Global ETD Search

191	E-portfolio as an alternative assessment approach enhancing self-directed learning in an Open Distance Learning environment Nkalane, Patience Kelebogile 11 1900 (has links) Assessment is an integral part of teaching and learning in higher education. The use of technology in higher education, particularly in the ODL environment, has brought some changes on how we teach and assess students. The traditional assessment practices needed to be reviewed and reconfigured to meet the requirements of the 21st century assessment practices. The purpose of this doctoral study was to design a framework to guide the assessment of an E-portfolio as an alternative assessment approach in an ODL context. The integrated theoretical framework of the learning theories (behaviourism, cognitive and constructivist) and the ODL theories (connectivist, online collaborative and self-directed) underpinned the study. This integrated framework explored lecturer and student experiences in the use of Eportfolio, as an alternative assessment to enhance self-directed learning. In striving to get in-depth insight into this study, the pragmatism paradigm, which calls for the mixed methods research design, was employed for the collection and analysis of data. The sample was drawn from a cohort of six participants and fifty-six respondents in the three colleges of the university. This sequential exploratory mixed methods design employed semi-structured interviews, document analysis for qualitative data collection while a Likert scale of an online questionnaire was used to collect quantitative data. The findings of this research indicated that the E-portfolio can be of greater use as an alternative assessment approach and was able to empower students with higher order thinking skills, critical thinking skills and self-directed learning equipping them with the 21st century skills. Several challenges were experienced during the implementation of the E-portfolio, which included lack of digital literacies and technical assistance, nonsynchronisation of the learning management system for hosting E-portfolio (myUnisa), UNISA’s policies which do not include E-portfolio assessment processes and procedures. In conclusion, the literature study, the findings of the empirical research and the recommendation of this study formed the basis for designing the framework to guide the assessment of an E-portfolio as an alternative assessment strategy for an ODL context. / Curriculum and Instructional Studies / Ph. D. (Curriculum Studies) Alternative assessment E-portfolio Self-directed learning E-learning and online assessment 378.173446780968 University of South Africa -- Students Internet in education -- South Africa Students -- Rating of -- South Africa Self-managed learning -- South Africa
192	Ausgewählte Konzepte des selbstbestimmten Lernens.: Schlussfolgerungen für den Förderschwerpunkt Lernen. Günther, Susann 25 June 2013 (has links) Die Idee der Selbstbestimmung ist ein Konzept, welchem im historischen sowie aktuellen pädagogischen Diskurs eine hohe Bedeutung zugemessen wird. Ausgehend von der Epoche der Aufklärung wird der Mensch als vernunftbegabtes Wesen mit der Fähigkeit zum selbstbestimmten Handeln verstanden. Gleichzeitig hat sich, mit Beginn der Pädagogik als Wissenschaft, aus dem theoretisch und praktisch scheinbar nicht zu lösenden, Widerspruch zwischen subjektiver Autonomie und intentionaler Heteronomie ein Problem aufgetan, dessen Lösungsversuche den erziehungswissenschaftlichen Diskurs bis heute prägen. Wird dem Kind die Fähigkeit und das Recht auf selbstbestimmtes Handeln ausdrücklich anerkannt, ist jede pädagogische Intervention als fremdbestimmt abzulehnen. Dies würde im schlimmsten Fall bedeuten, dass die Erziehung sich selbst abschafft. Wenn man Autonomie allerdings als Kompetenz versteht, die am Ziel eines Entwicklungsprozesses steht, stellt sich die Frage ob ein Mensch ohne Erziehung überhaupt in diesen Zustand gelangen kann. Vor dem Hintergrund des Selbstbestimmungsdiskurses, des pädagogischen Paradox, der Bindungstheorie und lernpsychologischer Ansätze, wird in der Arbeit der Frage nachgegangen, ob und inwiefern Schüler, denen aktuell keine oder nur wenige Teilkompetenzen für selbstbestimmtes Lernen zugeschrieben werden, selbstbestimmt lernen können.:1 Einleitung I Der Selbstbestimmungsgedanke 2 Etymologische Einordnung 3 Autonomie aus philosophischer Sicht 3.1 Autonomie als Selbstgesetzgebung in der Moralethik Kants 3.2 Autonomie als moralisches Ziel 3.3 Das Recht auf selbstbestimmtes Handeln 4 Die Pädagogik der Selbstbestimmung im Diskurs 4.1 Das pädagogische Paradox 4.2 Von Selbstbestimmung als Erziehungsziel zur Selbstbestimmung als Erziehungsnotwendigkeit 4.2.1 Das klassisch kantische Modell der Erziehung 4.2.2 Der Umbruch 4.2.3 Das Kind als Akteur seiner eigenen Entwicklung 4.3 Schlussfolgerungen und Kritik an einem perfektiblen Menschenbild 5 Selbstbestimmung vs. Angewiesensein? 5.1 Die Bindungstheorie 5.2 Die Komplementarität von Autonomie und Angewiesensein 5.3 Bindung und kognitive Entwicklung II Selbstbestimmtes Lernen 6 Begriffsklärung 6.1 Selbstbestimmtes Lernen 6.2 Selbstgesteuertes Lernen 7 Voraussetzungen selbstbestimmten Lernens aus lernpsychologischer Sicht 7.1 Selbstgesteuertes Lernen bei Neber 7.2 Selbstbestimmungstheorie der Motivation von Deci & Ryan 7.3 Boekaerts‘ drei Schichten der Selbstregulation 7.4 Das INVO-Modell von Hasselhorn & Gold 7.4.1 Kognitive Voraussetzungen 7.4.2 Motivational-volitionale Voraussetzungen 8 Zusammenführung 9 Grenzen des Kognitivismus‘ III Selbstbestimmung und Förderschwerpunkt Lernen 10 Voraussetzungen selbstbestimmten Lernens im Kontext von Beeinträchtigungen im Lernen 11 Andere Sichtweisen auf das Phänomen Lernbeeinträchtigung 12 Fazit: Inklusion IV Ableitende Kerngedanken zum selbstbestimmten Lernen 13 Selbstbestimmung als Kompetenz 14 Rahmenbedingungen selbstbestimmten Lernens 14.1 Unterricht 14.2 Lernumwelt 14.3 Lehrerverhalten 15 Schlussbetrachtung Literaturverzeichnis Darstellungsverzeichnis info:eu-repo/classification/ddc/370 ddc:370
193	Challenges faced by staff members in information and communication training at a public university in the Eastern Cape Ceza, Nomnqophiso Prudencia 07 1900 (has links) The introduction of e-learning in teaching and learning has necessitated the training of staff members in Information and Communication Technology (ICT). This study focuses on the challenges that staff members, who are the facilitators of learning, experience when undergoing training in ICT. The research design employed a qualitative methodology which involved focus groups from a public university. Data was collected from the participants through semi-structured interviews. The findings indicate that the challenges that staff members experienced during ICT training are related to a lack of computer competence, lack of time, an information overload, the non-involvement of staff in the planning of their training, facilitation limitations, lack of technical support and institutional challenges that involve infrastructure. The study further revealed that the principles of adult learning play a reciprocal role in the staff’s professional developmental challenges. In view of these findings, this study offers recommendations for improving the ICT training of staff members. / Educational Studies / M. Ed. (Adult Education) E-learning Adult learners Facilitators of learning Staff members Self-directed learning Technophobia Constructivism E-learning Specialists and professional development 004.07155
194	Contribution à une étude de la place de la médiation pédagogique humaine dans un contexte d'autoformation: Penser les motifs d'engagement et leurs implications psychopédagogiques :"Approche du rapport à l'égard de l'autoformation par l'analyse des représentations et des attitudes des apprenants" / Contribution to a study of the human teaching mediation's place in a context of self-learning: The reasons for engagement and their psychopedagogical implications :"Approach of the perception with regard to self-training by the analysis of the representations and the attitudes of self-directed learners" Jamaoui, Samare 02 September 2008 (has links) Cette recherche aborde la problématique de la relation à la formation dans un processus d’autoformation en ligne. Elle pose la question du rapport au pouvoir dans ce type de situation d’apprentissage. La médiation pédagogique humaine et la médiatisation technologique y sont au centre des préoccupations. Il s’agit d’aborder, au travers de la conception même des instruments d’investigation, les concepts: de contrôle, d’autodirection, d’autonomie, d’efficacité, de compétence, d’autodétermination en relation avec la notion de motif d’engagement. Les dispositions et les prédispositions liées à l'autoformation sont également observées. On se propose de comprendre les orientations motivationnelles et les motifs qui éclairent l’engagement au regard de la perception de soi dans un contexte d’autoformation. Nos réflexions portent également sur le concept d'alterdidaxie par opposition aux démarches autodidactes dans un contexte d'autoformation./<p><p>This research approaches the problems in relation to training in the process of e-learning. It raises the question of the self-directed learning’s power in this type of training situation. The human teaching mediation and the technological mediatization are both in the center of the concerns. This research is an approach, through the design even of instruments of investigation, to the concepts :control, autodirection, autonomy, effectiveness, competence, self-determination in relation with the engagement. Competences and readiness scales related to the adults’ self-training are also observed. One proposes to observe motivational directions and the engagement’s reasons in relation with the perception of oneself as self-directed learners in a context of self-training. Our reflections also relate to the concept of Alterdidacticism in opposition to the self-educated steps, to the Autodidacticism in a context of adults’ self-training.<p><p> / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished Psychologie Self-culture Self-help techniques Motivation in education Internet in education Educational psychology Culture personnelle Autodéveloppement Motivation en éducation Internet en éducation Psychopédagogie Self-Taught Learning Self-Learning Readiness Scales Self-Training Autodidacticism E-learning Perception de Soi Self-Directed Competences Self-Guided Learning Self-Learning Habits Alterdidacticism Motifs d’Engagement Self-Learning Skills Adult Education Alter-Taught Learning Formation en ligne Autoformation Assistée et Hybride Autodidaxie Profil et Tableau Motivationnel Autoformation en Informatique Orientations Motivationnelles Self-directed Learning Alterdidaxie
195	Challenges faced by staff members in information and communication training at a public university in the Eastern Cape Ceza, Nomnqophiso Prudencia 07 1900 (has links) The introduction of e-learning in teaching and learning has necessitated the training of staff members in Information and Communication Technology (ICT). This study focuses on the challenges that staff members, who are the facilitators of learning, experience when undergoing training in ICT. The research design employed a qualitative methodology which involved focus groups from a public university. Data was collected from the participants through semi-structured interviews. The findings indicate that the challenges that staff members experienced during ICT training are related to a lack of computer competence, lack of time, an information overload, the non-involvement of staff in the planning of their training, facilitation limitations, lack of technical support and institutional challenges that involve infrastructure. The study further revealed that the principles of adult learning play a reciprocal role in the staff’s professional developmental challenges. In view of these findings, this study offers recommendations for improving the ICT training of staff members. / Educational Studies / M. Ed. (Adult Education) E-learning Adult learners Facilitators of learning Staff members Self-directed learning Technophobia Constructivism E-learning Specialists and professional development 004.07155
196	Learning, Improvisation, and Identity Expansion in Innovative Organizations Keidan, Joshua January 2020 (has links) No description available. Adult Education Behavioral Sciences Business Administration Business Education Design Education Education Philosophy Education Policy Educational Leadership Educational Sociology Educational Theory Entrepreneurship Higher Education Inservice Training Instructional Design Management Multicultural Education Vocational Education Theater Studies Teaching Teacher Education Systems Design Social Structure Sociology Social Psychology Secondary Education Psychology Organization Theory learning improvisation identity change identity expansion innovation innovative organizations learning organizations well-being Vygotsky infinite games joy fear ownership self-directed learning student-centered learning business
197	Managing teaching and learning in multi-graded classrooms in Thabo Mofutsanyana Education District, Free State Msimanga, Mothofela Richard 11 1900 (has links) Managing teaching and learning in multi-graded classrooms in Thabo Mofutsanyana Education District, Free State is a study undertaken to determine how teachers manage teaching and learning in multi-grade classrooms. A qualitative research design has been used. Literature review explored the origins of multi-grade teaching, its advantages and disadvantages, teaching and learning in multi-grade classrooms, the use of resources, difficulties faced by teachers teaching in multi-grade classrooms and overcoming these difficulties. Data revealed that teachers struggle to manage teaching and learning in multi-grade classrooms because they use curriculum policy documents which are meant for mono-grade classrooms. Teachers are overloaded with work. Peer tutoring, self-directed learning and cooperative learning help teachers to manage teaching and learning. Based on the findings, recommendations were made to the teachers, PED and DBE. The findings and recommendations will help the teachers in managing teaching and learning in multi-grade classrooms. / Curriculum and Instructional Studies / M. Ed. (Didactics) Classroom management Classroom organisation Cooperative learning Farm schools Learning styles Mono-grade classroom Multi-age Multi-grade classrooms Multi-grade teaching Multi-year curriculum spans Peer tutoring Quasi mono-grade Resources Self-directed learning 371.25
198	Experiences of physics teachers when implementing problem-based learning : a case study at Entsikeni cluster in the Harry Gwala District Kwazulu-Natal, South Africa Osman, Ali 12 1900 (has links) Problem-based learning (PBL) is an active teaching strategy that could be implemented in the South African educational system to assist in developing problem-solving skills, critical thinking skills, collaborative skills, self-directed learning and intrinsic motivation in students. Even though it is not easy to drift from a teacher-centred strategy to a student-centred strategy, but this drift is supposed to be a paradigm drift for the nation. ‘Physics is difficult’ has been the anthem of students in South African high schools. This has led to lower pass rates in physics and as a result low physics career person in society. Physics students in high schools need to be exposed to the PBL strategy since the PBL strategy focuses on real-life problems to develop problem-solving skills, critical thinking skills and self-directed learning in students which are the skills needed for concept formation in Physical Science. Basically, the education of Physical Science students focused on the ability to acquire skills to solve real-life problems. This study focuses on exploring the experiences of high school physics teachers at Entsikeni cluster, South African, when implementing problem-based learning (PBL) in their physics classrooms. The study uses the mixed-method approach where three different research instruments were used to collect quantitative and qualitative data sequentially. Questionnaires, RTOP and interview protocol were employed. The findings of the study indicate that teachers project positive attitudes toward the PBL strategy but may probably not continue to use it because it requires more time than that which is allocated in the Curriculum Assessment and Policy Statement (CAPS) Physical Science document and as a result may not be able to finish their ATP on time. Teachers are teaching physics with no specialization in physics, which probably could lead to poor, pass rates in Physical Science. Teachers were inexperienced in teaching physics in the FET and could probably affect students’ academic performance. It is recommended they apply the PBL strategy to correct the negative effect of their inexperience on students’ performance. It is evident that if inexperienced trained teachers apply an instructional strategy based on research, they tend to develop students' performance as compared to applying the traditional instructional strategy. / Science and Technology Education / M. Sc. (Physics Education) Problem-based learning Inquiry-based learning Teacher-centered strategy Learner-centered strategy Physical Science Physics education Problem-solving skills Collaboration Critical thinking skills Self-directed learning Intrinsic motivation Outcome-based education 530.071268467
199	Managing teaching and learning in multi-graded classrooms in Thabo Mofutsanyana Education District, Free State Msimanga, Mothofela R. 11 1900 (has links) Managing teaching and learning in multi-graded classrooms in Thabo Mofutsanyana Education District, Free State is a study undertaken to determine how teachers manage teaching and learning in multi-grade classrooms. A qualitative research design has been used. Literature review explored the origins of multi-grade teaching, its advantages and disadvantages, teaching and learning in multi-grade classrooms, the use of resources, difficulties faced by teachers teaching in multi-grade classrooms and overcoming these difficulties. Data revealed that teachers struggle to manage teaching and learning in multi-grade classrooms because they use curriculum policy documents which are meant for mono-grade classrooms. Teachers are overloaded with work. Peer tutoring, self-directed learning and cooperative learning help teachers to manage teaching and learning. Based on the findings, recommendations were made to the teachers, PED and DBE. The findings and recommendations will help the teachers in managing teaching and learning in multi-grade classrooms. / Curriculum and Instructional Studies / M. Ed. (Didactics) Classroom management Classroom organisation Cooperative learning Farm schools Learning styles Mono-grade classroom Multi-age Multi-grade classrooms Multi-grade teaching Multi-year curriculum spans Peer tutoring Quasi mono-grade Resources Self-directed learning 371.25

Search results