In this thesis, the aim was to attain a deeper understanding according to the students meaning of learning related to their own responsibility and independence within a framework of an educa¬tional programme. An empirical study with an ethnographic approach was carried out during one term of a nursing programme that uses the PBL-approach. Based on observations, conversations, inter¬views and documents, three narratives were formulated. One describes the phases students experience in the planned curricula. Periods characterised of chaos, uncertainty and a heavy workload, alternate with periods of ‘cosmos’, optimism, curiosity and satisfaction. The second narrative is about students' learning objectives while realising that they have to make choices and decisions on their own to succeed. A dialectic driving force emerging from frustration and stimulation, chaos and cosmos, results in questions about what to learn and how to act. The third narrative describes how students handle these questions. The narratives reveal two dimensions. One concerns how the students form attitudes about the relevance of learning objectives and how they go about learning a knowledge base necessary for their future profession. The other dimension takes as its starting point the fact that students try to manage their learning situation taking into consideration the framework of the educa¬tional programme. These dimensions were further analysed using theoretical references. The first dimension was analysed from the perspective of teacher/learner control and a didactic analysis of the meaning of an educational setting. The second dimension was analysed on the basis of phenomenographic learning theory. As regards responsibility and independence there seems to be a point in abandoning the concept of self-directed learning. Instead of emphasising self, the interaction between people, the individual and the educational framework and the interaction with content, are found to be fundamental. This interaction includes communication, dialogue and active participation in all the parts of a learning situation. Based on the results of this study, I claim that the driving force in student-centred learning is the dialectic relation between frustration and stimulation, chaos and cosmos. This stimulates the students to engage in the teachers' traditional didactic ques¬tions concerning an educational programme: what are we going to study, how and why, and what are the objectives? The students' conduct as regards independence, vis à vis dependence, are related to a dialectic relationship between the prerequisites provided by the educational frame¬work and the students' interpretation and ability to use them. Expressions of responsibility and independence emerge as choices and decisions concerning the didactic questions, initiative, activity, search for opportunities to reflect and co-operate and self-confidence. The opposite, dependence, is characterised by strategies for “survival”. The students plan their learning situa¬tion so that the examinations and assignments can be successfully tackled, and the learning situation takes on features of a surface approach. I believe that further insights into learning in student-centred education can be found in the two dialectic relationships described above.

The purpose of this study was to investigate the impact of popular culture, especially prime-time television, on women learner-viewers’ identity development. More specifically, this study explores one specific television show, the 1962-64 Cathy Gale episodes of The Avengers as a portal to adult learning. It further explores the ways in which television, as a form of public pedagogy, can help facilitate the formation of a critical or feminist identity among adult learner viewers. The research questions guiding this study were: 1) How and what did women learn from watching The Avengers? 2) How did women incorporate that learning into their lives and into their identities? and 3) How did women interpret and accommodate the feminist example of Cathy Gale? Data for this study was collected over a two-and-a-half year period. Data consisted of interviews with contemporaneous viewers of the Cathy Gale Avengers episodes, interviews with scriptwriters and the actor who played Cathy Gale, Honor Blackman, numerous documents from statistics obtained at the British Film Institute, fanzines, and newspaper articles of the period. Analysis revealed that in particular historical times and situations television viewing can become a form of public pedagogy, facilitating transformational learning in adult viewers that produces lasting, life-changing effects. The investigation revealed that not only did biologically-born women incorporate Cathy Gale’s feminist example into their identities and actions, but biologically born males whose core gender identity was female did also. This dissertation is written in article format. Each of the six sections has been designed as stand-alone pieces to aid accessibility and enhance readers’ engagement with the study.

The e-learning system is one of many educational methods that allow flexible learner-centered education. It is also an information system based on the Internet. Hence, the increasing use of the e-learning has provided an inter-disciplinary research opportunity to information systems and educational engineering fields. But the benefits of an e-learning are subjected to the organization¡¦s learning environments, readiness and the acceptance of self-directed users. In other words, self-directed learning (SDL) is a prerequisite to e-learning success. It is important to evaluate the readiness of self-directed users and their acceptance of e-learning system. This paper focuses on examining the applicability of both the technology acceptance model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) in explaining adult self-directed users¡¦ acceptance of e-learning system in a blended learning context. The combination of user groups (adult learners), the technology (e-learning system), and the context (blended learning in a higher education institution) is new to IT acceptance researches. The purpose of this research is to shed light on more effective ways to motivate part-time adult learners to use e-learning system in a higher education institution. This study extends both the TAM and UTAUT models with self-directed learning (SDL) concepts. A questionnaire was developed based on previous works in the areas of technology acceptance and SDL. Based on responses from 433 adult blended learners, both SDL-based TAM and UTAUT models were evaluated in terms of overall fit, explanatory power, and their causal links. Overall, findings suggest that TAM may be more appropriate than UTAUT for examining high SDLRS score user group¡¦s e-learning acceptance behaviour; UTAUT may provide e-learning designers and management teams some crucial suggestions to enhance low SDLRS score users¡¦ system utilization. This study also asserts that the successful transition to an e-learning environment requires that the self-directed learners be actively encouraged and supported by their organizations. Results of this study provide reliable and valid SDL-based TAM and UTAUT instruments for organizations to determine whether their learners had the necessary skills for SDL-based blended learning before investing huge budget and time in a large-scale e-learning project. As more organizations experiment with e-learning systems, the SDL-based TAM and UTAUT models could be used to (a) assess the degree of users¡¦ self-directed readiness before e-learning implementation; and (b) evaluate the factors affecting users¡¦ acceptance of new e-learning system and provide useful remedies for improving system utilization rate after e-learning implementation.

The purpose of this qualitative multiple case study was to examine HR executives' perspectives on employability enhancement for employees and how it is operationalized in their workplace. The exploratory questions that guided the study were, What are the perspectives of HR executives regarding employability enhancement for employees, and In what ways and under what conditions is organizational support of employability enhancement demonstrated through workplace learning initiatives? The conceptual framework for this study is based on Clarke and Patrickson's (2008) list of assumptions concerning employability as the premise for the new employment contract. Data collected consisted of background questionnaires, semi-structured interviews, organizational documents, and researcher reflective journal notes. Cross case analysis yielded four major themes of "Shared Responsibility," "The Power of Learning Attitude," "Assessment for Growth," and "Resource Availability." These four themes include discussions of the roles and responsibilities for employability, desired employee learning attitudes, recommended assessment activities, and conditions affecting development opportunities provided by organizations. Implications for organizations, their employees, and HRD professionals are described. This study contributes empirical research on today's employment contract based on an employability model from the organization's perspective. It also adds to the body of literature on employability rarely focused on, employability enhancement for employees.

The aim of the thesis was to explore the magnitude of inequity in accessibility to initial formal education, continuing adult education, and work-related informal learning for the workplace. The two main issues that the thesis attempted to determine is whether social background characteristics that affect initial educational attainment continue to influence participation in adult education and work-related informal learning. More specifically, this research focused on three main questions: First, to what extent does parents’ social background influence educational attainment levels for Canadians from different generations? Second, to what extent does parents’ social background influencing participation in adult education for their offspring beyond the effects of an individual’s own social background? And, third, to what extent does parents' social background have on their offspring’s participation in informal learning for the workplace beyond the effects of an individual's own social class background? A secondary data quantitative analysis was carried out on the data collected in the 2004 Work and Lifelong Learning (WALL) survey. Both crosstab analysis and structural equation analysis were used to obtain an overview of inequities in participation in formal education and informal learning and to test the applicability of Bourdieu’s social reproduction theory. Overall, the findings of this thesis indicate that social reproduction occurs not only through the formal education system, but also through the adult education system. More specifically, parents’ education continues to be a good predictor of the level of education attained by offspring. Moreover, one’s level of education continued to be a predictor of participation in adult education. Social reproduction was not present for work-related informal learning. In fact, those from low incomes were more likely to engage in informal learning than those from high incomes. These findings indicate that despite level of cultural and economic capital, the majority of Canadians engage in a learning activity. It is apparent that structures that are present in our formal education system continue to advantage students with high cultural and economic capital; however, work-related informal learning is accessible to all.

The use of Learning Management Systems (LMSs) in higher education institutions is not a new tendency. Although this is an innovative way of implementing e-learning in the educational process, there are a few problems concerning these systems. Educators tend to apply traditional classroom ideas and pedagogy in computer-supported e-learning environments, assuming that because these environments allow the interaction that we see in the classroom, traditional pedagogy can be used. Although most of the pedagogical principles that apply to the traditional classroom-delivery method also apply to e-learning, the e-environment supports such interactions in a different manner. Traditional pedagogical principles should be adapted to accommodate the e-learning environment and should form the very basis for inclusion of features in LMSs. These principles should be integrated into the LMS where every feature included is accompanied by explicit guidelines on how to use the feature in such a way that it will effect pedagogically sound instruction. The aim of this study is to determine how an LMS could be used in order to enhance self-directed learning. In order to reach this aim a brief history of SDL was given and a number of SDL models were discussed. These models were analyzed in order to compile a list of guidelines to foster SDL. The first set of guidelines didn’t focus on any specific learning environment and it was necessary to refine these guidelines for an online environment. To be able to refine the guidelines for an online environment, LMSs in general were discussed and a few models for SDL in an online environment were reviewed. The SDL guidelines were further refined for implementation in eFundiTM. eFundiTM is the LMS used at the North-West University, Potchefstroom campus, South Africa. The nature of the AGLE 121 module (a literacy module for all first year students) and the specific functionalities of eFundiTM were discussed and taken in consideration when the final set of guidelines was compiled. The researcher did an empirical study to gather valid and reliable data. A mixed methods inquiry approach was used to obtain reliable evidence. The population consisted of all the students that were enrolled for the AGLE modules over 2 years. These students were divided into 2 groups, the AGLE 121 in 2010 (237 students) and the AGLE 121 (287 students) in 2011. The questionnaire that was used for the quantitative research in this study was based on the Fisher, King and Taque (2001) SDL readiness scale for nursing education. Semi-structured interviews were conducted with seven participants from each group in order get a better understanding of the data collected from the quantitative research, and to elaborate further on the students’ development of SDL. Findings indicated that the students from the second year of the study did not necessarily improve their SDL-skills. Most of the results from the quantitative data showed small practical significant differences. However, the qualitative data indicated that the SDL skills of the students improved in two of the three factors after they used the newly developed eFundiTM site, in the second year of the study and therefore the researcher is of opinion that the intervention had a positive impact on the students’ SDL skills. / Thesis (MEd (Computer Science Education))--North-West University, Potchefstroom Campus, 2012

The use of Learning Management Systems (LMSs) in higher education institutions is not a new tendency. Although this is an innovative way of implementing e-learning in the educational process, there are a few problems concerning these systems. Educators tend to apply traditional classroom ideas and pedagogy in computer-supported e-learning environments, assuming that because these environments allow the interaction that we see in the classroom, traditional pedagogy can be used. Although most of the pedagogical principles that apply to the traditional classroom-delivery method also apply to e-learning, the e-environment supports such interactions in a different manner. Traditional pedagogical principles should be adapted to accommodate the e-learning environment and should form the very basis for inclusion of features in LMSs. These principles should be integrated into the LMS where every feature included is accompanied by explicit guidelines on how to use the feature in such a way that it will effect pedagogically sound instruction. The aim of this study is to determine how an LMS could be used in order to enhance self-directed learning. In order to reach this aim a brief history of SDL was given and a number of SDL models were discussed. These models were analyzed in order to compile a list of guidelines to foster SDL. The first set of guidelines didn’t focus on any specific learning environment and it was necessary to refine these guidelines for an online environment. To be able to refine the guidelines for an online environment, LMSs in general were discussed and a few models for SDL in an online environment were reviewed. The SDL guidelines were further refined for implementation in eFundiTM. eFundiTM is the LMS used at the North-West University, Potchefstroom campus, South Africa. The nature of the AGLE 121 module (a literacy module for all first year students) and the specific functionalities of eFundiTM were discussed and taken in consideration when the final set of guidelines was compiled. The researcher did an empirical study to gather valid and reliable data. A mixed methods inquiry approach was used to obtain reliable evidence. The population consisted of all the students that were enrolled for the AGLE modules over 2 years. These students were divided into 2 groups, the AGLE 121 in 2010 (237 students) and the AGLE 121 (287 students) in 2011. The questionnaire that was used for the quantitative research in this study was based on the Fisher, King and Taque (2001) SDL readiness scale for nursing education. Semi-structured interviews were conducted with seven participants from each group in order get a better understanding of the data collected from the quantitative research, and to elaborate further on the students’ development of SDL. Findings indicated that the students from the second year of the study did not necessarily improve their SDL-skills. Most of the results from the quantitative data showed small practical significant differences. However, the qualitative data indicated that the SDL skills of the students improved in two of the three factors after they used the newly developed eFundiTM site, in the second year of the study and therefore the researcher is of opinion that the intervention had a positive impact on the students’ SDL skills. / Thesis (MEd (Computer Science Education))--North-West University, Potchefstroom Campus, 2012

This thesis is an autoethnography of an elementary art teacher who has transitioned from a traditional, teacher-led curriculum to a choice-based model where more freedom and responsibilities are given to the students. It is an account of the challenges and obstacles faced during the implementation of a choice-based curriculum and offers possible solutions, teaching strategies, and tips utilized to navigate the transition.

The aim of the thesis was to explore the magnitude of inequity in accessibility to initial formal education, continuing adult education, and work-related informal learning for the workplace. The two main issues that the thesis attempted to determine is whether social background characteristics that affect initial educational attainment continue to influence participation in adult education and work-related informal learning. More specifically, this research focused on three main questions: First, to what extent does parents’ social background influence educational attainment levels for Canadians from different generations? Second, to what extent does parents’ social background influencing participation in adult education for their offspring beyond the effects of an individual’s own social background? And, third, to what extent does parents' social background have on their offspring’s participation in informal learning for the workplace beyond the effects of an individual's own social class background? A secondary data quantitative analysis was carried out on the data collected in the 2004 Work and Lifelong Learning (WALL) survey. Both crosstab analysis and structural equation analysis were used to obtain an overview of inequities in participation in formal education and informal learning and to test the applicability of Bourdieu’s social reproduction theory. Overall, the findings of this thesis indicate that social reproduction occurs not only through the formal education system, but also through the adult education system. More specifically, parents’ education continues to be a good predictor of the level of education attained by offspring. Moreover, one’s level of education continued to be a predictor of participation in adult education. Social reproduction was not present for work-related informal learning. In fact, those from low incomes were more likely to engage in informal learning than those from high incomes. These findings indicate that despite level of cultural and economic capital, the majority of Canadians engage in a learning activity. It is apparent that structures that are present in our formal education system continue to advantage students with high cultural and economic capital; however, work-related informal learning is accessible to all.

This study investigated a number of important research questions that were prompted by the existing literature relating to the concept of responsibility for learning. Such literature has highlighted the importance of promoting personal responsibility for learning to not only students as individuals but also to the direction of education and pedagogy in general. The literature has also shown a broad concern over students’ apparent lack of responsibility as well as a lack of consensus over the precise meaning of this concept. The present study addresses gaps in the literature by exploring the following specific issues: firstly, What are students’ understandings of the concept of responsibility for learning?; secondly, How have students reported their own learning related attitudes and behaviours?; and thirdly, What are the associations between students’ understandings and their self-reports? It was also intended that data collected for the first two research questions would enable the investigation of year level and gender differences. With a methodology based on a written survey design, this study collected data from a sample of some 286 students from Australian schools in both the Primary and Secondary sectors (comprising Years 5, 7, 9 and 11). The process of data collection involved participants completing one open-ended question and two newly developed Likert-type response questionnaires that incorporated 40 individual descriptive items that were associated with six distinct subscales (i.e., Orientation Towards Schools and Learning; Active Participation in Learning Activities; Autonomy and Personal Control of Learning; Initiative; Management of Learning Resources; and Cooperation and Control of Classroom Behaviour). One scale (the SURLQ), along with the open-ended question, measured students’ understandings of Responsibility For Learning and the other scale (the SRLABQ) measured students’ perceptions of their own learning related attitudes and behaviours. The data pertaining to the first research question was analysed in two distinct ways. Firstly, students’ responses to the open-ended question were analysed qualitatively by sorting and tallying their original responses according to a determination of the themes and descriptors offered. Secondly, the responses to the SURLQ were analysed quantitatively by calculating the mean and standard deviation scores for all 40 descriptive items and hence the six subscales. Similar quantitative statistical analysis procedures were applied to the data pertaining to students’ self-reported learning attitudes and behaviours (i.e., the SRLABQ). Reliability coefficients for the SURLQ and the SRLABQ were also calculated. Descriptive data for the subscales of these two measures were cross-tabulated by year level and gender to determine whether statistically significant differences were evident. Cohen’s Effect Size calculations were applied to such differences. Statistically significant interactions between these independent variables were determined by Multivariate analysis of variance techniques. The third research question was investigated by applying correlation analysis to the mean scores of corresponding subscales and by calculating the differences between the same sets of mean scores. With respect to the first research question, it was found that according to both sets of data, students’ understandings of responsibility for learning generally supported a primarily behavioural perspective that emphasised a high degree of application to learning and relating sociably with others in the classroom. Although the SURLQ data also showed a greater acknowledgement of attitudinal components, it was noted that according to data from the two questionnaires, students did not readily associate responsible learners with being autonomous and having personal control of learning (as does the literature). With respect to the second research question, it was found that students reported themselves to be reasonably responsible learners as evidenced by the moderately high scores collected in all of the six responsibility for learning subscales. This finding led to the conclusion that the concerns expressed in the literature over students’ lack of responsibility in the classroom are not perceived by the students themselves. As the data pertaining to the third research question showed a reasonable correlation between students’ understandings of responsibility for learning and their self-reported learning attitudes and behaviours, it was concluded that students were likely to view themselves as responsible learners in a way that reflects their understandings of the concept. It was concluded that this research has important implications for all stakeholders in education. Although this study makes a major contribution to defining and describing responsibility for learning, it is evident that a lack of consensus in understanding between key stakeholders groups (i.e., researchers, educators and students) still exists. The divergence of outlook between students and various elements of the literature reinforces the need for further research to be conducted to determine the relative acceptance of behavioural compliance (and/or prudence) in the classroom versus personal control and accountability with respect to learning. It is also argued that such work would be integral to educators having a clear and unambiguous understanding of responsibility for learning so that the enhancement of this quality in students may take place in classrooms of the future.