Rozprawy doktorskie na temat „Education, Higher – Effect of technological innovations on – Malaysia”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 28 najlepszych rozpraw doktorskich naukowych na temat „Education, Higher – Effect of technological innovations on – Malaysia”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
Abdul, Samad Adlina. "An e-discourse framework for the qualitative analysis of inquiry-based web forums". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0147.
Pełny tekst źródłaAheto, Simon-Peter Kafui. "Patterns of the use of technology by students in higher education". Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2541.
Pełny tekst źródłaRationale: 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.
Lu, Jie, i 卢洁. "Using social networking environments to support learning engagement inhigher education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329435.
Pełny tekst źródłapublished_or_final_version
Education
Doctoral
Doctor of Philosophy
Ma, Wai-kit Will, i 馬偉傑. "Understanding online knowledge sharing: an interpersonal relationship perspective". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43949988.
Pełny tekst źródłaHarpur, Patricia-Ann. "A framework for ad hoc mobile technology-enhanced learning in a higher education context". Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2742.
Pełny tekst źródłaAlthough 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.
Xakaza-Kumalo, Sheila. "Pedagogical issues arising from the introduction of educational technology at two South African universities of technology : a comparative study". Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2644.
Pełny tekst źródłaEducational 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.
Cox, Sanet. "A framework for e-Learning support to language lecturers at a university of technology". Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2824.
Pełny tekst źródłaThis 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.
Reams, Guy Mitchell. "Integrating distance learning technologies with information technology curricula: A solution for economic and workforce development at Mt. San Jacinto College". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2264.
Pełny tekst źródłaVan, Wyk Byron Jay. "E-trust: a building block for developing valuable online platforms in Higher Education". Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1852.
Pełny tekst źródłaThe 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.
Kolbe, Junior Armando. "A mediação pedagógica em ambientes enriquecidos com a tecnologia em um curso a distância de pedagogia". Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2743.
Pełny tekst źródłaHuman 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.
Van, der Merwe Aletta Johanna. "Towards a reusable process model structure for higher education institutions". Thesis, 2005. http://hdl.handle.net/10500/653.
Pełny tekst źródłaComputing
Ph. D. (Computer Science)
Fambaza, Tembalihle. "The experiences of teachers about teaching computer applications technology at FET band". Thesis, 2012. http://hdl.handle.net/10413/9573.
Pełny tekst źródłaThesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.
Matli, Walter. "The use of messaging service applications as an educational support tool in higher education institutions". Thesis, 2016. http://hdl.handle.net/10352/325.
Pełny tekst źródłaThe 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.
Makhathini, Sizeni. "The preparedness of subject librarians to meet the challenges of information technology in higher education institutions in Kwa-Zulu Natal". Thesis, 2015. http://hdl.handle.net/10321/1690.
Pełny tekst źródłaThis 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
Sumbo, Yannick António. "Examining lecturers' perspectives on the use of Facebook for academic purposes". Diss., 2015. http://hdl.handle.net/10500/21796.
Pełny tekst źródłaComputing
M. Sc. (Computing)
Ramakatane, Mamosa Grace. "Analysis of cultural and ideological values transmitted by university websites". Thesis, 2003. http://hdl.handle.net/10413/4287.
Pełny tekst źródłaThesis (M.Sc.)-University of Natal, Durban, 2003.
Zhang, Tianyi. "Investigating computer-supported collaborative learning and critical inquiry : a case study of the seeds of possibility--integrating information and communication technologies project in the two-year elementary teacher education program at the University of British Columbia". Thesis, 2005. http://hdl.handle.net/2429/16956.
Pełny tekst źródłaEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Bin-Taleb, Abdulaziz A. "The laptop initiative: faculty and preservice teachers' perspectives on teaching practices and the learning environment". Thesis, 2005. http://hdl.handle.net/2152/1510.
Pełny tekst źródłaAdegbehingbe, Oluwakemi D. "Factors affecting computing students’ awareness of the latest ICTs". Thesis, 2015. http://hdl.handle.net/10321/1396.
Pełny tekst źródłaEducation 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.
Van, Tonder Silna. "Managing the quality of learning in higher education through a hybrid study approach". Diss., 2015. http://hdl.handle.net/10500/19028.
Pełny tekst źródłaEducation Leadership and Management
M. Ed. (Education Management)
Cloete, Michael Stanley. "A leadership capability model for the South African higher education environment". Thesis, 2020. http://hdl.handle.net/10500/27398.
Pełny tekst źródłaOver 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)
Harpur, Patricia-Ann. "Evaluation of usability and user experience of an m-learning environment, custom-designed for a tertiary educational context". Diss., 2013. http://hdl.handle.net/10500/11993.
Pełny tekst źródłaEducational Studies
M. Sc. (Information Systems)
Kgatla, Mashadi Violet. "An exploration of social presence amongst first year undergraduate students in a fully asynchronous web-based course: a case at the University of South Africa". Diss., 2016. http://hdl.handle.net/10500/22285.
Pełny tekst źródłaWith 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)
Ncube, Lancelord Siphamandla. "Students' perceptions of e-learning in the Department of Information Science at the University of South Africa". Diss., 2015. http://hdl.handle.net/10500/19900.
Pełny tekst źródłaInformation Science
M. Inf.
Kola, Matumelo Dorothy. "Perceptions of job characteristics, job satisfaction and organisational commitment of e-tutors at a South African ODL university". Diss., 2020. http://hdl.handle.net/10500/26346.
Pełny tekst źródłaHuman Resource Management
M. Com. (Human Resource Management)
Rangara, Tabitha Akelo. "Assessing learner support services rendered to undergraduate students at selected distance learning institutions". Thesis, 2015. http://hdl.handle.net/10500/20237.
Pełny tekst źródłaEducational Foundations
D. Ed. (Socio-Education)
Matatiele, Refilwe Agnes. "Strategies for converting traditional academic library spaces to research commons : a South African perspective". Diss., 2020. http://hdl.handle.net/10500/27236.
Pełny tekst źródłaInformation Science
M.A. (Information Science)
Mutanga, Patrick. "The use of mobile communication technology in professional identity development : a case of using whatsapp messenger to teach inquiry-based pedagogy to university chemistry teachers". Thesis, 2020. http://hdl.handle.net/10500/27295.
Pełny tekst źródłaCurriculum and Instructional Studies