numératie émergentes. Ce travail s’inscrit dans le cadre du projet LINUMEN (LIttératie et NUMératie Emergentes par le Numérique) lauréat de l’appel à projets e-FRAN (PIA2). Durant les deux premières années du projet (mars 2017- octobre 2018) une équipe pluri-catégorielle constituée de chercheurs, d’acteurs éducatifs et d’ingénieurs en informatique ont participé à la co-conception de l’application éducative AppLINOU (Apprendre avec Linou en maternelle). La phase d’expérimentation de cette intervention (octobre 2018 – juin 2020) consistait à tester AppLINOU selon une méthodologie quasi-expérimentale et longitudinale. Pour cela, les élèves du groupe expérimental ont utilisé pendant plusieurs semaines l’application AppLINOU. Dans le groupe contrôle les élèves suivaient les programmes de l’école maternelle sans modification ou indications pour les enseignants. L’étude a porté sur 725 élèves de maternelle, scolarisés en moyenne section (356 filles et 369 garçons). Des mesures des compétences en littératie et en numératie émergentes ont été réalisées en début et en fin d’année.Des analyses de régressions multiniveaux ont montré que les enfants du groupe expérimental scolarisés dans des écoles hors réseau d’éducation prioritaire ont de meilleures performances en fin d’année que les autres. Des éléments d’explication des effets partiels de l’intervention sont discutés et des pistes d’amélioration sont évoquées. Par ailleurs, des modèles en pistes ont examiné les liens synchroniques et diachronique entre la littératie et la numératie émergentes. Les différents modèles testés mettent en avant l’influence de la littératie émergente sur la numératie émergente à ce niveau de scolarité. Dans le cadre de cette recherche, une première version d’une application à visée éducative a été développée (AppLINOU). Les premiers résultats nous encouragent à prolonger le développement itératif de cet outil. Par conséquent, nous poursuivons donc notre objectif initial afin d’obtenir une version améliorée de l’application qui pourrait être déployée et utilisée à plus grande échelle dans les classes de moyenne et de grande section de maternelle
This thesis has two objectives. The first consists of assessing the effectiveness of an educational intervention implemented on tablets in the classroom context to students' learning in early literacy and early numeracy. The second objective examines the synchronic and diachronic relationships between early literacy and early numeracy. This work belongs to the LINUMEN project (LIttératie et NUMératie Emergentes par le Numérique), laureate of the e-FRAN call for projects (PIA2). During the first two years of the project (March 2017-October 2018) a multidisciplinary team made up of researchers, educational actors and computer engineers were involved in the co-design of the educational application AppLINOU (Apprendre avec Linou en maternelle). The experimentation phase of this intervention (October 2018 - June 2020) tested AppLINOU with a quasi-experimental and longitudinal methodology. Students in the experimental group used AppLINOU for several weeks. In the control group, students followed the kindergarten curriculum without any modifications or instructions for teachers. The study involved 725 kindergarten students, enrolled in pre-kindergarten (356 girls and 369 boys). Measures of early literacy and early skills were conducted at the beginning and end of the year. Multilevel regressions analyses showed that the children in the experimental group enrolled in schools outside priority education networks performed better at the end of the year than the others. Elements that explain the partial effects of the intervention are discussed and ways of improvement are mentioned. In addition, lead models have examined the synchronic and diachronic links between early literacy and numeracy. Different models tested highlight the influence of early literacy on early numeracy at this educational level. As part of this research, an initial version of an educational application was developed (AppLINOU). The preliminary results encourage us to continue the iterative development of this tool. Therefore, we are pursuing our initial objective to obtain an improved version of the application that could be deployed and used on a larger scale in middle and large kindergarten classes

Change is critical in most organizations. International schools attempting to redefine 21st century education for their students are innovating pedagogies and schools’ structures. However, the leader of an organization or school may be the most influential advocate for or barrier to change. International schools’ leaders continue to play a role in the diffusion of distance education. This study identified the knowledge and experience of international school leaders and identified themes that are related to the likelihood distance education would or would not be adopted by the schools they lead. This applied dissertation describes international school leaders’ knowledge and use of innovation diffusion theory in adopting distance education into kindergarten-Grade 12 East Asia Regional Council of Schools (EARCOS). International schools are a unique niche in the global educational environment. Triangulating data from EARCOS school leaders collected through individual innovativeness surveys and coding open-ended interview transcripts provided insight to school leaders’ knowledge and use of innovation diffusion theory when applied to adopting or rejecting the use of distance education within their schools. Data collected in this study indicated that EARCOS school leaders’ use of formalized planning when diffusing innovations, including distance education, within their schools varied depending on the scale of the innovation and the stakeholders involved. EARCOS school leaders rated themselves higher on average in individual innovativeness when compared to other innovativeness survey normative groups. Several other key themes emerged from the data including the following: Opinion leadership and change agents play a vital role in diffusing innovations in EARCOS schools. School leaders need to be adaptable and recognize opinion leadership within their schools to diffuse innovations efficiently. EARCOS school leaders rated themselves as highly innovative but were reluctant to explore innovative ways of delivering instruction, including distance education. Distance education was not seen as relevant in EARCOS schools, even though school leaders recognized their students would be exposed to online learning upon matriculation. Barriers to the diffusion of distance education exist in EARCOS schools including cost to develop distance education programs and courses, existing school structures, and the perceived absence of need.

La presente investigación doctoral concierne a la aplicación de la tecnología en el ámbito educativo, dentro del marco de la sociedad de la información. En concreto, se realiza un análisis en profundidad de la implementación del portafolio digital discente, como una metodología de evaluación en el ámbito de la Educación Superior como alternativa a la tradicional evaluación de los aprendizajes; en particular, cuando una amplia diversidad de habiIidades debe ser evaluada en un periodo de tiempo. El estado del arte se ha abordado de forma multidisciplinar (i.e., Pedagogía, Psicología y Tecnología) y posicionado desde una perspectiva constructivista, en el que se ha elaborado: primero, el marco teórico del Aprendizaje Virtual; segundo, la innovación eval uativa del use del ePortfolio en la evaluación. La parte empírica de esta investigación se ha articulado a través de un estudio de caso múltiple basado en portafolios digitales discentes diseñados en dos universidades públicas españolas: la Universidad de Barcelona (i.e., los primeros prototipos basados en Moodle) y la Universidad Autónoma de Barcelona (i.e., un prototipo de una plataforma institucional propia denominada Autónoma Interactiva). Los resultados obtenidos reflejan el proceso de aprendizaje del alumnado universitario a partir del segundo mes de implementación, mediante la introducción del ePortfolio, que ha permitido la evaluación centrada en el estudiante de asignaturas de carácter instrumental (i.e., multimedia educativo, investigación sobre medios en educación, metodología del trabajo científico, practicum), con una estrategia semipresencial y soporte tecnológico según los estándares requeridos por el marco del Espacio Europeo de Educación Superior. En conclusión, la innovación del ePortfolio como metodología evaluativa ha resultado ser una en sumo grado motivadora para los estudiantes, lo que ha contribuido a mantener su implicación en este tipo de asignaturas y ha promovido la autonomía de los aprendices con el apoyo de un proceso evaluativo, tanto formativo como sumativo, a través de una innovación educativa con soporte tecnológico.
The research reported in this doctoral thesis concerns the application of technology in the field of education, within the broader framework of the information society. Specifically, an in-depth analysis is conducted of digital learning portfolios and their use in higher education as an alternative to traditional assessment methodologies, particularly when a range of diverse skills must be assessed over a period of time. The state of art encompasses both multidisciplinary (i.e., Pedagogy, Psychology and Technology) and constructivist approaches, which for the purposes of this thesis are classified as follows: first, the theoretical framework of virtual learning; second, the innovative use of ePortfolios in assessment. The empirical part of this research is organized in the form of a multiple case study based on digital learning portfolios designed at two of the main Spanish public universities: the University of Barcelona (i.e., the first prototypes of Moodie-based) and the Autonomous University of Barcelona (i.e., another institutional platforms-based, namely Interactive Autonomous). The results of the case study reflect the undergraduate learning process from second month of implementation, following the introduction of the ePortfolio, which facilitates student-centred assessment for instrumental courses (i.e., educational multimedia, research methods in educative media, scientific work methodology, practicum) with a technology-based blended learning strategy, conforming to the standards required within the European Higher Education Area. In conclusion, the introduction of the ePortfolio assessment methodology has proved highly motivating for university students, helping to maintain the engagement with their courses, and promoting a more autonomous learning experience supported by an innovative technology-based formative and summative assessment platform.

La presente investigación doctoral concierne a la aplicación de la tecnología en el ámbito educativo, dentro del marco de la sociedad de la información. En concreto, se realiza un análisis en profundidad de la implementación del portafolio digital discente, como una metodología de evaluación en el ámbito de la Educación Superior como alternativa a la tradicional evaluación de los aprendizajes; en particular, cuando una amplia diversidad de habiIidades debe ser evaluada en un periodo de tiempo. El estado del arte se ha abordado de forma multidisciplinar (i.e., Pedagogía, Psicología y Tecnología) y posicionado desde una perspectiva constructivista, en el que se ha elaborado: primero, el marco teórico del Aprendizaje Virtual; segundo, la innovación eval uativa del use del ePortfolio en la evaluación. La parte empírica de esta investigación se ha articulado a través de un estudio de caso múltiple basado en portafolios digitales discentes diseñados en dos universidades públicas españolas: la Universidad de Barcelona (i.e., los primeros prototipos basados en Moodle) y la Universidad Autónoma de Barcelona (i.e., un prototipo de una plataforma institucional propia denominada Autónoma Interactiva). Los resultados obtenidos reflejan el proceso de aprendizaje del alumnado universitario a partir del segundo mes de implementación, mediante la introducción del ePortfolio, que ha permitido la evaluación centrada en el estudiante de asignaturas de carácter instrumental (i.e., multimedia educativo, investigación sobre medios en educación, metodología del trabajo científico, practicum), con una estrategia semipresencial y soporte tecnológico según los estándares requeridos por el marco del Espacio Europeo de Educación Superior. En conclusión, la innovación del ePortfolio como metodología evaluativa ha resultado ser una en sumo grado motivadora para los estudiantes, lo que ha contribuido a mantener su implicación en este tipo de asignaturas y ha promovido la autonomía de los aprendices con el apoyo de un proceso evaluativo, tanto formativo como sumativo, a través de una innovación educativa con soporte tecnológico.
The research reported in this doctoral thesis concerns the application of technology in the field of education, within the broader framework of the information society. Specifically, an in-depth analysis is conducted of digital learning portfolios and their use in higher education as an alternative to traditional assessment methodologies, particularly when a range of diverse skills must be assessed over a period of time. The state of art encompasses both multidisciplinary (i.e., Pedagogy, Psychology and Technology) and constructivist approaches, which for the purposes of this thesis are classified as follows: first, the theoretical framework of virtual learning; second, the innovative use of ePortfolios in assessment. The empirical part of this research is organized in the form of a multiple case study based on digital learning portfolios designed at two of the main Spanish public universities: the University of Barcelona (i.e., the first prototypes of Moodie-based) and the Autonomous University of Barcelona (i.e., another institutional platforms-based, namely Interactive Autonomous). The results of the case study reflect the undergraduate learning process from second month of implementation, following the introduction of the ePortfolio, which facilitates student-centred assessment for instrumental courses (i.e., educational multimedia, research methods in educative media, scientific work methodology, practicum) with a technology-based blended learning strategy, conforming to the standards required within the European Higher Education Area. In conclusion, the introduction of the ePortfolio assessment methodology has proved highly motivating for university students, helping to maintain the engagement with their courses, and promoting a more autonomous learning experience supported by an innovative technology-based formative and summative assessment platform.

M.Ed. (Media Studies)
Despite the availability I variety and virtually limitless properties of the different types of educational materials and equipment, it would appear that there are still many teachers who are opposed to the use of educational media. For the purposes of this study it was necessary to investigate the reasons why teachers do not use educational materials and equipment during their lessons. A literature study was done to investigate the factors which could contribute to resistance I the areas where resistance could appear and resistance of teachers to the use of media in their classrooms. An empirical study was conducted into the possible reasons for resistance to media usage at East Rand high schools. Research yielded the following results: The majority of teachers are willing to discuss media related matters with colleagues and superiors. Teachers are willing to experiment with a variety of media. The majority are willing to change their methods and use the ideas of others in their own classrooms.

M.Ed. (Tertiary and Adult Education)
The research under discussion follows from and should be seen against the background of the request to the Subdirectorate: Subject Curriculum Matters of the Department of Education and Training (DET) to develop a curriculum (syllabus) for an orientation course to the NI-course. The aim of this course is to fill existing gaps so that progress in the NI-course and the results of the course could be improved. The gap between general formative education and the expected teaching and training knowledge for entry into the NI-course was identified as a problem area.- Launched under the direction and initiative of the DET the NTC (OR) Course is a co-ordinated attempt to ensure a uniform standard in that this program was developed nationally. The curriculation action is unique because the curriculum for the introductory course wasn't developed in isolation but with the co-operation of all the education departments and interest groups. The NTC(OR) Course was developed and tested according to the curriculum development model of Jansen (1984:210). In this study use was mainly made of quasi-experimental research. In the first place it was necessary to define clearly what is meant by scientifically justified curriculum development. A literature study was undertaken to identify criteria to determine which requirements are necessary for curriculum development. To identify said criteria, use was mainly made of Jansen's model of curriculum development. This model was made applicable to curriculum evaluation by elevating the phases in the curriculum development process to criteria for the evaluation of a subject curriculum. The evaluation of the curriculum developmental actions of the DET was undertaken solely to express an opinion as to the scientificalness of the curriculum development. Use was made of evaluation tables to compare the curriculum developmental requirements, as set by practice, and the curriculum developmental action of the DET. The conclusion derived from the evaluation tables is that curriculum development of the DET compares favourably with the requirements set by practice. With only a few exceptions the curriculation action of the DET complies to a large extent with the criteria set in practice.

Innovations in technology are changing not only everyday life for many individuals around the world but are also influencing the expansion of online learning opportunities at an accelerated rate (Collins & Halverson, 2018; Mah, 2016). Online learning platforms allow for scalability, flexibility, greater global access, and innovative and new ways to deliver education (Goodman, Melkers, & Pallais, 2019; Kizilcec et al., 2019). Enrollments in online learning programs and opportunities have seen significant growth in recent years (Seaman, Allen, & Seaman, 2018; U.S. Department of Education, 2018) with continued and steady growth expected into the future. The ubiquity and newness of new online learning formats present a challenge in linking research and practice. Through three separate academic papers, the following dissertation discusses and considers key questions and topics with regards to the use of digital badges and Massive Open Online Courses (MOOCs), two types of emerging online innovations and platforms, and aspects of their efficacy. The three papers respectively 1) identify and discuss the theoretical and empirical foundations digital badges use in specific learners groups by reviewing current literature; 2) highlight the application of a use case in which digital badges have been implemented as a means to offer training; and 3) explore the perceptions of MOOC instructors toward quality learning in their courses in a case study. Conclusions are drawn and solutions as well as potential future directions for research and practice of discussed.

M.Ed.
The consistent growth- of the number of new lecturers to technical colleges ecessitated a study of the induction of beginner lecturers. The educational profession is the only one where there is no formal and compulsory induction into the profession or where any beginner-lecturer is introduced to the formal way of lecturing at a technical college. The new lecturer is directly put into a class and are expected to lecture without any problems on his side. This new lecturer is put to a "swim or sink" situation and then it is also expected from him to perform as well as the experienced lecturer. This creates a number of problems for the new lecturer, that is not always addressed by the management staff of the college. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction. This was some of the problems experienced by the researcher and this inspired him to undertake a study to consider the following problems: The problem that beginner lecturers experience in and around the classroom; The integration of the beginner-lecturer at a technical college; the implementation of the induction programme for beginner lecturers. By means of an empirical study at the college where the researcher belongs and with the help and guidance of the principal of the same college, the induction programme was developed and the programme for the mentor was then also formulated. This complete guide for the induction of beginner lecturers is therefore compiled to help any principal at any technical college to put his staff, and especially his beginner staff, through the induction programme as to fully incorporate them as happily trained lecturers at the technical college where they are employed. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction.

Undergraduate software engineering learners demonstrate a lack of motivation with face-to-face classroom education. Limited access to the Internet via PCs and laptops, hinders effective communication and collaboration. However, the majority of learners enrolled for studies in tertiary education, have cellphones and are proficient in the use of digital technology. A technology-enhanced m-learning solution is indicated. This research project evaluates the usability and user experience of an m-learning environment, custom-designed for a tertiary educational context and delivered by mobile handheld devices, features a synthesized framework of categories and criteria, and determines the nature and scope of an emergent digital divide. A design-based research model suited to the context of the study is implemented, gathering quantitative and qualitative data from experts and learners by survey questionnaires. Analysis of data highlights usability and UX problems, provides insight into an emergent digital divide and suggests guidelines specific to the design of m-learning implementations.
Educational Studies
M. Sc. (Information Systems)

Fundamental educational change is necessarily an outcome of authentic participation confirmed in community struggle against defined forms of oppression: this is the proposition explored in the course of the three case study experiences presented here. Similarly, the contexts, conditions and terms of participation are considered with regard to defining the character of authentic 'political' success.

The educational changes introduced by the South African democratic dispensation after 1994 were meant to address the apartheid imbalances. The self-governing regime sought to bring and safeguard quality education for all, and to amend the previous education inequalities among all racial groups. Hence, the new curriculum that was introduced by the National Department of Basic Education was meant to be a drastic departure from the school curricula of the apartheid administration. One critical innovation sought was to replace a teacher-centred curriculum with a learner-centred curriculum. The emphasis of this study, therefore, was to determine the level to which learner- centred teaching has been adopted by rural and underdeveloped schools. The selection of rural schools was informed by the obvious differences that still persist between the former Model C schools and those that were predominantly black and underdeveloped, particularly in terms of resources and the quality of teachers. Given the fact that the main feature of the Outcomes Based Education (OBE) that was introduced from 1996 is that it is resource-reliant, the main research question of the study was therefore: How do educators in rural and underdeveloped schools cope with a learner-centred teaching as part of the curriculum innovation? In order to riposte to the study’s main question, the researcher used qualitative research methods to discern data from Physical Sciences teachers, learners and Physical Sciences Heads of Departments (Hods) from the selected schools. In addition, the researcher conducted classroom teaching observations, analysed relevant documents and interviewed some participants to determine their views and experiences on using a learner-centred approach. The findings of the study revealed many challenges to rural schools in adopting and implementing a learner-centred approach. These include the lack of relevant resources, poor quality of teachers, insufficient and inappropriate teacher-support programmes for teachers as well as the rural environmental challenges. The overall conclusion of the study is that, after two decades since the introduction of a learner-centred approach in South Africa, rural schools have not yet managed to adopt and implement learner-centred pedagogy as an important part of the post-1994 educational innovations. The researcher finds it ironic that apartheid education was demonized for promoting inequality around racial lines. Sadly, the post-apartheid innovations have yet to address equality among the racial groups and areas of resident. The inability of rural schools to adopt and implement learner-centred approach is depriving black and rural learners of quality learning. They are still subjected to a teacher-centred learning which does not assist them to acquire required skills which can help them to compete with those learners who are attending affluent urban schools.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)

Distance education (DE) is now recognised as an education system independent from conventional face-to-face education. It has self-governing theories and pedagogies. It attracts students with unique characteristics different from those of on-campus students. The present distance learning student differs from the past ones by characteristics, needs and contexts. Not all students registering for distance learning conform to the characteristics of distance students described in theory. It is now acknowledged that DE systems demand special skills including time management, self-regulation and independent learning skills. Yet, few of these students enter into distance learning with prior experiences on its demands. The new student is compelled to learn to deal with challenges that come with DE i.e. the impact of ‘distance’, isolation and time management. ‘The net generation’ and ‘digital natives’ are now in college but with skills not automatically transferable to learning technologies. Information and communication technologies (ICT) providers are mostly focused on the ‘use’ rather than the ‘user’. Universities are continuously adopting new technologies leaving the student bewildered as to the focus; learning or technology training. The internet has ‘everything’; open course ware (OCW), open education resources (OERS), wikis and all web information. Students cannot simply find things for themselves. Furthermore distance learning has no policy on how to engage with the internet and students are left to decide what, which and how much is required for any level of study. Most universities in Africa moving from single to dual mode have not integrated distance learning pedagogy which requires restructuring in the organisation, policy and course development. DE, though spanning over two centuries has been mutually dependent on technology. The present technology demands a paradigm shift from that of correspondence days. These issues have created the need for support strategies that can literally accompany the DE student throughout his/her academic journey. Universities have established DE units, campuses and schools for a variety of reasons. It is required that such universities provide learner support systems for their students. The purpose of this study was to assess the learner support services available for distance learning undergraduate students in two universities in Kenya i.e. Northern University (NU) and Western University (WU). A Learner support system can comprise of numerous components. In this study, nine (9) components/indices were tested as the indices for providing support services. These are:- registration procedures, orientation programme and skills training, technology and learning materials, counselling and mentorship, interactions and communication, feedback, regional centres and library, students association and representation and course progression and satisfaction. This study employed an evaluation research design utilising both quantitative and qualitative methods. Online questionnaires were used for quantitative data collection. For qualitative data collection two (2) instruments were used; an interview schedule for key programme implementers and a documentary analysis tool for documents and websites. The findings indicated that the main indices that distinguished the two universities were registration process, technology and learning materials, counselling/mentorship and regional centres where the t-test showed significant differences. The p values were 0.008, 0.012, 0.036 and 0.015 respectively at 0.05 significance level. In all of them, Northern University (NU) had a relatively high mean score than Western University (WU) except for the index on counselling and mentorship.
Educational Foundations
D. Ed. (Socio-Education)

Text in English, abstract in English, Shona and Xhosa
The purpose of this study was to explore the practice of quality control in the onscreen marking (OSM) environment of Biology (5008) examinations between 2013 and 2017. Examination marking is gradually being migrating from paper-based marking (PBM) to OSM in a bid to improve the efficiency and quality of marking. The Zimbabwe School Examinations Council (ZIMSEC) introduced OSM for some O Level subjects in June 2012, in a context characterised by a persistent economic crisis, patchy internet coverage, erratic power supplies and low digital literacy, among other challenges. The Council encountered some difficulties related to quality control, which triggered this qualitative instrumental single case study that was informed by the ontology, epistemology, methods and axiology of the constructivist philosophy. Data were collected through face-to-face and focus group interviews on the WhatsApp platform with 4 subject managers, 11 senior markers and 18 normal markers, and through document review. The findings of the study suggest that the quality of marking was influenced by the context in which the examinations were marked. The socio-political climate that prevailed in Zimbabwe impacted on the technological infrastructure for the OSM and the digital literacy of the examination personnel. The capacity of the examiners to work in the OSM environment was influenced by knowledge and skills transfer from training and standardisation to the live marking. The quality of marking was monitored by the seeds approach to script moderation, automatically generated reports and audit trails, and escalation of problem scripts. It was also influenced by the structure of the question papers, cognitive demands of the questions and mark schemes on the examiners, spaces provided for candidates’ responses and mark scheme features such as language and marks to marking points ratio. The assessment framework provided by the syllabus guided the design and marking of Biology examinations. From these findings, a framework that could guide the practice of quality control in the OSM environment was formulated. OSM technology could enhance the quality of marking Biology examinations, thereby eliminating challenges associated with PBM. Some of the opportunities were, however, reduced by the challenges encountered during the OSM of the examinations. It is recommended that ZIMSEC put in place policies and procedures that could guide specific quality control activities in the OSM environment and establish computer centres in the provincial capital towns. The Council could also consider benchmarking examiner recruitment, training and standardisation procedures with international examination authorities.
Tsvakurudzo ino yanga yakananga kuvandudza nharaunda yemakwenyero ebvunzo kubudikidza nemichina pachidzidzo cheBhayaroji, 5008 pakati pemakore a2013-2017. Vandudzo iyi iri kuuya zvishoma nezvishoma kubva pakukwenya pamapepa zvichienda mukukwenya nemichina (on screen marking :OSM ) nechinangwa chekuda kukwenenzvera mhando yebasa rezvekukwenya . Bazi rebvunzo reZimbabwe School Examinations Council (ZIMSEC) rakavarura kukwenya kubudikidza nemichina (OSM) kubvunzo dzedanho reOdhinari revhuru muna Chikumi 2012 , mumamiriro anozivikanwa ematambudziko ezveupfumi, masaisai eindaneti asingavimbiki anouya zvigamba zvigamba , magetsi asingawanikwe nguva dzose, nezivo yezvemichina muvakwenyi isina kupararira pakati pezvimwe zvimhingamupini. Kanzuru yezvebvunzo yakasangana nemamwe matambudziko ane chokuita nounaku hwezvemakwenyerwe ebvunzo hwakakonzera kuti paitwe tsvakurudzo ino yezveudzamu (qualitative) muchinzvimbo chiduku chakasarudzwa (case study) yaitungamirirwa nemaziviro evacho vanoona nezvekukwenya bvunzo (interpretivist epistemology) nemaziviro okuti chokwadi chinosiyana nekusiyana kwenharaunda nokuti chigadzirwa chevarimukati mekukwenya (constructivist ontology), nekuumba mufungo kubudikidza neumboo huchabuda mutsvakurudzo (inductive theory) nenzira nezvinokosheswa nenharaunda mukuumba ruzivo (constructivist philosophy). Umboo hwetsvakurudzo hwakawanikwa kubudikidza nebvunzurudzo ine udzamu padungamunhu nemumapoka nekupindurana padare reWatsiApu nevanotungamira zvidzidzo (Subject managers ) vana , zvidza mune zvokukwenywa bvunzo gumi neumwe, nevamwewo vakwenyi gumi nevasere uye kuongorora magwaro. Mamiriro ezvemagariro nematongerwo enyika mu
Ihloso yaleli rhubhululo bekukuphenya indlela ikhwalithi elawulwa ngayo ngehlelo lokutshwaya ngekhomphyutha kwe enhlahlubo zeBhayiloji (5008) phakathi komnyaka ka-2013 no-2017. Ukutshwaywa kwe enhlahlubo kancanikancani kuyasuka ehlelweni lokutshwaya iphepha ngesandla (PBM) kuya ehlelweni lokutshwaya ngekhomphyutha (OSM) ngomzamo wokuthuthukisa umsebenzi omuhle kanye nokuletha iqophelo eliphezulu lokutshwaya. Hlangana nezinye iintjhijilo, UMkhandlu wezokuTshwaywa kwe eNhlahlubo eZimbabwe (Zimbabwe School Examinations Council) (ZIMSEC) sewungenise ihlelo le-OSM kwezinye iimfundo zesigaba sika-O Level ngenyangaka Mgwengweni 2012, ngaphasi kobujamo obumbibe zomnotho, kobujamo obumaratha be-inthanedi, obuqokeme kobokuphakelwa ngegezi kanye na ngaphasi kwezinga eliphasi lefundo ye dijithali. UMkhandlu uhlangabezene nobunye ubudisi obumalunga nanokulawulwa kwekhwalithi, okubujamo obukhwezelele isizathu sokobana kube nerhubhululo linye elisebenzako elisebenzisa indlela yerhubhululo yekulumo, kanti lokhu kwabangelwayi-ontholoji, i-ephistemoloji, iindlela zerthubhululo kanye ne-akziyoloji yefilosofi i-constructivist philosophy. Idatha ibuthelelwe ngendlela yehlolombono yokubuza umuntu ngamunye ubuso nobuso kanye nokubuza iinqhema zabantu ezinqotjhiwe kokukundla yezokucocisana, i-WhatsApp platform kanye nabaphathi beemfundo aba-4 subject managers, abatshwayi abakhulu abali-11, kanye nabatshwayi abajayelekileko abali-18, kanti lokhu kwenziwa ngokubuyekeza umtlolo. Ilwazi elifumane keerhubhululweni liphakamisa kobana izinga lekhwalithi lokutshwaya laba nomthintela wobujamo/wendawo lapho iinhlahlubo zatshwaywa khona. Ubujamo bezehlalakuhle yabantu kezepolotik iebebusezweni leZimbabwe laba nomthelela phezu komthanga lasisekelo wethekinoloji, kanti kwathinta abasebenzi behlelo le-OSM kanye nezinga lefundo yedijithali. Amandla wekghono labatshwayi lokusebenza ebhodulukweni le-OSM lalilawulwa kudluliselwa kwelwazi kanye namakghonofundwa ukusukela ekubandulweni kanye nokwenza izinto ngendlela efanako ehlelweni elibonakala ngamehlo lokutshwaya. Izinga lokutshwaya lalitjhejwe yindlela yokulinganiswa kwamaphepha atshwayiwako, ihlelo le-seeds approach to script moderation, kanti ihlelwe lingokwalo lihlanganisa imibiko begodu lilandelela ukuhlolwa, kanti goduli yakwazi nokuveza amaphepha ane miraro. Leli hlelo begodula lilawulwa sisakhiwo sephepha lemibuzo, lilwazi elifunekako ephepheni lemibuzo kanye namaskimu wamaksi phezu kwabatshwayi bamaphepha, iinkhala ezenzelwako bana abafundi baphendulele kizo kanye namaskimu wokutshwaya okunje ngelimi kanye namamaksi asesilinganiswe nisamamaksi, phecelezi-marking points ratio. Isakhiwo sokuhlola sinikelwa yisilabhasi, okungiyo eyikombandlela yedizayini kanye nokutshwaywa kwe enhlahlubo zeBhayiloji. Ngalelilwazi elitholakeleko, kukghonakele ukuthi kutlanywe isakhiwo ebesingabayi kombandlela yendlela engalandelwa ukulawula ikhwalithi ebhodulukweni ye-OSM. Ithekinoloji ye-OSM beyinga siza izinga lokumakha iinhlahlubo zeBhayiloji, ngalokho lokhu bekungaphungula iintjhijilo ezihlobene nehlelo le-PBM. Nanyana kunjalo, amanye amathuba, aphungulwazi intjhijilo ekuhlangabezenwe nazo nakutshwaywa iinhlahlubo zehlelo le-OSM. Kuye kwa tjhukunyiswa ukobana i-ZIMSEC izene mithethomgomo kanye ne enkambiso ezingabayikombandlela elayela imisebenzi ethile koyokulawulwa kwekhwalithi ebhodulukweni le-OSM kanye nokuhloma iinkhungo zekhomphyutha kumadorobhahloko we emfunda. UMkhandlu begodu ungatjheja yokubeka izinga lokuqatjhwa kwabatshwayi, lokubandulwa kanye nehlelolokwenza izinto ngendlela efanako neyamaziko we entjhabatjhaba alawula iinhlahlubo.
Science and Technology Education
D. Phil. (Education)