Rozprawy doktorskie na temat „Education, Higher – Effect of technological innovations on – Malaysia”

Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2017.
Rationale: Unavoidably, the 21st century is witnessing continuous discourse about students’ technology uses in higher education. This thesis explores the underpinnings of students’ technology usage in their rhizomatic (personal) learning networks in the higher educational environment through a lens of four sub-research questions and four research hypotheses. Methodology: This research adopted a cross-sectional narrative and numeric study using the Frameworks for an Integrated Methodology (FraIM). The study was conducted in four universities comprising two universities in Ghana, one in South Africa and another in Belgium. Participants and respondents included students and lecturers. Data collection methods comprise focus group interviews, individual interviews, surveys (paper and web-based) and rhizomatic maps. The philosophical underpinning was inclined towards the critical realists’ stance and hinged to Rhizome Theory and Actor Network Theory. Data were analysed through descriptive and multivariate analyses and learning analytics employing tools in social network analysis. Results were presented graphically via Rhizomatic Learning Network maps, charts, tables and narratives. Findings: Students’ personal learning networks exhibit traces of rhizomatic patterns which are related through human and non-human actors. Seven categories of actors – comprising 218 individual actors – were found in students’ Rhizomatic Learning Networks. Out of 19 traceable digital devices used by students, this research established differences among the institutions in the four most widely used digital devices: Laptop, Smartphone, Tablet or iPad, and E-Reader pro rata. Students owned, in this sequence, smartphones, laptops, tablets or iPads and e-readers. This research also found statistically significant differences among all four institutions in terms of students’ self-perceived importance of handheld mobile devices towards academic success, university wireless network experiences and satisfaction of Learning Management Systems in the universities. However, results indicated that students are not likely to skip classes when materials from course lectures are available online, implying an inclination towards a blended approach to learning despite a technologically-rich environment. Implications and Value: With an underlying effect on curriculum design and implementation, this thesis, supporting rhizomatic approaches to learning, has tremendous potential to improve personal learning networks in higher education. It further contributes an understanding of emerging patterns in the personal learning networks of higher education students within a technology-rich environment. Again, integration of the two theories – FraIM, analytical tools and style of presentation – in understanding the problem through the lens of a critical realist is novel. Key Recommendations: Further rhizoanalysis research into the detailed roles performed by individual technological actors in students’ personal learning networks in the higher educational environment is required. Additionally, clear policies exhibiting willingness and enforcement strategies to integrate technology in all facets relating to learning should guide curriculum development within the universities.

Learning engagement is essential for fruitful and meaningful learning outcomes. Although many researchers have collectively claimed that social networking technologies in the Web2.0 era possess great potential to foster learning engagement, the existing literature demonstrates the pedagogical significance of more empirical and systematical inquiries into their applications for effective teaching and learning in various educational contexts. A social networking environment (SNE) is an online environment established with these technologies in which various tools, people and resources are dynamically connected. This study aimed to investigate the roles of such an environment in supporting learning engagement in higher education, and to identify factors that affected how students engaged in learning activities in the SNE. Informed by the literature on knowledge construction, collaborative learning and intrinsic motivation, learning engagement was conceptualized as a multidimensional construct that incorporated cognitive, social and emotional components of the learning process. This study was a single case study. It spanned a period of six months with a class of 55 undergraduate students enrolling in an elective university course in mainland China. A SNE, which integrated blogs, wikis, social bookmarks and tagging, file repositories, group spaces, and social networking facilities, was implemented to support designed learning activities that emphasized reflections and social interactions for achieving course objectives. Data collection and analysis combined qualitative and quantitative methods. Multiple-source data was obtained from interviews, observation, questionnaires and student learning artifacts, and was analyzed through content analysis, social network analysis and descriptive statistical analysis. The analysis revealed a number of roles that the SNE could play in supporting learning engagement. In terms of social engagement, it could serve as a social medium for (a) facilitating self-presentation and self-expression, (b) supporting articulation and development of personal social networks, (c) encouraging various levels of participation in social interactions, and (d) enabling personalized feedback. In terms of cognitive engagement, it could afford a hybrid of individual and social learning by (a) supporting development of personal learning portfolios, (b) facilitating peer and teacher feedback, and (c) creating the transparency in a distributed learning environment which enabled students to access multiple perspectives, learn by observation, and utilize metacognitive skills for self-regulated learning. In terms of emotional engagement, it could be used as a vehicle for developing a socio-affective structure of the learning community by (a) inducing expression of emotions and feelings, (b) fostering socio-emotional interactions, and (c) contributing a sense of being connected to others. Factors in cultural, socio-contextual, technical, and individual dimensions were identified that affected learning engagement in the SNE and needed to be addressed in pedagogical interventions. This study has both theoretical and practical implications. By proposing a construct incorporating cognitive, social and emotional elements of engaged learning, it deepens our understanding of the relationship between learning engagement and educational use of social networking technologies in higher education. For practicing teachers, a set of pedagogical principles is suggested based on the findings of the study for facilitating learning engagement in the SNE. Implications for software designers and educational administrators are also discussed.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2018.
Although the use of mobile technology features prominently in all walks of life, learning and teaching supported by its ad hoc use in higher education contexts is an under-researched topic. Moreover, elements constituting best practices for quality improvement and aimed at informing decision-making stakeholders, are spread across disparate frameworks, reported in literature. The study aimed to meet the following objectives: • O1: To identify the elements that inform strategic decisions for ad hoc mobile technology-enhanced learning. • O2: To inform the structure of the framework, defined by its constituent components. These objectives were associated with two main research questions, addressed via five secondary research questions that guided the exploration of elements associated with the ad hoc use of mobile technology-enhanced learning in a specific higher education environment. The study consequently proposed a consolidated and synthesised set of theoretically based and empirically determined elements, leading to a framework of interrelated guidelines. A moderate constructionist approach adapted from Järvensivu and Törnroos (2010) underpins the dual-purpose research design. At first, a systematic literature review explored existing frameworks applicable to e-learning, m-learning, technology-enhanced learning and blended-learning modalities. The review was subsequently expanded to include additional sources that addressed diverse aspects of mobile technology-enhanced learning. I undertook an extensive qualitative data analysis of the 55 articles resulting from the systematic literature review. Analysis techniques incorporated open, axial and selective coding, memoing, thematic analysis and the construction of network maps using ATLAS.ti V8.0, a CAQDAS tool. Outcomes of the analysis established an initial set of theoretically grounded elements, comprising a hierarchy of 11 constructs, five categories, 16 sub-categories and 60 items. Network maps demonstrated the interlinking of elements for each of the five categories titled: A. Enablement, B. Environment, C. Interactivity, D. Dynamics and E. Mobility. A final network map consolidated these individual maps, presenting the foundations for a framework for the ad hoc use of mobile technology-enhanced learning in higher education contexts. The theoretically based elements established foundations for the empirical portion of the study – a single exploratory case study defined by an architectural technology domain. The case study supported the inclusion of multiple perspectives and complex, natural contexts where mobile technology usage by stakeholders was the focus of the study. Empirical data was collected during six studies from purposively selected faculty respondents. Qualitative data analysis of collected data yielded additional empirically determined elements namely: eight constructs, eight sub-categories and 35 items. These empirically determined elements augmented findings of the systematic literature review. Additional categories did not emerge; however support for theoretically based elements was demonstrated via network maps.

Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2017.
Educational technology can improve teaching and learning in universities of technology in developing countries. Due to various factors, there is no readymade “one-size-fits-all” solution for facilitating the successful implementation of educational technology. Tedre, Apiola and Cronjé (2011) identified 100 educational, socioeconomic and technical attributes that can influence the successful integration of educational technology in developing regions. While exploring the issues arising from technology integration at two universities of technology, the aim of this research was to evaluate the effectiveness of Tedre, Apiola and Cronjé’s framework in order to contribute to its refinement. The central research question concerned the extent to which Tedre, Apiola and Cronjé’s framework was useful for a situational analysis at two South African universities of technology. The sub-questions concerned the framework’s ability to distinguish between the two universities on the one hand and on the other hand, the overlaps or shortcomings of the model as it assisted in describing those situations. The findings revealed that the two universities in this inquiry are not similar. Although the universities’ educational strategies and policies were very analogous, differences were found in the manner and approach to the implementation of educational technology. The pedagogical considerations for e-learning uptake in both universities corroborated with each other to a certain extent. The findings further showed that most of the educational factors that affect technology integration, and subsequent educational technology adoption, resonate with pedagogical issues found in other developing countries.

Thesis (DTech (Informatics))--Cape Peninsula University of Technology, 2019.
This study explored the perceptions and expectations that language lecturers have of e-Learning support. E-Learning has promised to enhance teaching and learning practices and yet it has not been optimally implemented. In the current complex context of Higher education in South Africa all lecturers are confronted with challenges. Language lecturers however have added strain being tasked with preparing students from the demanding, multi-cultural and multi-lingual context to communicate academically in the language of learning and teaching across all subject areas. Universities, in line with expectations from the White Paper on e-Education (South Africa. Department of Education, 2004), require lecturers to use a Learning Management System (LMS) during academic activity even though some lecturers are reluctant, for various reasons, to do so. Lecturer support has been identified as one way in which to promote smooth and optimal e-Learning uptake. Support is a service and for that reason the service delivery industry was consulted to find possible service quality solutions in aid of the assistance for lecturers. Teaching is a highly complex activity where pedagogy is significant in the incorporation of technology, which is what the TPACK (Technological Pedagogical and Content Knowledge) framework underscores. This framework represents the complexity of introducing technology to teaching, considering pedagogy, coupled with CALL (computer assisted language learning), which is a contemporary research domain. To aid the lecturer in introducing TPACK a qualified and trained support service is key. The insights and perspectives of an extensive literature review about the complex context of higher education in South Africa, language lecturers, e-Learning and support as a service are presented. The rationale for the inclusion of attention to service delivery with specific focus to perceptions and expectations is investigated and key issues related to language lecturers’ perceptions and expectations of LMS support are explored. This study identifies relevant elements of a support service for technology to optimise the teaching practice of language lecturers in a complex environment of higher education. The discrepancy between intended use of LMS and actual use thereof is addressed, while a framework of gaps regarding LMS support within a university of technology in South Africa was developed. This framework can assist with optimal support and ultimately contribute to the vision for higher education in South Africa as set out by the Department of Higher Education and Training in their White Paper on post-school Education and Training (2013) calling for transformation.

The goal of this project being to provide a unique strategy that integrates new curriculum, instructional methods, and distance technology to position higher education as a key participant in workforce and economic development.

Thesis submitted in fulfilment of the requirements for the degree Master of Technology Design in the Faculty of Informatics and Design at the Cape Peninsula University of Technology Supervisor: Prof J Messeter Cape Town, 2013
The aim of this research project was to provide an answer to the question: “How can an understanding of online trust be used to build valuable online applications in Higher Education?” In order to present an answer to this question, a literature survey was conducted to establish: • An understanding of the phenomenon of online trust • What the factors are that influence a loss of trust in the online environment The literature survey highlighted several factors that influence a loss of trust in the online environment, called trust cues. These factors, however, were often tested within the E-commerce environment, and not in organization-specific contexts, such as online platforms in use in Higher Education. In order to determine whether or not these factors would influence the development of trust in context-specific environments, the author of this research grouped the indentified trust factors into three focus areas, i.e. content, ease of use, and navigation. These factors were then incorporated into a series of nine different prototypes. These prototypes were different versions of a particular online platform currently in use at the Cape Peninsula University of Technology (CPUT). The prototypes were tested over a three week period, with certain staff members at the institution in question recruited as test participants. During each week of user observations, a different focus area was targeted, in order to establish the impact that it would have on the perceived trustworthiness of the platform in question. User observations were conducted while test participants completed a standard process using the various prototypes. Semi-structured interviews were also conducted while participants completed the specific process. Participants were asked to evaluate each screen in the process according to its perceived trust worthiness, by assigning a trust level score. At the completion of the three rounds of user observations, in-depth interviews were conducted with test participants. The participants’ trust level scores for each prototype were captured and graphed. A detailed description for the score given for a particular screen was presented on each graph. These scores were combined to provide an analysis of the focus area tested during the specific round. After the three rounds of user observations were completed, an analysis of all the trust factors tested were done. Data captured during interviews were transcribed, combined with feedback received from questionnaires, and analysed. An interpretation of the results showed that not all trust factors had a similar influence in the development of trust in the online platform under investigation. Trust cues such as content organization, clear instructions and useful content were by far the most significant trust factors, while others such as good visual design elements, professional images of products, and freedom from grammatical and typographical errors had little or no impact in the overall trustworthiness of the platform under investigation. From the analysis done it was clear that the development of trust in organization-specific contexts is significantly different than developing trust in an E-commerce environment and that factors that influence the development of trust in one context might not always be significant in another. In conclusion, it is recommended that when software applications are developed in organization-specific contexts, such as Higher Education, that trust factors such as good content organization, clear instructions and useful content be considered as the most salient. Organization-specific contexts differ quite significantly in that the users of these systems often convey a certain degree of trust toward the online platforms that they work with on a daily basis. Trust factors that are geared toward developing an initial or basic trust in a particular platform, which is often the case with first time users engaging in an E-commerce platform, would therefore not be as significant in the development of a more developed level of trust, which is what is needed within the development of organization-specific online platforms.

A sociedade humana tem-se destacado pela sua capacidade de alterar o meio em que está inserida. As constantes descobertas e as inovações têm caracterizado a história da humanidade na sua interação com a natureza e com o meio social. A progressiva evolução das Tecnologias da Informação e Comunicação (TIC) são cada vez mais visíveis e tem sido uma constante, provocando mudanças em todos os segmentos da sociedade e, consequentemente, na escola. Na Educação a Distância (EaD), as TIC desempenham papel fundamental como recurso pedagógico no processo de ensino/aprendizagem, no dia a dia dos professores e dos alunos. Apesar desse papel fundamental, essa situação traz em seu bojo desafios para instituições, professores e alunos, criando, com isso, cada vez mais necessidades e expectativas, pois novas formas de ensinar e aprender emergem nesse cenário. Tanto o professor formador quanto o futuro profissional da Educação necessitam dominar e se apropriar de recursos para poder inovar a prática pedagógica, uma vez que o uso das TIC e dos Ambientes Enriquecidos com as Tecnologias (TELE) na Educação exige mais do que habilidade técnica. É preciso, portanto, estudar quais são as recomendações para que os docentes utilizem essas tecnologias, integrando-as ao cotidiano de sua prática pedagógica. O objetivo deste estudo foi analisar como os professores do curso de Pedagogia na modalidade EaD em uma instituição particular integram as TIC na formação dos futuros pedagogos. A pesquisa é qualitativa, de natureza interpretativa. A técnica utilizada para a coleta de dados foi a entrevista individual semiestruturada. A seleção da amostra dos entrevistados seguiu a estratégia bola de neve, e a amostra final constituiu-se de 13 professores (de um total de 36) do curso de Pedagogia na modalidade EaD. Os principais resultados do estudo foram: a valorização do saber científico nas ações dos professores formadores; a importância de saber operacionalizar as TIC, no que diz respeito às adequação de seus procedimentos pedagógicos, desenvolvidos pelos professores em suas práticas profissionais; a habilidade na utilização das TIC de maneira a não privilegiar unicamente as metodologias tradicionais de ensino; a importância de se utilizar as TIC para a formação de professores e a necessidade da formação continuada dos professores que venham a proporcionar experiências pedagógicas inovadoras.
Human societies are distinguished by their ability to change the environment in which they are inserted. Constant findings and innovations have marked the history of humankind in its interaction with nature and the social environment. The continuous evolution of Information and Communication Technologies (ICTs) is increasingly evident and has been a constant, fostering changes in all segments of society and, consequently, in schools. In distance learning (DL), ICTs play a fundamental role as pedagogical resources in the teaching/learning process and in the daily practice of teachers and students. This situation, however, also brings challenges to institutions, teachers and students, thus creating more and more needs and expectations, as new ways of teaching and learning emerge in this scenario. Both the college professor and the future education professional need to master and appropriate resources to innovate their pedagogical practice, as the use of ICTs and Technology-Enhanced Learning Environments (TELE) in education requires more than technical skill. Therefore, it is essential that we study what are some of the recommendations for using these technologies and integrating them into the teachers’ daily pedagogical practice. The objective of this study was to analyze how professors of an undergraduate program in education in DL modality from a particular institution integrate ICTs into the training of future education professionals. This research is qualitative and interpretive in nature. Semi-structured individual interviews were the methodology chosen for data collection. Interviewees were sampled following the snowball strategy, and the final sample consisted of 13 professors (out of a total 36) from an undergraduate program in education in DL modality. The main results observed from the study were: how the actions of college professors have given greater value to scientific knowledge; the importance of knowing how to integrate ICTs regarding the adequacy of the pedagogical procedures developed by professors in their professional practices; the skill to use ICTs in a way that does not focus solely on traditional teaching methodologies; the importance of using ICTs for teacher training; and the need for continued training so that teachers are able to provide innovative pedagogical experiences.

One of the tools used during re-engineering of an environment is the process model as modelling tool. The identification of process models within an institution is a difficult and tedious task. A problem is that often process model structures is identified for one specific project and not stored for future reuse. The ideal for institutions is to reuse process model structures within the institution. This study focused on the generic structures within the higher education application domain where the hypothesis for this study was that a generic educational process model structure for higher education institutions can be established; a process management flow procedure can be used to manage the flow within an educational process model; and that aneducational process model can be stored and reused in re-engineering efforts. The study was divided into three research questions, where the first focused on the identification of generic process model structures, the second on the usability of the process model structures within a re-engineering effort, and the last on the preservation of a process model structure. For the first research question, the identification of process model structures, three institutions were used for data collection. It was necessary to develop a requirements elicitation procedure for data collection. The structure derived was confirmed at a fourth institution. For the second research question, which focuses on the usability of process model structures, an ordinal measurement was defined to measure the usefulness of the process model structures in a reengineering effort. A re-engineering procedure was developed for re-engineering the application domain, called the process management flow procedure, and used for a re-engineering effort at one institution. Lastly, for the third research question the preservation of the process model structures, the abstraction of the process model structure was investigated as well as the feasibility of implementing the process model structures physically using existing repository software. The conclusion after the investigation of the three research questions was that the hypothesis was confirmed that there is indeed a set of process model structures within the higher education institution that are generic, preservable and reusable in a re-engineering effort.
Computing
Ph. D. (Computer Science)

Computer Applications Technology is one of the subjects that equip learners with the new technological skills that are needed in today’s life. In the past, many schools used computers only for administrative purposes. This is the case even today in some schools. Very few schools in the rural areas offer Computer Applications Technology. Those that do, face many challenges including a lack of electricity. Computer Applications Technology helps learners acquire computer skills that improve their performance when they enter tertiary institutions. It can also help them to find jobs in companies that need people who are able to operate computers. This is particularly true for learners from the rural areas, since most of their parents are unable to pay for them to further their education at tertiary institutions. On obtaining their Grade 12 certificate, most rural learners look for jobs. This study focuses on the experiences of teachers in teaching Computer Applications Technology in rural areas; the challenges and benefits in teaching Computer Applications Technology; the qualifications of Computer Applications Technology teachers; the use of Computer Technology in teaching; Computer Literacy teachers as motivators in learners’ lives; and teachers and Computer Literacy. The findings of this study reveal that; teachers in rural areas lack a functional Computer Literacy foundation on which to build new technology and skills. The use of computers and related technologies was not a routine part of most teachers’ own educational environment. The number of years of experience and teachers’ status in a school has a significant relationship to familiarity with Computer Technology. A lack of hardware and software; and a lack of knowledge and skills in using computers is a challenge. A lack of or insufficient training opportunities and crowded classrooms are one of the important problems that Basic Education schools face. Insufficient guidance and help in instructional use, insufficient technical assistance, and an insufficient number of computers are other important problems. Most Computer Applications Technology teachers were not trained to teach computers as a subject. This could be because; even in training institutions, computers were only used for administration purposes. Greenwood (1993) notes that; many teachers entered the profession with arts-based qualifications. The introduction of computers in schools is a process which needs time to become self-generating with younger teachers who are now entering schools having used computers in their own training. In South Africa, students have only recently started taking Computer Studies as a major subject in teaching. Previously computers were studied only in certain fields like Computer Science or Information Technology. In rural schools, it is rare to come across a computer laboratory in good condition in terms of space and the number of computers, let alone someone with knowledge of the internet. Rural schools do not have computer centres, internet access, experienced teachers and ample sporting and cultural activities to choose from. However, learners can benefit substantially from this new technology because they can be able to do their work as a group while they are not all in the same physical space. They can share their challenges as they study and prepare for class tests or examinations using the internet. The researcher recommends that the Department of Basic Education should employ teachers who are well trained in Computer Applications Technology. A technician should be employed to service computers at schools and help teachers who are experiencing problems. The Department should encourage primary schools to teach Computer Studies so that when learners study Computer Applications Technology at high school they have a basic grounding in computers. It is recommended that Schools ask companies for donations to enable them to buy computers. They should tighten up their security to make sure that computers are safe. Schools should organise technology specialists to train their teachers. They can use their computer laboratories to offer afternoon classes to the community and charge them for this service. This will help them to raise funds to buy more computers for the school.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

M.. Tech. (Information Technology, Faculty of Applied and Computer Sciences), Vaal University of Technology)
The Green Paper for Post-School Education and Training states that higher education and training institutions are faced with the challenge of teaching underprepared students. Vaal University of Technology (VUT) Ekurhuleni has experienced an increase in the number of underprepared first year students from basic education to higher education, similar to other higher education institutions (HEIs) and training centres, and most of these students are familiar with messaging service applications. The purpose of this research is to determine if messaging service applications have a constructive role to play in supporting tertiary education. A variety of journals, books and other online materials were reviewed to learn and confirm the current information on messaging service applications and electronic communication interaction in higher education. A mixed methods research methodology has been adopted comprising of both qualitative and quantitative research. Data was collected through semi-structured interviews as well as questionnaires with structured questions to address the objectives of the study. A total of 250 questionnaires were distributed to students and the sample (N=212) resulted in a response rate of 84.8%. Interviews were conducted targeting students doing a bridging course in Information Technology. In addition, data was collected from one of the messaging service applications, Whatsapp, for one semester with one class. For the analysis of the data, two theories—Social Presence Theory and Context Awareness Theory—were adopted. This research found that students who partook in the study displayed a positive perception of using messaging service applications in an educational environment. Furthermore, the textual interaction analysis indicates that students were able to successfully interact and use messaging services as educational supporting tool outside the classroom. From the findings a model has been developed which demonstrates how student learning outside the formal classroom learning environment can be supported through the use of messaging service applications. The research contributes to a better understanding of using of messaging service applications as an educational supporting tool in higher education. Messaging service applications enable students to forget about gender and cultural differences; it encourages them to work together as an online community. This research furthermore provides a basis for HEIs and academic leaders to initiate the discussion and consider the possibility of introducing messaging service applications as educational supporting tool outside the classroom.

Submitted in fulfillment of the requirements of the Master of Management Sciences in Library and Information Science, Durban University of Technology, Durban, South Africa, 2015.
This study investigates the preparedness of subject librarians to meet the challenges of information technology in higher education institutions in the province of Kwa-Zulu Natal. The objectives of the study were to identify different technologies that subject librarians use, also to investigate the preparedness of subject librarians to meet the challenges of information technology as it changes rapidly. Furthermore to determine the areas in their technological skills that subject librarians need to improve or strengthen; and to investigate whether the surveyed institutions are providing training and development programmes to re-skill and update subject librarians on new technologies. The target population for this study was subject librarians from major academic institutions in Kwa-Zulu Natal. Electronic questionnaires were administered to subject librarians for data collection purpose. The study revealed some weaknesses in the use of some technology as well as challenges being faced in skills transfer using technology. Recommendations were made on support from the management of universities in re-skilling subject librarians and pro-active actions from subject librarians should they encounter something new in technology.
M

This research examined lecturers’ perspectives on the academic use of Facebook, specifically for teaching, in a higher education institution in Gauteng, South Africa. A survey research design was followed, and semi-structured interviews were conducted. The study sought to fill the gap in the Social Networking Sites literature by focusing on lecturers’ perspectives, ascertaining how lecturers use Facebook as an academic teaching tool and determining the advantages and disadvantages thereof, and attempting to add to the debate on whether or not higher education settings could add the use of Facebook to their range of practices that may enhance teaching. The sample comprised fourteen respondents. It has emerged that lecturers are not, for the most part, utilising Facebook as an academic teaching tool. Based on the findings, a framework on how lecturers could integrate Facebook into academia is proposed.
Computing
M. Sc. (Computing)

With the advent of globalisation and new communication technologies, it was inevitable that educational institutions would follow the advertising trend of establishing websites to market their services. This paper analyses the cultural and ideological values transmitted by such university websites. Particular focus is on issues around gender, sexual orientation, race, religion and socioeconomic status. The aim is to analyse consumer reaction to Internet messages conveyed in websites from different cultures, compare them with the intentions of producers and to relate all these back to ideological factors. This study deconstructs content and messages conveyed by University websites to assess the extent to which they might subscribe to particular ideologies (whether overt or covert). The argument that there are hidden ideologies in Web design does not imply that designers or producers intended any conspiracy or deception. Rather, the study compares the organisation's intended image/ethos with that which consumers perceive through their exposure to the website. The methodology was purposive sampling of participants consulted through personal (face-to-face) and interviews conducted online, as well as email-distributed questionnaires.This study uses websites of two universities in the KwaZulu-Natal region of South Africa.
Thesis (M.Sc.)-University of Natal, Durban, 2003.

The central question in this thesis is: what were, if any, the relations, tensions, and contradictions that occurred when critical inquiry and Computer-Supported Collaborative Learning (CSCL) were introduced to enhance Information and Communication Technology (ICT) literacy in the Two-Year Elementary Teacher Education Program (TYETEP) course of study at the University of British Columbia (UBC). The study was guided methodologically using discourse analysis and case study and it was focused on the development of (ICT) literacy within two core courses (Principles o f Teaching and Communication). The data were analyzed in light of contemporary educational issues identified from the overall teacher education program at U B C and a literature review of ICT perspectives, practices, and policies within Canada, British Columbia, and more generally North America. The preliminary findings were based on empirical research I collected and indicated that collaborative learning, critical inquiry and the concept of learning spaces were enhanced when ICT was integrated into the TYETEP. Some social and infrastructure problems were found as tensions during the program. Insufficient ICT hard infrastructure as well as teachers' and students' low attitude towards the integration of ICT were found to contradict the literature review. This thesis reports on one line of research from a more comprehensive research project called "Seeds of Possibility: Integration Information and Communication Technologies." Seeds of Possibility was a pilot program with a research objective that examined how over the course of several years' teacher education students can enhance their ICT literacy and fluency as they engage in using ICT through their program.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

Submitted in fulfillment of the requirements for the degree of Master of Technology: Information Technology, Durban University of Technology, Durban, South Africa, 2015.
Education is constantly challenged by rapid technological changes both in terms of curriculum renewal and in terms of students’ awareness of these new technologies. This is the reason why the aim of this study is to analyse factors affecting computing students’ awareness of the latest ICTs. This aim is further divided into four research sub-aims: the selection of the relevant theories for this research; the design of an appropriate conceptual model to support it; the empirical testing of the above mentioned model; and finally, recommendations arising from the research results. The first research sub-aim is accomplished through selection of the Innovation Diffusion Theory (IDT) as the theoretical framework of this study after a review of different theories of technology adoption. The second research sub-aim is accomplished through the design of a conceptual model which is an adaptation of the relationship between the prior conditions construct and the knowledge/awareness construct of IDT. The prior conditions that were studied are students’ perceived exposure to career guidance and students’ perceived curriculum currency. These prior conditions were analysed as possible predictors of computing students’ technology awareness. The third sub-aim is accomplished by means of a survey of 116 computing students from the four universities of the KwaZulu-Natal province of South Africa, the results of which validated most of the relationships hypothesized by the above mentioned model. Having knowledge/awareness as the main variable of the current study can be seen as its main contribution in view of the fact that only two studies from the reviewed literature on IDT are examining the awareness/knowledge construct. The fourth sub-aim is accomplished by means of some recommendations, one of which is that gender and ethnicity be considered when curriculating computing courses both at the high school level and at the university level.

Technology and globalisation has shaped the experiences and expectations of adult learners in the 21st century. How adults learn and what they want to learn is highly influenced by the world they live in at any given time. The need for customisation, extending traditional learning experiences into new learning experiences will address the quality and value of higher education learning in South Africa. Restructuring of current programmes to be more flexible, accessible, interactive, that supports collaboration of learning activities and accommodates different learning styles, will enrich the adult learners’ learning experience and quality of learning. In suggesting the use of an alternative learning strategy, the use of a hybrid study approach (HSA) has been suggested and investigated. Limited research has been conducted in the use of a hybrid study approach (HSA) and more on what has been said was conducted on pure online learning, therefore this study focused on managing the quality of learning in higher education through a hybrid study approach (HSA). Since the researcher’s interest was to gain insight and understanding of learners’, tutors’ and institutional managements’ perceptions, understanding, concerns and experiences in their real world conditions when using a hybrid study approach (HSA), the qualitative research method was applied. The researcher focused on the micro-level of managing quality of learning by assessing the ‘learning’ when learning with technology. The study adhered to ethical principles and techniques to enhance the validity of the findings. The study found that a need for redress and reform of training and education in South Africa, especially with the integration of technology in higher education, extending into a hybrid study approach (HSA), which is in harmony with international standards of academic quality, knowledge, expertise and skills is needed in a changing global economy. A one-for-all learning approach was found not well suited for the needs of society today and does not foster an all-inclusive learning approach. The move to a knowledge society where learners are interconnected and where information circulate around the world faster than ever, it is evident that much learning occurs in a social environment and does not happen in splendid isolation. It was found evident that life demands and other different roles adult learners need to fulfill, adults intentionally search for educational settings that support their way of learning.
Education Leadership and Management
M. Ed. (Education Management)

Text in English with keywords and abstracts in English, Afrikaans and Zulu
Over the past few years, the world in general has been influenced by several rapid changes and disruptions including climate change, globalisation, economic developments, the fourth industrial revolution, technological advancements, social changes, political changes and most recently the Covid-19 pandemic. The above changes have also influenced South Africa Higher Education Institutions (HEI) in South Africa. In particular, over the past two to three years, South African HEIs have been increasingly faced with the drive for transformation in higher education (including the decolonisation of the curriculum), reduced government subsidies, increased competition, rising costs, increased enrolments, declining resources the announcement of free higher education, increased politicisation of higher education and the increased need to use information technology in teaching and research. As a result, the aforementioned rapid changes and disruption require that leaders in South African HEIs possess the capabilities that will enable them to successfully lead their organisations during such times. While leadership has been researched within South African HEIs none was found that focussed on identifying and describing the capabilities needed to lead successfully in South African HEIs during rapid change and disruption. The aim of this research was to determine a leadership capabilities model required to lead successfully during rapid change and disruption within South African HEIs. This research successfully identified and described the capabilities and competencies needed to lead South African HEIs successfully during rapid change and disruption in general as well as for each leadership level. Finally, this research formulated a theory and model that explains the relationship between rapid change and disruption, the possession and application of the capabilities required to lead successfully in South African HEIs during rapid change and disruption and actually dealing successfully with the rapid change and disruption.
Oor die afgelope paar jare was die wêreld deur verskillende vinnige veranderinge en ontwrigtings beïnvloed insluitended limaatverandering, globaliseering, ekonomiese ontwikkelinge asook die vierde industriële rewolusie, tegnolosiese vooruitgange, sosiale veranderinge, politiese veranderinge, en mees onlangs, die Covid-19 pandemie. Die bogenoemde veranderinge het ook die Suid-Afrikaanse Hoër Onderwys beïnvloed. In die besonder, oor die afgelope twee tot drie jaar, is Suid-Afrikaanse Hoër Onderwys Instansies toenemend gekonfronteer deur ‘n strewe na transformasie (insluitended dekolonisering van die kirrikulum), vermindende staatsubsidies, toenemende kompetisie, toenemende kostes, toenemende inskrywings, vermindende hulpbronne, die aankondiging van gratis hoër onderwys, toenemende politisering van hoër onderwys en die toenemende behoefte om inligtingstegnologie te gebruik in onderwys en navorsing. As ‘n gevolg van bogenoemde vinnige veranderinge en ontwrigtings, word dit van leiers in die Suid-Afrikaanse Hoër Onderwys vereis om vermöens te besit wat hulle in staat stel om hulle organisasies suksesvol te kan lei gedurende sulke tye. Alhoewel navorsing oor leierskap binne Suid-Afrikaanse Hoër Onderwys Instansies voorheen gedoen is, kon geen navorsing gevind word wat alleenlik fokus op die identifisering en beskrywing van die eienskappe wat nodig is om Suid-Afrikaanse Hoër Onderwys Instansies suksesvol te kan lei gedurende tye van vinnige veranderinge en ontwrigting. Die mikpunt van hierdie navorsing was om vas te stel watter leierskap eienskappe nodig is om Suid-Afrikaanse Hoër Onderwys Instansies suksesvol te kan lei, gedurende tye van vinnige veranderinge en ontwrigtings. Hierdie navorsing het daarin geslaag om die eienskappe en vaardighede wat leiers benodig om Suid-Afrikaanse Hoër Onderwys Instansies suksesvol te lei gedurende tye van vinnige veranderinge en ontwrigtings te bepaal, asook wat vir elke leierskapvlak benodig word. Hierdie navorsing het ook ‘n teorie en model geformuleer wat die verhouding tussen vinnige veranderinge en ontwrigtings, die besit en toepassing van die eienskappe om Suid Afrikaanse Hoër Onderwys Instansies suksesvol te kan lei gedurende tye van vinnige veranderinge en ontwrigtings en uiteindelik suksevolle leierskap gedurende vinnige veranderinge en ontwrigtings, te beskryf.
Eminyakeni embalwa edlule umhlaba jikelele ubhekane nezinguquko nokuphazamiseka okuningi okuhlanganisa ukuquka kwesimo sezulu, ukuxhumana kwamazwe omhlaba, ukuthuthuka kwezomnotho, uguquko kwezezimboni kwesine (fourth industrial revolution), ukuthuthuka kwezobuchwepheshe, izinguquko kwezenhlalo, izinguquko kwezombusazwe nokwakamuva nje, ubhubhane i-Covid-19. Lezi zinguquko ezingenhla zibe nomthelela naseziKhungweni zeMfundo ePhakeme zaseNingizimu Afrika (HEIs). Ikakhulukazi, eminyakeni emibili kuya kwemithathu edlule, iziKhungo zeMfundo ePhakeme zaseNingizimu Afrika zibhekana ngokwengezekile nomkhankaso wezoguquko kwezemfundo ephakeme (okuhlanganisa nokuhlelwa kabusha kwezinhlelozifundo), ukuncipha kwemalisibonelelo kahulumeni, ukukhula kokuqhudelana, ukukhula kwezindleko, ukukhula kwesibalo sababhalisile, ukuncipha kwezinsiza, ukumenyezelwa kwemfundo ephakeme yamahhala, ukudlondlobala kwezombusazwe ezikhungweni zemfundo ephakeme nokukhula kokusetshenziswa kobuchwepheshe kwezokufundisa nocwaningo. Okungumphumela walokhu, ukudingeka kwabaholi bezikhungo zemfundo ephakeme eNingizimu Afrika abanamakhono azobalekelela ekuholeni ngempumelelo izinhlangano zabo kulezi zikhathi. Yize noma ubuholi bucwaningiwe ezikhungweni zemfundo ephakeme eNingizimu Afrika akukho okutholakele obekugxile ekuhlonzeni nasekuchazeni ngokuyizidingo zokuhola ngempumelelo lezi zikhungo ngalesi sikhathi sezinguquko nokuphazamiseka okwenzeka ngesivinini. Lolu cwaningo luhlonze futhi lwachaza ngamakhono namava adingekayo ukuze kuholwe ngempumelelo iziKhungo ZeMfundo ePhakeme zaseNingizimu Afrika ngesikhathi sezinguquko nokuphazamiseka okwenzeka ngesivinini kanye nokuyizidingo zezinga ngalinye lobuholi. Okokugcina, lolu cwaningo lwakhe injulalwazi nohlaka oluchaza ngobudlelwano phakathi kwezinguquko nokuphazamiseka okwenzeka ngesivinini, ukuba namava adingekayo nokuwasebenzisa ngempumelelo ekuholeni iziKhungo zeMfundo ePhakeme zaseNingizimu Afrika ngesikhathi salezi zinguquko nokuphazamiseka kanye nokubhekana nakho ngempumelelo.
Industrial and Organisational Psychology
D. Phil. (Consulting Psychology)

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)

Text in English
With the growing trends in favour of online learning in higher education, further research is needed on the social experiences of students enrolled in online courses. The purpose of this qualitative study was to explore the ways in which social presence manifested itself amongst first-year undergraduate students who had studied in a fully asynchronous web-based course at Unisa in 2014. The Community of Inquiry framework, which posits that meaningful online learning experience results from interaction of cognitive presence, social presence, and teaching presence, guided this inquiry. Purposive sampling was utilised to select 18 participants who met the selection criteria. Through semi-structured, telephonic interviews, couched with the social constructivism stance, the participants‟ perceptions of social presence were thematically analysed. The findings revealed that first-year online undergraduate students manifested social presence through affective responses, interactive responses, group cohesion, interaction, instructor presence and internet access. Overall, social presence manifested itself through participation and interaction within the discussion forums. The findings specified further that a blended online learning approach can be crucial in meeting the learning needs of some students. Furthermore, the findings alluded to a lack of interaction and feedback from the online instructors. In addition, the findings revealed a limitation in terms of internet access, particularly for students in rural areas, which is of concern in an ODL milieu heading online. Implications of the study findings, study limitations and avenues for future research are discussed.
Psychology
M.A. (Psychology)

This study was conducted at the University of South Africa in the Department of Information Science and looked at the students’ perception about e-learning. The study context was Open Distance Learning (ODL) which allows multi-dimensional e-learning aimed at bridging the time, geographical, economic, social, educational and communication distance between student and institution, student and academics, student and courseware and student and peers. It has emerged in the literature that student’ perceptions and understanding of e-learning are susceptible to challenges related to infrastructure, geographic location, skills set, support services, pedagogical matters and other related matters. These challenges are likely to affect the students’ perceptions of e-learning which is likely to have a negative impact on effective learning as well as success and completion rates. The main aim of the study was to examine the perceptions of Information Science students towards e-learning. This study opted for multi-methods. The quantitative approach which involves the use of controlled questionnaires was employed. The questionnaire was designed in the web survey for the purpose of reaching scattered respondents and the opportunity to obtain large numbers of respondents to contribute. Also the qualitative method was considered as appropriate for this study because it helped to conceptualise the research and enabled the researcher to gather information from lecturers on influencing students and the strategies used to promote e-learning. The overall population of this study was 125 students and 17 lecturers. The study revealed that not all students knew what e-learning was, and the major challenge was the internet access as students complained about the shortage of internet bundles. Many students at UNISA considered e-learning as a flexible for teaching and studying method because it is not bound to a particular time and place, also they commended that the usability of myUnisa has created more accessibility in learning environment for tuition. If the current students are not assisted with the lowest prices for internet access, students might not continue interacting with lecturers in the e-learning platforms. Also, first year students at UNISA should be trained for the e-learning environment and be given an overview of the UNISA e-learning platform.
Information Science
M. Inf.

The general aim of this research was to investigate whether a relationship exists between the perceptions of job characteristics, job satisfaction (JS) and organisational commitment (OC) of e-tutors in a virtual work environment in an Open Distance Learning (ODL) university in South Africa. Considering the nature of the virtual work environment and the Job Characteristics Model (JCM), the design of e-tutors’ jobs does not encompass some of the core dimensions. This creates certain distinctive issues in terms of how e-tutors work, relate and communicate with their supervisors and co-workers. This has the potential to negatively affect their levels of JS and OC and increase their intention to leave the organisation. Accordingly, a quantitative survey was conducted on a sample of 279 (n = 279) e-tutors serving contracts at an ODL institution in South Africa. An exploratory factor analysis in the absence of good fit revealed a three-factor model for job characteristics, a two-factor model for JS, and a three-factor model for OC. Moreover, a correlational analysis revealed a statistically significant relationship between perceptions of job characteristics, JS, and OC. A bivariate-partial correlation revealed that the relationship between job characteristics and JS is stronger than the relationship between job characteristics and OC. Following these correlations, a regression analysis was done to test the influencing nature of job characteristics on JS and OC. Accordingly, the results revealed that 26% of the effect of JS on OC is mediated by job characteristics. Tests for statistically significant mean differences revealed no significant difference between male and female e-tutors, nor differences in terms of their job tenure. However, in terms of educational background, significant mean differences were found between e-tutors holding undergraduate degrees and those holding postgraduate degrees. In order to determine which colleges differ significantly, multiple comparison tests were done, but the results revealed no significant individual differences. These results are applicable to similar populations and may help to improve the work experiences of other virtual workers. In addition, it is envisioned that they may help to improve human resource management practices in virtual work environments.
Human Resource Management
M. Com. (Human Resource Management)

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)

Background: Over the years, the traditional academic library has been the quintessential repository for hard-copy materials and relevant information resources to support the teaching, learning and research activities of their parent universities. Accordingly, the reinvention of the academic library and its transition to the research commons model was induced by the combined effect of historical and momentous developments such as :globalisation; the worldwide democratisation of societies; the advent of mass higher education; as well as the irreversible proliferation of information and communication technologies and their tectonic impact on the knowledge economy. Purpose: This research study investigated strategies applied when converting traditional university libraries to the research commons service delivery model in South Africa. The study also sought participants’ perspectives in the identification of success factors and constraints to such conversion strategies. Methodology :The study adopted a combined qualitative-quantitative approach involving interviews, observations and questionnaires. Three public university libraries in Gauteng Province were involved as case studies to determine the extent of their orientation to the research commons model. In this regard, the study sample consisted of a manager/librarian from each of the three university libraries. Data was collected primarily by means of a survey questionnaire and semi-structured individual interviews. Explorative, descriptive and interpretive elements were applied to complement the data collection and analysis processes. Thematic data analysis was used for the ultimate categorisation and merging of both the questionnaire- and interview-based data accrued rom the selected participants. Results: Overall, the study found that careful planning and identification of positive conversion factors were critical aspects for successful implementation and evolution of any current or future research commons model. Critical factors included :formation of a research library consortium; establishing one-stop multifunctional spaces; and ongoing user and space assessment to adjust services, resources and spaces accordingly to suit changing technologies, postgraduate needs and contemporary learning styles on time and as required .Meanwhile, conversion hindrances included: model misconception by university leadership; strategic planning and change management deficiencies; poor communication; homogeneous staffing models and budgetary constraints.
Information Science
M.A. (Information Science)

This study investigated the feasibility of using WhatsApp Messenger as a tool to enhance the professional identity and inquiry-based pedagogy through the professional development of university chemistry teachers. The epistemological interpretive paradigm was used to guide the study. The study assumed a naturalistic, exploratory investigation. The qualitative research methodology was used to conduct the study. Nine university teachers were purposively sampled from three universities (three teachers from each university) for the study. Data were collected through semi-structured interviews, participant observations, and focus group discussions. Data analysis was completed using the thematic networks analysis. Ethics considerations were observed by not disclosing personal information of the participants or information about the universities where they represented. This study was guided by four theoretical underpinnings: the connectivism theory, the transformative learning theory, the expectancy-value theory, and the dual systems theory. The primary research question guiding this study was: How does the professional identity of university chemistry teachers develop as they learn IBP through WhatsApp Messenger? A two-pronged approach was used in the research: (1) comparing the professional identity of the teachers before and after the course, and (2) observing and describing the professional identity process as the teachers undertook the course. The results from the interviews conducted before the teachers undertook the WhatsApp Messenger-based IBP course showed that most teachers had a negative professional identity. They had become teachers for a variety of reasons, but they did not consider themselves teachers and believed they would leave university teaching if opportunities arose in the industry. They had no formal qualifications in pedagogy, and they did not believe that such knowledge was necessary. The majority of these teachers used teacher-centred approaches. Results from participant observations during the WhatsApp Messenger-based IBP course showed that the course slowly imparted to the teachers the norms associated with not only IBP, but other teaching approaches as well. WhatsApp Messenger provided a flexible online platform where the teachers interacted and exchanged ideas without the need to meet in a physical space. The results from the interviews conducted after the teachers participated in the WhatsApp Messenger-based IBP course showed that the participants' professional identity had changed positively. They now recognised the importance of pedagogy in teaching, they positively identified with the teaching profession, and some were considering acquiring formal qualifications in pedagogy.
Curriculum and Instructional Studies