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1
Bain, Yvonne Catherine. "Learning through online discussion : case studies of higher education student's experiences." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=167158.
Повний текст джерелаАнотація:
Although much has been written about learning in online discussion, the research literature reveals the need for further empirical research to be carried out. For example, the use of online discussion is often seen as a means by which students can engage in a socially constructivist approach to learning, (Pena-Shaff et al., 2005; Hudson et al., 2006; Schrire, 2006) whilst others raise questions about the depth of engagement and the preparedness to learn in this socially constructivist context (Hawkey, 2003; Roberts and Lund, 2007). The need to gain further understanding of learning through discussion is raised by Ravenscroft (2005); McConnell (2006); Goodyear and Ellis (2008). This study adds to empirical research by exploring students’ engagement with online discussion at an individual and course level. Two key research questions are: What are the different approaches taken by students when responding to learning activities which ask them to engage in online discussion? What are students’ perceptions of how their engagement in online discussion impacts on their learning and the learning of others? The study is qualitative, phenomenographic in nature drawing on six case studies of Higher Education students’ engagement with online discussion. A rich set of empirical data is gathered within the case studies. A grounded approach to data collection and analysis is used, including the analysis of interview data in order to hear the students’ voices about their experiences. The findings from the analysis of the case studies reveal different strategies that students use when engaging in online discussion, and diverse students’ views of learning through online discussion, even from within the same course context. A framework for learning through online discussion emerges from the discussion.
2
黃美玲 and Mei-ling Emily Wong. "Leadership in a technology enriched school: an exploratory case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256491.
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Atchade, Pierre Jacques. "A qualitative study of distance learners' perceptions of learning computer technology delivered through two-way audio video conferencing and online instruction." Ann Arbor, MI : UMI Dissertation Services, 2002. http://0-proquest.umi.com.aupac.lib.athabascau.ca/pqdweb?did=726373631&sid=1&Fmt=6&clientId=12302&RQT=309&VName=PQD.
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4
Van, Alstyne Audrey May. "Computers in the home curriculum project : an atttitude and gender study." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31215.
Повний текст джерелаАнотація:
Computers are a valuable tool for education. Studies have proven that the computer can assist in the development of a positive self-concept and a positive attitude toward school. Computers can increase student-teacher interaction and achievement by individualizing the learning process. The research clearly documents the dominance of males in the computer field. Home economics educators have the ability to assist individuals and families in using this tool to their best advantage.
This research study included 224 students at Sir Charles Tupper School in Vancouver, B.C. The students were thirteen or fourteen years of age and in grade nine or ten. The study was conducted between September 1989 and February 1990.
The purpose of this study was to determine if the integration of computers into home economics can encourage attitude changes and promote equitable computer use between male and female students. This study will test the assertion of previous research that indicates females are less interested in computers and less likely to use computers than males. Can females do as well as males and males as well as females when given the opportunity to study personally relevant material under the supervision of a female role model?
Of the 224 students in the study, 185 were in the control group and 39 were in the treatment group. The treatment involved participation in the new course, Computers in the Home. This course studies the impact of computers on family life, and explores personal and home computer applications. The survey was designed
to assess student attitudes toward the computer and how they may have changed as a result of the course. Student responses to the survey were analyzed using SPSS-X and Chi-Square analyses were performed to determine any significant differences.
During the period of study, the enrollment patterns in both Computer Science and Computers in the Home refute the majority of research in that more females than males were enrolled in these computer classes. It was expected and postulated that students enrolled in Computers in the Home would have been exposed to a different experience than those not enrolled. Unfortunately, there was no significant difference between the attitudes of the students enrolled in the course and students not enrolled in Computers in the Home.
Although empirical observation throughout the study period lead the researcher to believe there were differences, statistical analysis of the survey responses did not support this observation. Males overtly displayed their enjoyment—they were more adventurous, aggressive and curious. Female students were quieter and tended to be more covert toward this machine. Since no difference in attitude was found, this research study has shown that females are as interested and use computers as often as male students at Sir Charles Tupper School. Although females react differently toward computers, the general trend appears to be moving toward more equitable computer experiences for all.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
5
Casey, Cheryl. "Computer-Based Instruction as a Form of Differentiated Instruction in a Traditional, Teacher-led, Low-Income, High School Biology Classroom." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4437.
Повний текст джерелаАнотація:
In 2015 the U.S. continues to struggle with academic achievement in public schools. Average test scores from 15 year olds taking the Program for International Student Assessment placed the U.S. as 38th out of 71 countries (Drew Devlin, 2017). It is common to discuss elimination of the achievement gap as the single most effective way to improve the U.S.'s mediocre standing among the highest scoring countries in the world in primary and secondary student test scores (McGhee,2004; Flemming 2012). In the broadest sense of the term the "achievement gap" refers to the difference in academic success between different groups of students. It is often used to describe the lower performance of underprivileged student populations (National Education Association, 2004). Attempts to understand why this GAP exists and how educators may narrow such GAPs, researchers have identified both large class size and lack of personalized instruction as two conditions that commonly accompany lower academic achieving student populations (Lee and Buxton, 2008).
Although there is a wealth of literature attempting to assess the effect of class size, few studies have defined small and large class sizes. In her research, Sarah Leahy (2006) defines a small class as one containing between 13 and 17 students and a regular class as one containing between 22 and 25. For the purposes of this research, a large classroom is defined as one with over 25 students.
In theory, computer-based instruction (CBI) offers great potential to expand on the concept of personalized instruction. However, there is very little research available that describes how this tool can be used to effectively enhance the classroom learning process. This study examines the impact of providing computer-based instruction (CBI) or teacher-led instruction on students of various achievement levels enrolled in a traditional, high school biology classroom. The high school in which this research as conducted is a Title One (low income) identified school. 111 from four sections of freshman high school biology, were randomly divided into two learning groups per section. Both groups in each section were taught one 50-minute lesson on cellular biology. One group received the lesson from CBI while the other group from teacher-led instruction. The impact on learning was measured by the change in pre- and post-test scores. All students in each section received the same lesson content which was provided in the same classroom concurrently. Data from 82 students that returned signed parental consent forms and took the pre-test on day one, the lesson on day two, and the post-test on day three, were analyzed in this study.
Results: The twenty students ranked as high academic achievers scored the highest correct answers on pre- and post-tests (mean 7.1 and 9.4 respectively). Improvement in test scores, measured as mean number of additional correct answers on the post-test, for the high achievers was equal whether they received CBI or teacher-led instruction (+1.72 and +1.75 respectively). Twenty-seven middle ranked academic achieving students also showed a statistically equal degree of improvement from each instructional platform. However, middle students that scored the highest pre-test scores also produced the highest improvement from CBI. The thirty-five low academic achieving students produced the highest improvement in test scores overall from teacher-led instruction and produced a mean negative change in post-test scores from CBI (mean +2.13 and -.68 respectively). Findings from this study suggest that in a classroom setting, higher academic achieving students will learn equally well from CBI or from a teacher while lower achievers benefit more from small group, teacher-led instruction.
6
Lui, Kwong Man, and 呂廣文. "Patterns of discussion in computer-assisted collaborative learning in pupils with mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958102.
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Seto, Wood-hung Andy, and 司徒活雄. "Information and communication technology-supported pedagogical practices in a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30415597.
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Mowes, Delvaline Lucia. "An Evaluation of student support services in open and distance learning at the University of Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1263.
Повний текст джерелаАнотація:
Distance education and open and flexible learning policies have done much to
extend accessibility to higher education throughout the world. However, distance
education is not just a move away from learning in the classroom. It is a complete
paradigm shift and when delivering learning materials outside the classroom
across any distance, it is important that technologies and techniques support
students. Against this background, the case has been made that the provision of
student support services, according to the diverse needs and expectations of
adult distance education students, should be an integral part of the provision of
open and distance learning.
The focal point of this study was to evaluate student support services, provided
at the northern campus of the University of Namibia, from a student perspective.
A combination of both quantitative and qualitative methodologies was chosen
and data were collected by means of a literature review and a questionnaire,
supplemented with open-ended questions. The subjects of the study were
second- and third-year B.Ed. students from the northern campus of the University
of Namibia.
The results of this study have provided evidence that adult distance education
students indeed value the provision of student support services. Specifically,
students in this study placed the greatest importance on student support services
related to getting started with their studies, for example orientation sessions
about available student support services and contact and communication with
tutors and fellow students by means of vacation schools, face-to-face tutorials on
Saturdays at regional centres and support through study groups. One of the conclusions of the study was that the institutional policy and the role
of management are crucial in the establishment of an effective student support
model to facilitate distance learning.
The following recommendations were formulated:
The University’s Centre for External Studies (CES) should conduct periodic and
regular evaluation studies of its distance education students to design, develop
and provide student support services that will be tailored to students’ specific
needs and expectations.
CES should pay attention to support services that help reduce barriers if it is to
attain its mission of making quality higher education more accessible.
CES should provide adequate training to tutors to prepare them for the special
challenges presented by open and distance learning.
CES should design and implement an appropriate Information and
Communication Technology (ICT) course to empower distance education
students adequately for the use of modern ICT.
9
Ip, Kin-sheung, and 葉建常. "Teachers' perspectives on the role of leadership in promoting effective ICT integration in a school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040252.
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10
郭尚賢 and Sheung-yin Dominic Kwok. "Implementation of a web-based collaborative tool for learning computerprogramming: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256296.
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Snow, Janet P. "Information and communication technology driven teaching and learning opportunities in support of environmental education processes : a case of the eno-environment online programme at Treverton Preparatory School, South Africa /." Thesis, Rhodes University, 2008. http://eprints.ru.ac.za/1623/.
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12
Yip, Wan-hung, and 葉韞紅. "The relative functions of text and drawing in computer-supported collaborative problem-solving." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31225494.
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Ma, Suet-chun Phyeon, and 馬雪珍. "How a principal's role influences ICT implementation in a Hong Kong primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29717851.
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Hara, Cristina Yuri Nakata. "Tecnologia digital educacional e o estudo de caso clínico para a aprendizagem de estudantes de enfermagem: revisão integrativa." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/22/22132/tde-09102015-154359/.
Повний текст джерелаАнотація:
Percebe-se a pulverização de tecnologias digitais educacionais, todavia há escassez de estudos que agreguem conhecimentos sobre tecnologia e estudo de caso clínico no ensino de enfermagem. O objetivo do estudo foi avaliar evidências disponíveis na literatura mundial acerca do estudo de caso clínico inserido em tecnologias digitais educacionais e as aprendizagens cognitiva, procedimental e atitudinal de estudantes de enfermagem. Os objetivos específicos foram: identificar e sintetizar as evidências disponíveis na literatura mundial acerca do estudo de caso clínico inserido em tecnologias digitais educacionais no ensino de graduação em enfermagem; caracterizar os tipos de recursos tecnológicos nos quais o estudo de caso clínico foi inserido para o ensino de enfermagem e caracterizar as aprendizagens atitudinais, cognitivas e procedimentais construídas pelos estudantes de enfermagem no desenvolvimento do estudo de caso clínico. Trata-se de revisão integrativa da literatura de acordo com as seguintes etapas: formulação do problema de pesquisa, coleta dos dados, extração de dados e avaliação crítica, análise e interpretação dos dados e apresentação dos resultados.A questão de pesquisa foi: como o estudo de caso clínico inserido em tecnologia digital educacional colabora para as aprendizagens cognitiva, atitudinal, e procedimental de estudantes enfermagem?Foi realizada busca de estudos primários nas seguintes bases de dados: Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS); National Library of Medicine (PUBMED), Cumulative Index to Nursing and Allied Health (CINAHL) e Scopus; os descritores controlados e não controlados (palavras- chave) foram delimitados de acordo com cada base de dados. A busca resultou em 437 estudos, sendo 136 indicados no LILACS, 122noPUBMED, 104 no Scopus e 75noCINAHL. Destes, 240 não atenderam aos critérios de inclusão delimitados, 03 estudos eram duplicados dentro das bases, 45 se repetiram entre as bases e 04 estudos estavam indisponíveis. Após análise de todos os resumos, foram selecionados 197 estudos, sendo que dentre estes 31 foram considerados potencialmente relevantes, selecionados conforme os critérios de inclusão e lidos na íntegra; 10 foram excluídos após o preenchimento do instrumento de análise dos artigos científicos, portanto, a amostra final resultou em 21 estudos primários. Dentre os 21 estudos primários, o idioma inglês foi predominante (71,4%). Sobre o modo de trabalho do aluno para utilizar o recurso tecnológico, houve distribuição semelhante entre participação individual sem mediador n=08(38,1%), colaborativa com mediador n=07(33,3%) e colaborativa sem mediador n=06 (28,6%). Sobre a inserção da tecnologia em curso ou disciplina de Educação a Distância (EAD),n=13 estudos (61,9%) não estavam inseridos neste tipo de ensino, n=04(19%) faziam parte de um curso EAD e n=04 (19%) não continham esta informação.Vários temas foram abordados pelos estudos identificados. Muitos deles denotaram que a utilização de estudo de caso em tecnologias digitais educacionais permitiu ao aluno construir diferentes tipos de aprendizagem, sendo a aprendizagem cognitiva identificada em 15 estudos, a atitudinal em 13 e a aprendizagem procedimental em 6 estudos.Conclui-se que os estudos de caso podem colaborar para que o aluno desenvolva conjuntamente diferentes aprendizagens,as quais podem ser construídas de maneira integrada, contínua, informativa, formativa e transformadora do conhecimento, visando a formação integral e alinhada às políticas nacionais e internacionais de formação em enfermagem<br>It has been noted that there is a spread of several educational digital technologies, although there is a lack of studies which add knowledge about technology and clinical case study in nursing education. The aim of the study was to evaluate available evidences in worldwide literature regarding clinical case study inserted in educational digital technologies, as well as cognitive, procedural and attitudinal learning for undergraduate nursing. The specific aims were: to identify and synthesize available evidences in worldwide literature regarding clinical case study that had been inserted in educational digital technologies in undergraduate nursing education; characterize the types of technology resources in which the clinical case study had been included for nursing education and characterize attitudinal, cognitive and procedural learning built by nursing students to develop the clinical case study. It is an integrative review of literature for which were adopted the following steps: development of the research problem, data collection, data extraction and critic evaluation, data analysis and interpretation and presentation of results. The research question was: how does the clinical case study, inserted in educational digital technology,collaborate for cognitive, attitudinal and procedural learning of nursing students? The research for primary studies was done in the following data bases: Literatura Latino-Americana e do Caribe emCiências da Saúde (LILACS); National Library of Medicine (PUBMED), Cumulative Index to Nursing and Allied Health (CINAHL) and Scopus; the controlled descriptors and non-control descriptors (key words) were delimited according to each data base. The search resulted in 437 studies: 136 from LILACS, 122 from PUBMED, 104 from Scopus and 75 from CINAHL. Of these, 240 did not met the including criteria established for this integrative review, three studies were duplicated inside the bases, 45 repeated among data bases and four studies were unavailable. After analyzing all abstracts, there were selected 197 studies, among them 31 were considered potentially relevant according to including criteria and were integrally read. After filling out the instrument of analysis of scientific papers, 10 were excluded and the final sample resulted in 21 primary studies. Among the 21 primary studies, the English language was predominant (71.4%). Referring to the way that students should work to use the technology resource, there was a similar distribution among individual participation without a moderator n=8 (38.1%), collaborative participation with moderator n=7 (33.3%) and collaborative participation without moderator n=6 (28.6%). In regard of combine the technology with a course of distant education, n=13 studies (61.9%) were not included in this type of education, n=4 (19%) were part of a course of distant education and n=4 (19%) had no information about it. The findings also demonstrated that several themes were approached by the identified studies. Besides, many of them denoted that the case study use in educational digital technologies allowed the students to build different types of learning, being the cognitive learning identified in 15 studies, followed by attitudinal learning in 13 studies and procedural learning in 6 studies. It is possible to conclude that case studies can collaborate with the students in developing conjoint different learnings, which can be built in an integrate, continuous, informative, formative and knowledge transformer way, aiming integral formation and aligned to policies of formation in nursing, both national and international
15
Ip, Kwai-fun, and 葉桂芬. "The perceived usefulness of webBoard in enhancing collaborative learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962361.
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Fung, Ngan Ho Heidi, and 馮顏好. "Investigating student adoption of web-based learning platform in higher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30412663.
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17
Brinkley, Robyn Lynette. "Opportunities and obstacles: implementing a web-based teaching and learning strategy in a vocational educationinstitution." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256107.
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18
Cheng, Yuk-ching, and 鄭毓正. "Motivational aspects of using computer-assisted language learning program for learning English as a second language in a secondaryschool in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962488.
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19
Ng, Hon-chuen, and 吳漢泉. "A case study on the implementation of information technology in education in a secondary school: implicationsfor the process of change." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961848.
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Chung, Lai-kam Kathy, and 鐘麗金. "Teachers' perceptions of using e-mail as a communication tool in student guidance in primary schools: a casestudy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962373.
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Nagisetty, Vytas. "Using Music-Related Concepts to Teach High School Math." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1958.
Повний текст джерелаАнотація:
The purpose of this research was to test a strategy which uses music-related concepts to teach math. A quasi-experimental study of two high school remedial geometry sections was conducted during a review lesson of ratio, proportion, and cross multiplication. A pretest was given to both groups. Then, Group A received normal textbook instruction while Group B received the treatment, Get the Math in Music, which is an online activity involving proportional reasoning in a music-related context. Afterwards, a posttest was given to both groups. Pretest and posttest scores were used to compare gains in subject knowledge between the groups. Then a second evaluation of the treatment was conducted. Group A received the treatment and took a post-posttest. Score gains for Group A before and after receiving the treatment were compared. After these tests, all participants took a survey to determine if their appreciation of math grew as a result of the treatment. Finally, interviews were conducted to provide better understanding of the results. The research questions of this study were: to what extent does the integration of Get the Math in Music improve students' academic performance in a remedial geometry review of ratio, proportion, and cross multiplication, and to what extent does participation in the Get the Math activity improve students' attitudes towards math? My hypotheses were that students would perform significantly better on a subject knowledge test after receiving the treatment, and that all students would have a more positive attitude towards math after receiving the treatment. Quantitative results did not triangulate to support or refute these hypotheses. Greater improvement from pretest to posttest was statistically correlated with Group B, which was the group first receiving the treatment. But later, between posttest and post-posttest Group A did not show statistically significant greater gains after receiving the treatment. Surveys results showed that students did not necessarily like math any more after the treatment. Interviews revealed that several of these students were apathetic to geometry in particular, if not to math in general. The case of one student's improvement suggested that positive teacher-student relationships are more effective than any particular method to increase academic performance and student engagement. Survey results were consistent with earlier psychological studies claiming teenagers care about music. Additional studies in the future on the merits of using music to teach high school math would be useful. Claims that proportional reasoning is challenging were supported. It would be beneficial to evaluate the treatment in an Algebra or Pre-Algebra setting when students first study proportions.
22
Mlambo, Watson. "Information and communication technology in A-level physics teaching and learning at secondary schools in Manicaland Zimbabwe: multiple case studies." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003458.
Повний текст джерелаАнотація:
As personal computers (PCs) and related ICTs become more and more omnipresent than ever before in institutions of education, teachers are faced with the challenge of having to teach in ICT rich environments. Some syllabuses increase this pressure by stipulating where ICT may be applied. While past research efforts have focused on presence of and/or effectiveness of ICTs on achieving various didactic goals, there is limited literature on the extent to which actual practice occurred naturally. It was the aim of this study to determine the extent to which Physics teachers and students used ICT in their usual teaching/learning ambience, referred to as natural settings in this study. Using activity theory as a theoretical lens, multiple case studies were chosen as a strategy using 10 schools, 15 Physics teachers, 20 A-level Physics students and 10 ICT teachers (computer specialists). Questionnaires, observations and informal and focus group interviews were used to elicit responses from students, teachers and computer specialists. It emerged from the case studies that despite the presence of apt ICT infrastructure in the schools and although the teachers had a positive attitude towards the use of ICT for teaching and learning of Physics, teachers were apathetic when it came to the actual use. Some of the reasons militating against use were lack of an ICT policy, school authority, and monopoly of computers enjoyed by computer studies teachers. However among students there were ‘early starters’ who used ICTs outside of school, a situation that tended to change the Physics learning environment. These findings led to a proposal for a post of Computer Specialist (CS) in the schools. The need for developing ICT policy at all levels namely national, Ministry of Education and the school was also proposed. Lastly staff development in the use ICT for Physics teachers was proposed as indispensable.
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Ntsohi, Mamosa M. E. "Investigating teaching and learning of Grade 9 Algebra through excel spreadsheets : a mixed-methods case study for Lesotho." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85657.
Повний текст джерелаАнотація:
Thesis (PhD)-- Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: The teaching and learning of algebra in the middle school grades in Lesotho is dominated by the mechanistic approach where learners are drilled on procedures for solving certain types of problems in algebra, without making any connection to the experience learners had with arithmetic. This is one of the sources of learners’ difficulties in mathematics. Research indicates that use of spreadsheets such as Excel has a potential of bridging the gap between arithmetic and algebra and thus enhancing the teaching and learning of algebra, making it meaningful to the learners.
The study sought to answer the question: How do Grade 9 learners in Lesotho experience teaching and learning of algebra through Excel spreadsheets? The research commenced with a literature review that was followed by the empirical study. The theories of instrumental genesis and instrumental orchestration were identified as the framework for the investigation. Instrumental genesis is the process in which learners develop facility with the artifact as they use it towards achieving lesson objectives; technical (conceptual, mechanical) and personal (attitudes, behavior and preferred learning styles) aspects of learners’ experiences were identified. Instrumental orchestration is the steering of learners’ instrumental genesis by the teacher and the manner in which this process is carried out, depends on the teacher’s Technological Pedagogical Content Knowledge (TPCK). The research was a multi-case study following a mixed-methods approach, where both qualitative and quantitative methods were used. The empirical study was conducted in two schools in Lesotho. In each school, fifteen learners volunteered participation. The investigation was done through classroom teaching by me as the researcher. The focus was on what challenges learners encountered and how they benefited from their “spreadsheets algebra” learning experience. Data were collected through classroom observations where field notes were recorded and an observation schedule was used by the researcher and the Assistant Observer respectively. A questionnaire was also administered to all learner participants after the whole teaching period. Six learners, representative of high, medium and low performances in class, were also interviewed with a goal of finding out their experiences. The Assistant Observer was also interviewed to reduce the bias that may result from to the researcher studying her own practice
The study found that learners experiences with learning algebra through spreadsheets, comprised of both challenges and benefits. The challenges encountered by learners could be classified into those that were school-based and those that were instruction-based. The school-based challenges related to inadequate physical structures and lack of well-functioning equipment in the computer laboratories. Instruction-based challenges encountered by learners were both technical and personal. Technical challenges related to the physical manipulation of the artifact and the lack of understanding of concepts involved, where the spreadsheets meet the algebra. Personal challenges related to learners’ attitude and behavior towards use of spreadsheets for algebra teaching and learning. While school authorities could address some of the challenges, it was found that both the teacher and learners could initiate strategies that could be used to overcome the instruction-based challenges. Teaching strategies such as “technical-demo”, “explain-the-screen”, “discuss-the–screen”, “link-screen-board” and “spot-and-show” (building on learners’ responses), and the general organization of classroom environment were helpful in orchestrating algebra learning within the spreadsheets. It was also found that use of spreadsheets had both cognitive and affective values for the learners.
Even though use of spreadsheets may benefit both teachers and learners in algebra teaching and learning, implementation of the practice would require critical considerations in terms of teacher preparation and infra-structural improvements in the schools.<br>AFRIKAANSE OPSOMMING: Die onderrig en leer van algebra in die middelbare skoolgrade in Lesotho word oorheers deur die meganiese benadering waarvolgens leerders gedril word in prosedures om oplossings vir sekere tipe algebraprobleme te vind en die ervaring wat leerders in rekenkunde opgedoen het, nie daarmee in verband gebring word nie. Dit is een van die oorsake waarom leerders met wiskunde sukkel. Navorsing toon dat die gebruik van sigblaaie soos Excel moontlik die gaping tussen rekenkunde en algebra kan oorbrug, en dat die onderrig en leer van algebra daardeur kan verbeter, wat dit sinvol vir leerders sal maak.
Die studie was daarop gemik om ’n antwoord op die volgende vraag te vind: Hoe ervaar graad 9-leerders in Lesotho die onderrig en leer van algebra deur middel van Excel-sigblaaie? Die navorsing het met ’n literatuuroorsig begin en is deur ’n empiriese studie opgevolg. Die teorieë instrumentele genese en instrumentele orkestrasie is uitgewys as die raamwerk vir die ondersoek. Instrumentele genese is die proses waarvolgens leerders bedrewenheid in die produk ontwikkel namate hulle dit gebruik om lesdoelstellings te bereik; tegniese (konseptuele, meganiese) en persoonlike (ingesteldheid, gedrag en voorkeurleerstyle) aspekte van leerders se ervarings is geïdentifiseer. Instrumentele orkestrasie is die stuur van leerders se instrumentele genese deur die onderwyser; en die wyse waarop hierdie proses uitgevoer word, hang van die onderwyser se Tegnologiese Pedagogiese Inhoudskennis (TPCK) af. Die navorsing het ’n meervoudige gevallestudie gebruik en ’n gemengde metodebenadering is gevolg, terwyl beide kwalitatiewe en kwantitatiewe metodes gebruik is. Die empiriese studie is in twee skole in Lesotho uitgevoer. Vyftien leerlinge uit elke skool het vrywillig deelgeneem. Die ondersoek is by wyse van klaskameronderrig deur my as die navorser gedoen. Daar is gefokus op die uitdagings wat leerders teëgekom het en hoe hulle by die “sigbladalgebra”-leerervaring gebaat het. Data is aan die hand van klaskamerwaarnemings versamel, waar veldnotas afgeneem is en ’n waarnemingskedule onderskeidelik deur die navorser en die assistentwaarnemer gebruik is. ’n Vraelys is na die volle onderrigtydperk by al die leerderdeelnemers afgeneem. Onderhoude is gevoer met ses leerders, wat hoë, medium en lae prestasies in die klaskamer verteenwoordig, met die doel om hulle ervarings te bekom. ’n Onderhoud is ook met die Assistentwaarnemer gevoer om vooroordeel, deurdat die navorser moontlik haar eie praktyk kon bestudeer, te verminder.
Die studie het bevind dat leerders se ervarings met die leer van algebra deur middel van sigblaaie uitdagings sowel as voordele inhou. Die uitdagings wat leerders teëgekom het, kan onderskeidelik as skoolgebaseerde uitdagings en onderrig-gebaseerde uitdagings geklassifiseer word. Die skoolgebaseerde uitdagings hou verband met onvoldoende fisiese strukture en ’n gebrek aan behoorlik funksionerende toerusting in die rekenaarlaboratoriums. Die onderrig-gebaseerde uitdagings vir leerders is beide tegnies en persoonlik. Tegniese uitdagings hou verband met die fisiese manipulering van die produk en ’n gebrek aan begrip ten opsigte van die betrokke konsepte, naamlik waar die verband tussen die sigblaaie en algebra bestaan. Persoonlike uitdagings hou verband met leerders se ingesteldheid en gedrag rakende die gebruik van sigblaaie by die onderrig en leer van algebra. Alhoewel die skoolowerhede bepaalde uitdagings kan aanspreek, is daar bevind dat onderwysers sowel as leerders strategieë kan aanvoor om onderrig-gebaseerde uitdagings te oorkom. Onderrigstrategieë soos “tegniese demo”, “verduidelik die skerm”, “bespreek die skerm”, “koppel-skerm-bord” en “vind-en-wys” (wat op leerders se reaksie voortbou), asook die algemene organisasie van die klaskameromgewing, dra tot die orkestrasie van algebraonderrig met die sigblaaie by. Daar is ook bevind dat die gebruik van sigblaaie kognitiewe sowel as affektiewe waarde vir die leerders inhou.
Selfs al sou onderwysers en leerders voordeel uit die gebruik van sigblaaie in die onderrig en leer van algebra kon trek, sou die implementering van die praktyk kritiese oorwegings moet geniet ten opsigte van onderwyservoorbereiding en infrastruktuurverbetering by die skole.
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Awidi, Isaiah T. "E-learning implementation strategies for an ICT-challenged environment : case of the University of Ghana, Legon." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/573.
Повний текст джерелаАнотація:
E-learning implementation in higher education continues to gain prominence in both developed and developing countries, and while most universities in ICT-rich environments are exploring different ways of using ICT and multimedia resources to enhance teaching and learning, the same cannot be said about ICT-challenged environments. Nevertheless, the question of successful and sustainable e-learning implementation continues to remain a challenge, particularly in ICT-challenged environments.
The primary purpose of this research was to examine policy and strategy issues that have influenced the process of e-learning implementation at the University of Ghana (UG), given that previous ICT and e-learning initiatives failed to improve teaching and learning. The argument underlying this research is that successful e-learning is based on an institution’s capacity and how effectively the available resources are mobilised, coordinated and managed to develop skills and competencies. Synthesising the theoretical models of Rogers’ Diffusion of Innovation Adoption Model (2003), Collis and Moonen’s 4-E model (2001), and other institutional experiences of e-learning implementation, this thesis argues that there are three thematic domains (Institution, People, and Technology) that e-learning implementation must focus on.
The results of this research show that acquiring technology infrastructure, organising workshops, and asking users to accept and adopt e-learning is not enough to promote and achieve a successful e-learning implementation. Policies, objectives, and strategic level checklists are critical for success using the framework developed in this thesis for ICT-challenged environments.
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Mead, Richardson Alison. "From introduction to institutionalisation : the process of establishing new teaching & learning methodologies in vocational education and training." Thesis, 2013. http://hdl.handle.net/10500/11891.
Повний текст джерелаАнотація:
As new teaching and learning technologies begin to challenge the boundaries between
time and place, distance and elearning are becoming mainstream approaches to
increase access and improve quality in post-secondary education. Educators and
educational managers are being challenged by the need to manage technology
integration within institutions and within education systems.
In 2007, the Government of Botswana established a new technical college with the
specific mandate to expand technical and vocational education and training (TVET)
provision by introducing distance and elearning programme delivery. This thesis reports
on the findings of a case study undertaken during the first two years of the life of the
college. The study aimed to identify the organisational structures and change processes
needed for the successful implementation of distance and elearning and to discover
how these structures and processes can be best managed.
The field work was carried out within an interpretive paradigm in a longitudinal case
study over 30 months. The approach was ethnographic and the data collection methods
included documentary analysis and participant observation. Focussed interviews were
carried out with a purposive sample of key respondents in order to further explore
observations.
Different theoretical and practical models of technology integration were investigated and the MIT 90s model was considered to be the most applicable and pragmatic.
Theories of organisational change were researched to help understand the process.
Lewin’s seminal work on field theory, group dynamics and the 3-step change model with
the notion of driving and restraining forces on change gave a framework against which
to analyse the process of change. The findings detail a change process which features a lack of preparation, perceived
lack of management commitment by staff and poor timing in a top down approach to
introducing distance and flexible learning. The findings show how an external group of
change agents working as technical experts within clearly defined policy objectives and
facilitating extensive staff development, were an insufficient driving force for change
against the restraining forces of a bureaucratic organisational culture, strong mental
models of traditional teaching and perceived lack of leadership.<br>Sociology<br>D. Litt. et Phil. (Sociology)
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Cele, Sibuko S. "The application of computer technology in teaching technical subject [sic] : a case study comprising of educators at a further education and training (FET) college in Durban." Thesis, 2006. http://hdl.handle.net/10413/3755.
Повний текст джерелаАнотація:
Many claims have been made in the literature about the motivational effects of Information and Communication Technologies (ICT) on learners, leading them to have a positive
perception towards their work, spend longer periods on tasks and be more committed to their learning. The author of the present study has utilized their previous research evidence of motivation and the results of other previous projects to investigate the factors which motivate educators to use ICT. This project was initiated to investigate the educator's perception, which has contributed to the continued use of ICT, by educators experienced in using it for teaching. The evidence discussed in this paper was collected through a literature search, educator documents, educators' reports or observations and interviews. Weiner's analysis of motivation research and cognitivists theories of reasoned action and planned behaviour have been used as a basis for the analysis of the results. Research findings show that the motivational factors which correlated most positively with
the use of ICT were: perceived ability to use Information Technology (IT); level of resources available and their satisfaction with IT; and whether using IT in teaching is considered to be
interesting, valuable and enjoyable. The most significant negative factor was difficulties experienced in using IT. Researcher also found that a whole range of other perception factors attributed by the educators to using ICT. Such as: making the lessons more interesting for the educator, increasing learners' motivation, improving presentation of materials, making the teaching more enjoyable, improving the content of the lesson, and making the lessons more fun for the learners, were considered by the educator respondents to contribute to the learners' progress in learning.<br>Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2006.
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Odera, Florence Yukabet. "A study of computer integrated education in secondary schools in Nyanza Province, Kenya." Thesis, 2003. http://hdl.handle.net/2263/26713.
Повний текст джерелаАнотація:
Please read the abstract in the section, 00front, of this document<br>Thesis (PhD (Curriculum and Instructional Design and Development))--University of Pretoria, 2005.<br>Curriculum Studies<br>unrestricted
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Mlambo, Watson. "Information and communication technology in A-level physics teaching and learning at secondary schools in Manicaland Zimbabwe : multiple case studies /." 2007. http://eprints.ru.ac.za/1287/.
Повний текст джерела
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Ogunsina, SimonPeter Oluniyi. "The role of information and communication technology in open distance and e-learning environment." Diss., 2020. http://hdl.handle.net/10500/27199.
Повний текст джерелаАнотація:
Technological advancement has changed the way things are done in this era. Instructing and erudition process in conventional and Open Distanced and e-Learning (ODeL) is no exception, thus, creating a stint in the manner in which educators educate and the manner wherein students learn. This dissertation focusses on the role of ICT in ODeL environment. Guided by the transactional distance theory and the rhizomatic learning, this study tried to investigate the role of ICT in ODeL environment. The design was to investigate: (a) The effectiveness of ICT tools for instructing and learning; (b) whether ICT boost learning interaction; (c) foster flexibility; (d) supports the students to make decisions; and (e) allows students to connect learning in ODeL.
The study utilized a blended techniques approach, and data was congregated through a questionnaire and interviews. A sample of 52 registered postgraduate students in the master of education (M.Ed programme) and seven lecturers within the College of Education were purposively and conveniently selected in the study. The survey questionnaire comprised of 53 question items for students, and 48 question items questions for lecturers. The questionnaire for both students and lecturers also had open-ended questions. Considering distance learning, it was difficult for the researcher to administer a questionnaire using any other method except the online tools. The congregated data was analysed utilizing descriptive and inferential statistics.
The outcomes revealed that the integration of ICT in ODeL environment was effective and enhanced the educational process, promote interaction, foster the flexibility of the education programmes, support student autonomy and allow students to connect with different learning nodes. It was established in the study that ICT in ODeL has helped in transforming the education process. The study recommends that the institution should avail ICT facilities and provide users with high speed Internet. The institution should also make provision for technical support to users. Furthermore, both students and lectures should be armed with relevant technological know-how and dexterities.<br>Science and Technology Education<br>M. Ed. (Technology Education)
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Van, Zyl Aré Visagie. "Die onderrig van eksponentwette deur middel van die rekenaar." Thesis, 2014. http://hdl.handle.net/10210/11990.
Повний текст джерела
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Gani, Faiza. "Lecturers' utilisation of institutional learning management systems in an ODL higher education institution in South Africa." Diss., 2013. http://hdl.handle.net/10500/10577.
Повний текст джерелаАнотація:
In the world in which we live today, information and communication technology (ICT) has proliferated in all spheres of society, including in the corporate, social and academic arenas. Within these arenas ICT has made noteworthy contributions. In the academic space, which is the focus of this study, ICT has made a significant contribution to the communication and consultation between students and higher education institution staff. One such example has been the emergence of learning management systems (LMSs) in higher education institutions, both locally and globally, with LMSs providing higher education institutions with several possibilities as regards facilitating the online teaching and learning process. Nevertheless, research has shown that there is underutilisation of LMSs throughout the world. The purpose of this study, therefore, was to investigate the utilisation of LMSs in an open and distance learning (ODL) institution in South Africa to ascertain whether they are being used to their full potential.<br>Educational Studies<br>M. Ed. (Adult Education)
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Segaole, Mpho Joy. "A programme to train adult mine workers in computer-based skills in the North-West Province : a case study." Thesis, 2018. http://hdl.handle.net/10500/25064.
Повний текст джерелаАнотація:
The purpose of this study was to evaluate a programme aimed at equipping adult mine workers in the North-West Province in computer-based skills. The study describes how the use of computers for learning has transformed some of the mine workers in an Own-Time learning environment, where computers were integrated in their learning activities, compared to the Full-Time adult learning environment, which did not present a similar opportunity. The perspective of using a combination of two teaching methodologies in the Adult Education and Training (AET) curriculum provided at this mine sought to minimise the conventional didactic instructional approaches, whereby the facilitator does most of the talking while learners become passive listeners.
Activity theory (AT), in tandem with the reviewed literature, was well suited as a theoretical framework for this study, since it takes a developmental view of minds and technological interaction in context. The activity system was used to map how existing work-related practices fitted into each component, which includes the subject, object, rule, community and division of labour. A case study was applied as a guiding design in the study in which seventeen mine workers participated. The computer activity was illustrated from multiple perspectives, using a qualitative approach and associated epistemologies and beliefs regarding the engagement with mediational tools. Boundary crossings, the zone of proximal development, and the eight-step-model from activity theory were used to scrutinise the learners’ beliefs, attitudes, knowledge, practices and contradictions. These important aspects assisted in obtaining data through participant observation, interviews and field notes. To discover patterns, concepts, themes and meanings from the notes and transcripts, data analysis was blended with these aspects. This study demonstrated the use of the above-mentioned methods at appropriate times. Without ideal and effective research methods, the quality of evidence of this study would have suffered and elucidations of connections would have been inadequate.
The findings revealed that the AET programme made an impact on the company and on the individual participants, in their homes, their place of work, and their communities. Change in the workers’ performance after attending AET computer-based programmes was noticeable especially regarding their literate and numerate knowledge and skills. Contradictions and disturbances in the AET programme were also identified, and an intervention was proposed to facilitate a computer programme that includes the curriculum components such as mouse skills, keyboarding, data manipulation and desktop publishing. The study proposes that the AET policy needs to cover Own-Time learners, even though their learning is not obligatory, in the same way as it covers the Full-Time learners.
A modified activity theory, contextualised for a situation such as that in the mine in question, was contributed in the study. Furthermore, some limitations and recommendations for future research were identified from the findings. The proposed AT for adult learners suggests a new way of exploring the practices of mind and technology interaction for adult learners, incorporating cultural backgrounds, age, language, values and beliefs as well as reflective decision making.<br>Science and Technology Education<br>D. Ed. (Comparative Education)
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"學校組織變革硏究: 特殊學校電腦輔助敎學的個案". 1998. http://library.cuhk.edu.hk/record=b6073772.
Повний текст джерелаАнотація:
伍國雄.<br>論文(博士)--香港中文大學敎育學部, 1998.<br>附參考文獻.<br>附英文摘要.<br>Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong.<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Mode of access: World Wide Web.<br>Wu Guoxiong.<br>Lun wen (Bo shi)--Xianggang Zhong wen da xue jiao yu xue bu, 1998.<br>Fu can kao wen xian.<br>Zhong Ying wen zhai yao.
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Heilman, Joanne G. 1954. "Higher education faculty satisfaction with online teaching." Thesis, 2007. http://hdl.handle.net/2152/3796.
Повний текст джерелаАнотація:
This research explored 19 higher education faculty members' perceptions of satisfaction with their online teaching work, identified elements that enhance or inhibit these higher education faculty members' online teaching satisfaction, and provided a theoretical framework, higher education faculty online teaching satisfaction a conceptual model, to understand the relationship among these elements. The study participants represented eight different university campuses, three academic disciplines, and 10 online programs. Data was collected from multiple sources including an online background questionnaire, semi-structured interviews, and public documents. Data was analyzed using the procedures for developing constructivist grounded theory proposed by Charmaz (2006). The researcher posits that the individual context component in this conceptual model affects, and is affected by the work context component as follows, online teaching work-related experiences are subjectively interpreted by individuals and groups of individuals, i.e., work-related perceptions, which affect, and are affected by individual(s) socially constructed and subjective interpretations of their online teaching work, i.e., individual(s) interpretations of work circumstances. The work-related perceptions and individual interpretations of the online teaching work circumstances reciprocally interact with each other, affecting and being affected by the first two components, individual context and work context, which also reciprocally interact and affect, and are affected by the faculty member(s) affective and cognitive evaluations of their online teaching work. These affective and cognitive evaluations result in a continuum of online teaching satisfaction. The resulting continuum of online teaching satisfaction can reciprocally affect, and be affected by any or all of the previously mentioned components of the conceptual model of this research.
35
Isabirye, Anthony Kiryagana. "Staff development for innovative teaching and learning at the University of South Africa." Thesis, 2015. http://hdl.handle.net/10500/18445.
Повний текст джерелаАнотація:
The evolution of technologies used for learning in open distance learning (ODL) has compelled academics to upgrade their teaching skills and competencies in order to teach in an ever-changing environment. While the earlier ODL generations were characterised by the use of written, printed texts, radio, television, print media and postal services, the current generations are characterised by the use of information and communication technologies (ICT) to enhance teaching and learning. This study explored the experiences of academics who participated in the staff development courses for innovative teaching and learning at the University of South Africa. To explore the experiences, a qualitative research design of a phenomenological genre was adopted. Using interviews, data was collected from six purposively selected academics and analysed following Giorgi’s phenomenological methods. The academics’ experiences and concerns provided some insight into their development needs and how they would have liked to have been developed for innovative teaching. It emerged that staff development provided valuable knowledge, skills and competencies, enabling and promoting innovative forms of e-teaching and learning. These experiences and concerns were synthesised into a staff development framework consisting of four phases: Orientation; Learning; Acquisition of skills and Competencies; and Performance indicating that effective staff development requires that participants are initially orientated to the training programme before exposure to authentic learning activities. Through this exposure they acquire the vital online teaching skills and competencies thereby enhancing their performance as online teachers. The staff development framework indicated further that for effective staff development to take place, the different phases should not only be supported by university management but also by an evaluation mechanism to establish whether the objectives in each phase have been achieved. It also emerged that time played an important role in staff development, as the duration of each phase and the development intervention as a whole affects how well academics are able to acquire and perfect their teaching skills.<br>Curriculum and Instructional Studies<br>D. Ed. (Curriculum Studies)
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De, Kock Estelle. "User experience of academic lecturing staff in the use of a learning management system tool : a case study at an open distance learning institution in South Africa." Diss., 2017. http://hdl.handle.net/10500/24965.
Повний текст джерелаАнотація:
The teaching model in Open Distance Learning is moving towards fully integrated information and communication technology applications, therefore, academic lecturers need to have a strong comfort level with the use of technology tools. The academic lecturers are qualified and experienced subject matter experts but this does not translate to having the necessary technical competencies to do online teaching. They consequently could experience feelings of incompetency to facilitate courseware on a technology platform.
The study identified the factors that influence the user experience when using a Learning Management System (LMS) in an academic institution. The research design comprises a convergent, parallel design mixed-method case study. A literature review was conducted to abstract the factors that influence the user experience into a conceptual framework. An expert review was conducted to validate the conceptual framework and then a questionnaire-driven survey was performed. The quantitative analysis of the survey results revealed that eight of the nine factors proposed in the conceptual framework do have an influence on the perceived user experience of the academic when using the LMS. The qualitative analysis revealed that all nine of the identified factors do have an influence on the perceived user experience of the academic when using the LMS.
The contribution of this study is to present a conceptual framework of the factors that influence the user experience of the academic when using an LMS to improve our understanding of the experience of the academic and the practical challenges involved for academics that have to facilitate learning in an online environment The findings should be of interest to developers of LMSs and to institutions in support and training of academics that have to use the LMS.<br>School of Computing<br>M. Sc. (Computing)
37
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.
Повний текст джерелаАнотація:
Text in English<br>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.<br>Psychology<br>M.A. (Psychology)
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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.
Повний текст джерелаАнотація:
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.<br>Information Science<br>M. Inf.
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Gumbo, Mishack Thiza. "Online learning experiences of students in the MEd in open and distance learning : a phenomenography of the dual university initiative." Diss., 2016. http://hdl.handle.net/10500/21799.
Повний текст джерелаАнотація:
This is a phenomenographic study, of which the aim was to explore the variation of experiences, needs, views and understandings through a phenomenographic study of academics who were enrolled in the MEd in Open and Distance Learning (ODL) at Unisa during 2012-2015. The MEd in ODL is a dual university programme between University of South Africa (Unisa) and University of Maryland University College (UMUC). The research question was around issues which Unisa academic staff members experienced during the course of their enrolment for the MEd in ODL. Relevant scholarly literature on online learning, theories for online learning, and previous research on online learning, was surveyed in this regard. Variation theory which framed the study through a phenomenographic research lens was described.
Interviews were conducted with seven participants from the students on the MEd in ODL programme. Postings on MyUnisa Discussion Forum which were treated as data were analysed in relation to the aspects raised in the interviews. The findings revealed students’ varied online experiences in the three main aspects namely, experience and understanding, understanding the object of learning and learning objects. Important recommendations made, were based on the findings.
In conclusion, the findings exhibited students’ varied experiences about issues which they battle with in the MEd in ODL programme, of which Unisa should take into consideration as they further enrol students in the programme.<br>Curriculum and Instructional Studies<br>M. Ed. (Open and Distance Learning)
40
Maboe, Kefiloe Adolphina. "On-line learning among Health Studies’ students at an open distance learning institution: prospects and challenges for interactivity." Thesis, 2013. http://hdl.handle.net/10500/13944.
Повний текст джерелаАнотація:
The purpose of this research is to explore students’ on-line interactivity in an Open Distance Learning institution with other students, educators, study materials and Unisa as the sampled prototypical research subject. A mixed-method of research encompassing both explorative and descriptive aspects was used. Data was collected through myUnisa discussion forum, focus group interviews and an on-line questionnaire from second and third year Health Services Management students at the University of South Africa (Unisa).
Although the findings indicated that 84.9% of students owned computers, and 100% owned cellular phones, only 3.8% participated in the discussion forum. On-line discussion forum are critical in Open Distance Learning (ODL) because it allows people who cannot physically attend the educational institution to interact with each other. Almost 40% of these sampled students agreed that the discussion forum allowed them to study with their peers. However, only 53 of the 1,379 students registered for both second and third year studies during the first semester participated in the discussion forum. This indicates that very few students benefit from on-line interaction.
Most of the students who are enrolled in Health Services Management course are from 21 to above 50 years of age. This age factor can have an impact on computer literacy. Some of them indicated that they struggled with the utilisation of technology. The majority of these students do not utilise the prescribed on-line interactive tools effectively. Students’ need support cognitively, academically, administratively, institutionally and affectively. The findings suggest that although students are aware of the benefits of using online technologies, they do not have the support from the institution to enable them to better their skills in using these technologies. The other
challenge that they have raised is that educators also interact minimally on-line. Therefore, they do not receive the necessary feedback they require. The university systems are sometimes offline, which becomes worse during registration and submission of assignments.
The recommendations emanating from the study warrants various interventions of multiple stakeholders to resolve the students’ challenges.<br>Health Studies<br>D.Litt, et Phil. (Health Studies)
41
Offer, Joey Alaina. "Help seeking in developmental mathematics courses." Thesis, 2007. http://hdl.handle.net/2152/3132.
Повний текст джерелаАнотація:
Although reasons for avoiding help, goal orientation, and social efficacy have been examined in the context of social adaptive help seeking, researchers have not pursued how these constructs influence computer adaptive help seeking. The three studies in this dissertation addressed both social and computer adaptive help seeking. The purpose of this dissertation was to determine if reasons for avoiding help seeking, personal goal orientation, or social efficacy predict social and computer adaptive help seeking for students enrolled in computer-based, developmental mathematics courses in community college settings. The purpose of the first study was to determine if students differentiate among three help-seeking sources: (a) formal, (b) informal, and (c) computer. Study 1 revealed that this population considered two different sources of help: social and computer help. These results were used to formulate the following questions for Study 2 and Study 3: 1. Do reasons for avoidance of help predict social or computer adaptive help seeking? 2. Does personal goal orientation predict social or computer adaptive help seeking? 3. Does social efficacy predict social or computer adaptive help seeking? Study 2 revealed that ability concerns negatively predict social adaptive help seeking and that mastery goal orientations positively predict both social and computer adaptive help seeking. Study 3 revealed that ability concerns negatively predict social adaptive help seeking and that mastery goal orientations and social efficacy for peers positively predict social adaptive help seeking. Additionally, ability concerns negatively predict computer adaptive help seeking, and mastery goal orientations positively predict computer adaptive help seeking. The finding that students who adopt a mastery-goal orientation use both social and computer means to adaptive help seek was not surprising. The finding that students who have ability concerns do not tend to social adaptive help seek is also consistent with previous research. However, the most important conclusion from Study 3 is that students who have ability concerns do not computer adaptive help seek, regardless of the anonymity provided by the computer. More research is needed in this field to examine why students with ability concerns tend to avoid help seeking altogether.<br>text
42
Van, Wyk Zelda Alma. "Teacher’s experiences of technology as a developer of inclusive education in primary schools of Namibia." Diss., 2020. http://hdl.handle.net/10500/26868.
Повний текст джерелаАнотація:
The combination of technology and inclusive education practices are two new phenomena in the education sector. As a teacher in the 21st century, one must be better equipped to cope with new challenges. The learning environment has changed, and weaker children or children with learning disabilities have become part of the system. More diversity in classrooms provides possibilities for unique relationships and equality. Technology can improve and transform teaching in a way that will benefit weaker children specifically.
In this research study, I attempted to determine what kind of experiences primary school teachers in Namibia have about technology and inclusive education. This research study also examined the teachers’ perceptions when technology was used as a pedagogical tool in the classroom, the challenges when technology was used in the learning environment to develop inclusive education, and how these two phenomena complemented each other. This study therefore focused on teachers’ experiences, technology, and inclusive education.
Semi-structured interviews were conducted to clarify the teachers’ experiences about technology and inclusive education. In addition, participant classroom observations were conducted to see and hear how teachers used technology to assist learners in an inclusive classroom as well as the challenges they faced when technology was used.
The study built a case for technology as a developer of inclusive education in primary schools of Namibia. Results showed that technology significantly complemented inclusive education.<br>Inclusive Education<br>M. Ed. (Inclusive Education)
43
Madiope, Maria. "The feasibility of using audio podcast mobile technology to teach research writing in open distance learning : case of University of South Africa." Thesis, 2013. http://hdl.handle.net/10500/11967.
Повний текст джерелаАнотація:
The research aimed to assess the feasibility of using podcasts in mobile devices to teach research proposal writing for masters’ students of University of South Africa. To aid in this, a general objective was developed which was supported by specific research objectives that guided the study. The research looked at the evolution of open distance learning (ODL) including the use of M-learning. I reviewed literature on the history of podcasts as an entertainment tool being highlighted as a revolution in the academic world especially in the area of distance learning.
To create a foundation to give strength to the use of podcasts, theories of education were evaluated and criticised to give reason and foundation for the use of podcasts as a technology to support teaching and learning in ODL. All major aspects of learning were traversed in the theoretical aspect. This is in a bid to assess the ability of the use of podcasts to meet the needs of the learners. A methodology for conducting the research that included the deployment of a pilot project for the research proposal writing module in year 2011-2012 class was developed and justified accordingly. The use of both qualitative and quantitative methods was necessitated by the objectives of the research. This was implemented at data collection and analysis stages of the research.
The analysis was fruitful and successful for that matter, giving reasonable backing to the proposal by the researcher of adopting the use of podcasts using mobile devices. The analysis deemed the pilot project successful for the period within which it was operated. Hurdles or challenges were present and the study gives them as majorly, the lack of sufficient skills to handle the content of the website, that is, generally, the use of the technology. Also, the study pinpoints that the availability of mobile devices is also a challenge that the students will face.
Recommendations were derived from the challenges and include a framework that should be used in creating a podcast support system that will be based on the findings to create a successful project. Regarding the objectives of the study, the conclusion that indeed it is feasible to use podcasts to teach research proposal writing in Unisa is valid.<br>Curriculum and Instructional Studies<br>D. Ed. (Didactics)
44
Mokotedi, Johannes Renaldo. "Information and communications technology literacy in adult education and training in a district of Tshwane." Diss., 2016. http://hdl.handle.net/10500/22718.
Повний текст джерелаАнотація:
The purpose of this study was to investigate ICT literacy in adult education and training within a public adult learning centre. A literature study was conducted to identify a theoretical framework for a comparative study of different national ICT policies. A qualitative research design was used to conduct an empirical investigation through the use of data collection instruments such as focus group interviews, semi-structured interviews, questionnaires and non-participant observation. Data analysis was conducted, during which various themes emerged, which led to the findings and conclusions regarding the study. Recommendations were made with regard to improving the ICT literacy level in adult education and training. Limitations of the study were described and recommendations for future research were made.<br>Curriculum and Instructional Studies<br>M. Ed. (Didactics)
45
Motene, Rannosi Francis. "The design and development of information and communication technology instructional tools for primary school teachers." Diss., 2016. http://hdl.handle.net/10500/22999.
Повний текст джерелаАнотація:
Despite attempts by the South African government in partnership with private sector to equip schools with computers, research has shown that technology integration into teaching and learning is very low. Literature revealed that professional development or capacitation of teachers as the key element in enabling them to utilise technology and integrate it in their teaching practices. The main aim of this study was to design and develop Information Communication and Technology (ICT) instructional tools which were to be used to train teachers in primary schools on how to integrate ICT into teaching and learning. Design research and Instructional design theories were employed in guiding this study. The study used the ADDIE model of Instructional design as a guiding principle in the design and development of the tools.
The study is located in the positivist paradigm of exploring reality and the methodology employed in this study was quantitative in nature. The participants were 28 teachers from three primary schools. The sample was purposely selected since the schools were awarded computers after taking part in a water management project. The quantitative data to determine the participants‟ prior knowledge, effectiveness of the solution and the teachers‟ satisfaction with the designed solution were collected by means of two questionnaires administered in two phases: pre- and post- workshop.
The results of this study revealed that capacitation of teachers have to lay the foundation for ICT integration into teaching and learning. Giving computers to schools can lead to successful integration once the teachers feel competent to use them. Furthermore, it is crucial that other intervention strategies be explored, to empower teachers. It is recommended that this study be transferred to other similar situations.<br>Curriculum and Instructional Studies<br>M. Ed. (Curriculum Studies)
46
Mbukusa, Nchindo Richardson. "Barriers to remote rural students access of distance education support services offered by the Centre for External Studies at the University of Namibia." Thesis, 2009. http://hdl.handle.net/10500/3465.
Повний текст джерелаАнотація:
This research studies and documents the barriers to remote rural students' access of distance
education support services offered by the centre for external studies at the University of Namibia
The intent of the researcher is to investigate the question: What barriers do remote rural students
face when accessing student support services offered by the CES-UNAM? The purpose of the
study is to promote the growth of open and distance learning in the area of student support for
students in the remote areas of Caprivi and Kavango regions in Namibia. The aim of the
research is to provide evidence that open and distance learning students in remote rural areas
face academic, administrative and logistics, personal and natural disasters as barriers as they
study through the Centre for External Studies, University of Namibia.
Six students were interviewed and studied over a period of two months. The students were
followed to their places where interviews were held. Several written documents from students
registering their grievances with CES-UNAM were requested from the office of the Director and
were reviewed and analysed. The results thereof were recorded in thick verbatim as students
personally engaged themselves in narrating the barriers that they face each day during their study
periods. The results showed that Open and Distance Learning institutions in the world should
practise and enhance sound academic, administration and logistics management systems to help
students in remote rural areas.
CES-UNAM has a challenge to ensure that students in remote rural areas are adequately
supported. The researcher recommends that studies in the area of student support in should focus
on their transactional, interactional and social contexts in order to enhance their opportunities to
continue with their studies.<br>Educational Studies<br>D.Ed. (Distance Education)
47
Tafirenyika, Nancy. "Strategies to support sustained learning in open distance and e-learning in a South African context." Diss., 2020. http://hdl.handle.net/10500/27214.
Повний текст джерелаАнотація:
Abstracts in English, Zulu and Afrikaans<br>The worldwide growth of open distance and e-Learning cannot be denied, nor can it remain unnoticed. In the South African setting, which is the focus of this study, the increasingly high demand for higher education has also led to the development of distance education. However, the throughput rate for this mode of education has been consistently unimpressive for over a decade and this has led to high dropout rates. There is cause for concern regarding how best to assist students and improve throughput. Therefore, this research has focused on identifying strategies that can be incorporated to support sustained learning in South African ODeL. It considers issues such as the social inequalities, previous disadvantages, and ICT affordances that characterise South African ODeL students.
This research took a qualitative research approach, using a case study that was conducted as a dissertation of limited scope. The aim was to unveil the best approaches that could be incorporated in South African ODeL in order to support sustained learning. The study attempted to understand such strategies, based on students' perceptions and reflections on their experiences while studying first-level modules in distance education. The case for this research study was the University of South Africa (UNISA), where eight student participants were interviewed, using semi-structured interviews to collect data.
The findings of this study revealed that there are some readily available resources that the institution and instructors can use to promote sustained learning and improve student throughput. This research recommends frequent student surveys to discover student needs and the challenges that they experience. It also recommends improved communication with students, provision of financial aid, development of open educational resources (OERs), ensuring rapid delivery of study material, and the use of different methods of delivering learning content.
It is important to note that the findings of this dissertation are of limited scope and cannot be generalised to the issues affecting the majority of South African ODeL students – this because the study was carried out at one institution and involved just one module and eight participants. However, these findings have the potential to enlighten ODeL stakeholders as to matters affecting some of their students. The findings could also provide valuable information for future large-scale research.<br>Ukudlondlobala kohlelo kohlelo lwemfundo evulekile nokufunda kude kanye nohlelo lwe-inthanethi akunakuphikiswa, futhi angeke kwathathwa sengathi akunakiwe. Ngokwesizinda seNingizimu Afrika, esiyindikimba yalolu cwaningo, izinga elikhulayo lokufuneka kwemfundo ephakeme nakho sekuholele ekukhuleni kwemfundo yokufunda ukude.Yize-kunjalo, izinga legalelo lalolu hlelo lwemfundo kudala lubonakala lungeluhle esikhathini esingaphezu kweminyaka eyishumi kanti lokhu sekuholele ekutheni kwehle izinga labafundi abayeka ukufunda. Kunomnako mayelana nendlela nokuthi abafundi bangancedwa kangcono kangakanani ukuze bathuthukise izinga labo lokusebenza. Ngakho-ke, lolu cwaningo selugxile ekutholeni amasu lawo angasetshenziswa ukuxhasa imfundo esimelele ohlelweni lwe-ODeL lwaseNingizimu Afrika. Lokhu kufaka izindaba ezinjengokungalingani komphakathi, ukuncishwa kwamathuba esikhathini esedlule, kanye nokwazi ukukhokhela uhlelo lwe-ICT okuwuhlelo oluyinsika kubafundi bohlelo lwe-ODeL eNingizimu Afrika. Lolu cwaningo lulandele indlela yocwaningo eyencike kwizinga lengxoxo (qualitative), ngokusebenzisa ucwaningo lotho olwenziwa njengedezetheshini enobukhulu obunqunyiwe. Inhloso kwaye kuwukuveza izindlela ezingcono ebezingafakwa kwi-ODeL yaseNingizimu Afrika, ukuxhasa imfundo imfundo esimelele. Ucwaningo beluzama ukuzwisisa amasu anjalo, asuselwa phezu kwemiqondo yabafundi kanye nokubheka ulwazi lwabo kube ngakolunye uhlangothi bafunda omojuli besigaba sokuqala sohlelo lwemfundo yokufunda kude. Ucwaningo lotho lwalesi sifundo lwenziwa eNyuvesi yaseNingizimu Afrika (UNISA), lapho abafundi abayisishiyagalombili befakwa imibuzo yenhlolovo, ngokusebenzisa inhlolovo yesakhiwo sikanxambili ngenhloso yokuqoqa idatha. Ulwazi olutholwe yilolu cwaningo luye lwaveza ukuthi kunemithombo elungisiwe esesimeni esifanele engasetshenziswa yiziko kanye nabayaleli ukuthuthukisa uhlelo lokufunda olusimelele kanye nokuthuthukisa umsebenzi wabafundi. Lolu cwaningo luncoma amasaveyi enziwa njalo abafundi ukubona izidingo zabafundi kanye nezinselelo abafundi abahlangabezana nazo. Ucwaningo luphinda futhi luncoma uhlelo oluhle lokuxhumana nabafundi, ukuhlinzekwa ngosizo lwezimali, ukuthuthukiswa kwemithombo yemfundo evulekile (OER), ukuqinisekisa kohlelo olusheshayo lokuhlinzekwa. ngomatheriyeli wokufunda, kanye nokusebenzisa izindlela ezahlukene zokwethula indikimba yokufundwayo.
Kubalulekile ukukhumbula ukuthi ulwazi olufunyenwe lwedizetheshini wulwazi oluncane olubekelwe imingcele kanti lolu lwazi angeke lwafaniswa nodaba oluthinta iningi labafundi base-ODeL yaseNingizimu Afrika – lokhu kungenxa yokuthi ucwaningo lwenziwa kwiziko elilodwa futhi lwaxuba umojuli owodwa kanye nabadlalindima abayisishiyagalombili. Yize-kunjalo, lolu lwazi olutholakele lunethuba lokukhanyisela abasebenzisani njengezinto ezithinta abanye babafundi. Ulwazi olutholakele belunganikeza ulwazi olusemqoka mayelana nocwaningo olubanzi olungenziwa esikhathini esizayo.<br>Wêreldwyd het oopafstand- en e-leer groei ervaar wat nie ontken kan word of ongesiens kan bly nie. In die Suid-Afrikaanse konteks, wat die fokus van hierdie studie is, het die toenemende vraag na hoër onderwys ook tot die ontwikkeling van afstandsonderrig gelei. Die slaagsyfer vir hierdie vorm van onderrig is egter al vir langer as ʼn dekade deurlopend onindrukwekkend, en dit het tot hoë uitsaksyfers gelei. Daar is rede tot kommer rakende die beste maniere om studente by te staan en die slaagsyfer te verbeter. Die fokus van hierdie navorsing was daarom op die identifisering van strategieë wat geïnkorporeer kan word om volgehoue leer in Suid-Afrikaanse oopafstand- en e-leer te ondersteun. Die volgende kwessies is ondersoek: die sosiale ongelykhede, benadeling in die verlede, en IKT-status wat met Suid-Afrikaanse oopafstand- en e-leer-studente geassosieer word.
ʼn Kwalitatiewe navorsingsbenadering is gevolg; ʼn gevallestudie wat uitgevoer is, is in die verhandeling van beperkte omvang gebruik. Die doel was om die beste benaderings te bepaal wat in Suid-Afrikaanse oopafstand- en e-leer geïnkorporeer kan word om volgehoue leer te ondersteun. Tydens die studie is daar gepoog om sodanige strategieë te verstaan op grond van studente se persepsies en hul refleksie op hul ervarings terwyl hulle eerstejaarmodules deur afstandonderrig studeer het. Die geval wat in hierdie navorsing bestudeer is, is dié van die Universiteit van Suid-Afrika (Unisa), waar daar semi-gestruktureerde onderhoude met agt studentedeelnemers gevoer is om data in te samel.
Die bevindinge van hierdie studie het getoon dat daar geredelik beskikbare hulpbronne is wat deur die instelling en die onderriggewers ingespan kan word om volgehoue leer te bevorder en die studente se slaagsyfers te verbeter. Op grond van hierdie navorsing word aanbeveel dat opnames gereeld onder studente gemaak word om hulle behoeftes en uitdagings te bepaal. Verdere aanbevelings sluit in verbeterde kommunikasie met studente, voorsiening van finansiële steun, ontwikkeling van oop opvoedkundige hulpbronne, versekering van spoedige lewering van studiemateriaal, en die gebruik van verskillende metodes om leerinhoud te lewer.
Dit is belangrik om te besef dat die bevindinge van hierdie verhandeling beperk in omvang is en nie veralgemeen kan word om die kwessies in te sluit wat die meerderheid van Suid-Afrikaanse oopafstand- en e-leer-studente raak nie – aangesien die studie by een instelling uitgevoer is en slegs een module en agt deelnemers behels het. Hierdie bevindinge het egter die potensiaal om vir oopafstand- en e-leer-belanghebbers lig te werp op kwessies wat sommige van hul studente raak. Die bevindinge kan ook waardevolle inligting vir toekomstige grootskaalse navorsing oplewer.<br>Educational Studies<br>M. Ed. (Open Distance Learning)
48
Baloyi, Gezani Phineas. "Learner support in open and distance learning context : a case study of ABET programmes at the University of South Africa." Thesis, 2012. http://hdl.handle.net/10500/11888.
Повний текст джерелаАнотація:
The recent global growth and popularity of open and distance learning (ODL) has been attributed to its advantages, such as flexibility for students who wish to study while working. Moreover, ODL is an effective tool in extending participation to students from less privileged social groups who are unreachable due to geographic location or cannot access higher education due to diverse factors, such as financial constraints or domestic arrangements. In the light of this, this study investigated learner support in the Department of Adult Basic Education and Training (ABET) at the University of South Africa (Unisa), the largest, dedicated ODL institution in South Africa. A review of literature identified the Community of Inquiry model proposed by Garrison, Anderson and Archer (2001) as useful in this context and I used it as a conceptual framework for the empirical inquiry that I undertook.
A mixed method approach comprising two consecutive phases was employed to investigate the research questions. A self-designed questionnaire was used to gather quantitative data from a random sample of 400 students registered for the ABET Diploma module (Phase One) followed by face to face interviews with selected lecturers and students (Phase Two). The scope of the study was limited to ABET lecturers, ABET diploma students and to selected Unisa learner support systems, such as myUnisa which includes a web-based discussion forum.
The findings of the inquiry were presented and discussed under three main headings: the findings of Phase One, the findings of Phase Two and a summary in which the findings of the two phases were integrated where appropriate. The themes that emerged from the questionnaire and the interviews demonstrate clearly that learner support in the ABET Department is crucial in ensuring learner success. Interlinking themes are as follows: the context of the students, levels of computer literacy, accessibility of Unisa learner support systems, student motivation and time management. Many ABET students live in remote areas of the country and have little or no access to internet facilities. However, the majority of students agreed that they would like to interact more with other students through myUnisa in future. Lecturers and students agreed that myUnisa was a vital tool in teaching the students online; yet both students and lecturers still regarded contact discussion classes as the most important form of learner support. The findings suggested that the distance between the university and the student still has to be reduced more to ensure that student support reaches all students equitably.<br>Curriculum and Instructional Studies<br>D. Ed. (Curriculum Studies)
49
Osei-Asiamah, Joel. "An investigation of teaching and learning methods in information technology : a case study at a selected high school in Kwa-Zulu-Natal." Diss., 2019. http://hdl.handle.net/10500/26464.
Повний текст джерелаАнотація:
The Information Technology (IT) as subject taught in South African secondary schools is
considered to be a very perplexing subject. The IT as a subject has four learning outcomes
which are E-Communication (weight 10%), Social and Ethical Issues (weight 10%), Hardware
and Systems Software (weight 20%) and Programming and Software Development (weight
60%). The Programming and Software Development enjoys the highest weight as outcome
of IT and it is believed to be the main cause of the difficulty of IT. The number of Grade 9
learners willing to offer IT as a subject in Grade 10 is decreasing and the number of learners
pursuing IT until Grade 12 is declining in every school in South Africa annually. The aim of
this research is to investigate methods that enhance teaching and learning Information
Technology at a selected high school focusing on Grade12 learners. Although this work
investigated many teaching and learning methods, it has come to be known that the hybrid
system or method is the best to adopt and apply in teaching and learning of IT in high schools
especially in the relevant target high school. Thirty (30) participants were sampled. Three (3)
data collection instruments, which were questionnaires, interviews and observations were
used. Results that were obtained from the use of these data collection instruments were
recorded and analysed. Results from these instruments were compared and conclusions
drawn. A major finding was that the hybrid system that combines both teacher-centered and
learner-centered teaching approaches was able to enhance the teaching and learning of IT.<br>Science and Technology Education<br>M. Ed. (Natural Science Education)
50
Gani, Faiza. "A framework for the integration of online learning in distance education." Thesis, 2018. http://hdl.handle.net/10500/25581.
Повний текст джерелаАнотація:
Online learning through the use of information and communication technology (ICT) features in institutions of higher education globally. If integrated successfully online learning holds many benefits. Research however has highlighted that the focus of online learning is often on the technology, while pedagogical considerations are neglected. As such online learning has not yielded significant changes from a pedagogical perspective. The impetus of this study was driven by the need to find approaches of integrating pedagogically sound online learning in distance education (DE). The study employed a case study research design, and was qualitative in nature. Questionnaires, interviews and documents informed the case study. The findings of the study reveal that online learning should be purposefully planned. In light of the findings, the study presents a framework for the integration of online learning in DE. The framework is built on the concept of awareness and argues that online learning should depart from three types of awareness, i.e. lecturer, student and institutional. The framework is entrenched in theory from both DE and online learning and offers direction for stakeholders at various levels of DE higher education institutions in terms of integrating online learning.<br>Boithuti ka inthanete ka tšhomišo ya theknolotši ya tshedimošo le kgokagano (ICT) bo hlaga ka go dihlongwa tša thuto ya godingwana lefaseng ka bophara. Ge e le gore di kopantšwe ka katlego, boithuti ka inthanete bo na le mehola ye mentši. Le ge go le bjalo, dinyakišišo, di bontšhitše gore nepišo ya boithuti ka inthanete gantši e ka go theknolotši, mola ditlhoko tša mokgwathuto di hlokomologilwe. Ka fao, boithuti ka inthanete ga se bo tšweletše diphetogo tša go bonagala go tšwa go kgopolo ya mokgwathuto. Tlhohleletšo ya dinyakišišo tše e laolwa ke nyakego ya go hwetša mekgwa ye e kopantšwego ye e kwagalago ya thuto ya boithuti ka inthanete le boithutikgole (DE). Dinyakišišo di šomišitše tlhamo ya dinyakišišo ya tshekatsheko ya maemo, gomme ka tlhago e be e le tša boleng. Mananeopotšišo, dipoledišano le dingwalwa di tsebagaditše tshekatsheko ya maemo . Diphihlelelo tša dinyakišišo di utolla gore boithuti ka inthanete bo swanetše go beakanywa ka maikemišetšo. Go ya ka diphihlelelo, tlhako e hlagišwa ke kopanyo ya boithuti ka inthanete ka go DE. Tlhako ye e theilwe godimo ga kgopolo ya temošo le go hlagiša gore boithuti ka inthanete bo swanetše go tšwa go mehuta ye meraro ya temošo, k.g.r. mofahloši, baithuti le dihlongwa. Tlhako ye e hlalošwa ka botlalo ka go teori go tšwa go DE le boithuti ka bobedi ka inthanete gomme e fa taetšo go baamegi maemong a go fapafapana a dihlongwa tša thuto ya godingwana ya kgole go ya ka boithuti ka inthanete.<br>Ukufunda ngokuxhumana ngekhompuyutha ngokusebenzisa ubuchwepheshe bolwazi nokuxhumana (i-ICT) kuyinto ekhona ezikhungweni zemfundo ephakeme emhlabeni wonke. Uma kudidiyelwe ngempumelelo, ukufunda ngokuxhumana ngekhompuyutha kunemihlomulo eminingi. Kodwa-ke, ucwaningo luqhakambise ukuthi ukugxila ekufundeni ngokuxhumana ngekhompuyutha kuvame ukuba mayelana nobuchwepheshe, bese kuthi okuphathelene nezindlela zokufundisa kunganakwa. Kanjalo, ukufunda ngokuxhumana ngekhompuyutha akuzanga noshintsho oluningi maqondana nezindlela zokufundisa. Isisusa salolu cwaningo kwaba ngukukhuthazwa yisidingo sokuthola izindlela zokudidiyela izindlela zokufundisa ngokuxhumana ngekhompuyutha ezisebenzayo kwezemfundo yamabanga (i-DE). Lolu cwaningo lusebenzise uhlobo lokucwaninga olubheka izindawo ezithile okugxilwa kuzo kanti luwuhlobo olubheka imininingwane yezinto ezikhona ezingamaqiniso. Amaphephamibuzo, izingxoxiswano kanye nemiqulu yikona okwaholela ocwaningweni olugxila ezindaweni ezithile. Okwatholakala kulolu cwaningo kwaveza ukuthi ukufunda ngokuxhumana ngekhompuyutha kumele kuhlelwe ngendlela. Ngenxa yokutholakele, uhlaka luhlinzekelwa ukuba kudidiyelwe ukufunda ngokuxhumana ngekhompuyutha kwezemfundo yamabanga. Uhlaka lwakhiwe ngomqondo wokuqwashisa futhi lubeka phambili ukuthi ukufunda ngokuxhumana kwekhompuyutha kufanele kusukele ezinhlobeni ezintathu zokuqwashisa, kuthisha wasenyuvesi, kumfundi nakwisikhungo. Uhlaka lugxile emqondweni wezinzululwazi wakona kokubili imfundo yamabanga nokufunda ngokuxhumana ngekhompuyutha futhi luhlinzeka umhlahlandlela kwabathintekayo emazingeni ahlukahlukene ezikhungo zemfundo ephakeme yamabanga maqondana nokudidiyela ukufunda ngokuxhumana ngekhompuyutha.<br>Educational Studies<br>Ph. D. (Education)