Professional development of teachers is a much-investigated area of research; however, teachers still complain that these endeavours do not cater for their specific needs. This problem arises from teachers‟ need to have more frequent professional development activities whereby it is possible to enhance their knowledge and skills regarding specific areas effectively. Multimedia, in other words the use of various media such as video, pictures, narration and animation, is a possible tool to address certain needs in professional development. Furthermore, the incorporation of multimedia into professional development by making use of a digital versatile disc allows for professional development to occur within a distance mode of delivery setting. This research was done to investigate and understand how Information Technology teachers experience the incorporation of multimedia into professional development by means of digital versatile disc. In order to accomplish this research endeavour, an investigation into the body of scholarly knowledge was executed focused on professional development of teachers, specifically with regard to needs expressed in previous studies. Furthermore, the body of scholarly knowledge regarding the implementation of multimedia as an enhancement to professional development was also investigated in order to synthesise how the researcher should go about implementing it. From the knowledge gained, the researcher developed the professional development digital versatile disc, specifically focused on the programming language Scratch. This programming language is an addition to the Information Technology syllabus and therefore teachers were assisted in their endeavour to acquire knowledge and skills regarding the implementation of such a new programming language. An empirical study was conducted, specifically focusing on the experience of three teachers to determine how they experience multimedia-based professional development. All three participants expressed that they enjoyed the use of multimedia in professional development and that a digital versatile disc of this type had a place in their professional development endeavours; however, a need for personal interaction with the facilitator as well as colleagues still exists. / Thesis (MEd (Computer Science Education))--North-West University, Potchefstroom Campus, 2013

Various modern communication technologies are available to higher education institutions involved in distance education to explore and implement for the effective provision of distance education programmes. The purpose of this study was to investigate the role of m- learning as part of distance education and to develop guidelines for the management of m- learning in an open distance learning model. The aims of this study are thus to determine the role of m-learning in open distance education, identifying challenges to implement m- learning as part of an open distance learning model and finally to develop generic management guidelines to implement m-learning as part of open distance education. Quantitative research was undertaken using a survey questionnaire to acquire data for this research. The study population included students enrolled for distance education programmes at the NWU and accredited facilitators/lecturers employed by the NWU at tuition centres throughout SA facilitating distance education programmes. A total of 350 questionnaires (100 facilitators/lecturers questionnaire and 250 questionnaires for students) was sent out to all tuition centres to collect data for this research. Two different questionnaires were developed to suit the needs of each group. A total of 80.5% of completed questionnaires was returned. The literature study of this research included concept clarifications of distance education and m-learning. The need for effective management and organizational structures for the delivery of distance education programmes utilising m-learning were investigated to gain an understanding of the complexities associated with an open distance education modus. The information from the literature study and the empirical section of this research contributed to the development of generic guidelines to implement m-learning as part of an open distance education modus. In addition, aspects having an influence on the effective delivery of distance education programmes, were part of the questionnaires sent to respondents. These aspects included accessibility to resources utilising mobile devices, flexibility of programme delivery, affordability of programmes, interactivity between all role players in distance education and aspects that could influence anywhere and anytime learning. Furthermore, the different modes of delivering distance education programmes were explained. Challenges and barriers possibly having an influence in the delivery of distance education programmes through m-learning were included in the questionnaires sent out to respondents. Advantages and disadvantages as well as the needs regarding the use of cell phones in the delivery of programmes were identified in order to understand the role of m-learning and identifying relevant management guidelines for the implementation of m-learning. Evidently, a response from the questionnaires was that the quality of teaching and learning according to the perceptions of m-learning amongst both groups were of more importance to students than with facilitators/lecturers. Students expressed a need to receive more academic information on their mobile devices and the majority of students and facilitators/lecturers indicated that they prefer receiving information regarding their studies through m-learning. Accessibility, affordability, interactivity and flexibility in delivering distance education programmes were aspects of importance to both groups of respondents. Administrative and academic support and the need thereof in delivering programmes through m-learning were evident in the research. Affordability in accessing information via mobile technologies is a concern for both groups of respondents. The training of all role players regarding the skills of downloading information about teaching and learning on their cell phones is a need for both groups. Once this training need for the utilisation of m-learning is addressed, more students and facilitators/lecturers may use this user-friendly technology to communicate with one another and with institutions. M-learning could fulfil an invaluable role in the communication process of distance education and may be of great assistance to overcome needs, barriers and challenges. / Thesis (MEd (Education Management))--North-West University, Potchefstroom Campus, 2013.

Professional development of teachers is a much-investigated area of research; however, teachers still complain that these endeavours do not cater for their specific needs. This problem arises from teachers‟ need to have more frequent professional development activities whereby it is possible to enhance their knowledge and skills regarding specific areas effectively. Multimedia, in other words the use of various media such as video, pictures, narration and animation, is a possible tool to address certain needs in professional development. Furthermore, the incorporation of multimedia into professional development by making use of a digital versatile disc allows for professional development to occur within a distance mode of delivery setting. This research was done to investigate and understand how Information Technology teachers experience the incorporation of multimedia into professional development by means of digital versatile disc. In order to accomplish this research endeavour, an investigation into the body of scholarly knowledge was executed focused on professional development of teachers, specifically with regard to needs expressed in previous studies. Furthermore, the body of scholarly knowledge regarding the implementation of multimedia as an enhancement to professional development was also investigated in order to synthesise how the researcher should go about implementing it. From the knowledge gained, the researcher developed the professional development digital versatile disc, specifically focused on the programming language Scratch. This programming language is an addition to the Information Technology syllabus and therefore teachers were assisted in their endeavour to acquire knowledge and skills regarding the implementation of such a new programming language. An empirical study was conducted, specifically focusing on the experience of three teachers to determine how they experience multimedia-based professional development. All three participants expressed that they enjoyed the use of multimedia in professional development and that a digital versatile disc of this type had a place in their professional development endeavours; however, a need for personal interaction with the facilitator as well as colleagues still exists. / Thesis (MEd (Computer Science Education))--North-West University, Potchefstroom Campus, 2013

Various modern communication technologies are available to higher education institutions involved in distance education to explore and implement for the effective provision of distance education programmes. The purpose of this study was to investigate the role of m- learning as part of distance education and to develop guidelines for the management of m- learning in an open distance learning model. The aims of this study are thus to determine the role of m-learning in open distance education, identifying challenges to implement m- learning as part of an open distance learning model and finally to develop generic management guidelines to implement m-learning as part of open distance education. Quantitative research was undertaken using a survey questionnaire to acquire data for this research. The study population included students enrolled for distance education programmes at the NWU and accredited facilitators/lecturers employed by the NWU at tuition centres throughout SA facilitating distance education programmes. A total of 350 questionnaires (100 facilitators/lecturers questionnaire and 250 questionnaires for students) was sent out to all tuition centres to collect data for this research. Two different questionnaires were developed to suit the needs of each group. A total of 80.5% of completed questionnaires was returned. The literature study of this research included concept clarifications of distance education and m-learning. The need for effective management and organizational structures for the delivery of distance education programmes utilising m-learning were investigated to gain an understanding of the complexities associated with an open distance education modus. The information from the literature study and the empirical section of this research contributed to the development of generic guidelines to implement m-learning as part of an open distance education modus. In addition, aspects having an influence on the effective delivery of distance education programmes, were part of the questionnaires sent to respondents. These aspects included accessibility to resources utilising mobile devices, flexibility of programme delivery, affordability of programmes, interactivity between all role players in distance education and aspects that could influence anywhere and anytime learning. Furthermore, the different modes of delivering distance education programmes were explained. Challenges and barriers possibly having an influence in the delivery of distance education programmes through m-learning were included in the questionnaires sent out to respondents. Advantages and disadvantages as well as the needs regarding the use of cell phones in the delivery of programmes were identified in order to understand the role of m-learning and identifying relevant management guidelines for the implementation of m-learning. Evidently, a response from the questionnaires was that the quality of teaching and learning according to the perceptions of m-learning amongst both groups were of more importance to students than with facilitators/lecturers. Students expressed a need to receive more academic information on their mobile devices and the majority of students and facilitators/lecturers indicated that they prefer receiving information regarding their studies through m-learning. Accessibility, affordability, interactivity and flexibility in delivering distance education programmes were aspects of importance to both groups of respondents. Administrative and academic support and the need thereof in delivering programmes through m-learning were evident in the research. Affordability in accessing information via mobile technologies is a concern for both groups of respondents. The training of all role players regarding the skills of downloading information about teaching and learning on their cell phones is a need for both groups. Once this training need for the utilisation of m-learning is addressed, more students and facilitators/lecturers may use this user-friendly technology to communicate with one another and with institutions. M-learning could fulfil an invaluable role in the communication process of distance education and may be of great assistance to overcome needs, barriers and challenges. / Thesis (MEd (Education Management))--North-West University, Potchefstroom Campus, 2013.

Instructional design is a science that has received little attention from residential universities and educational practices. Instructional design is regarded as a prerequisite for designing, delivering and optimising flexi-learning programmes and should be part of the curricularising processes of universities. There is furthermore an increasing awareness, both internationally and nationally, of the need for distance education. The paradigm shift towards more learner centred study, independent of time and place, necessitates the redesigning and development of learning material at tertiary institutions. This study applies the parameters of instructional design and distance teaching to the field of hearing aid acoustics. The stages utilised in the instructional design of a distance teaching program for hearing aid acousticians were the following: planning through an analysis of the situation, design and development of the program, implementing the postgraduate Diploma in Hearing Aid Acoustics and the utilisation and management of the program through continuous assessment of the program. In the planning phase an analysis of the situation was conducted by means of questionnaires to the major role players, viz. hearing aid dispensers in practice and their adult and geriatric clients with a hearing loss. A total of 144 respondents were included in the study. In the planning document the expected outcomes and main traits of the potential learners were identified. The best system for the delivery of the program was also selected. The results of the analysis phase were used to develop and implement a two year post-graduate distance teaching diploma in hearing aid acoustics. A major challenge was to effectively facilitate the practical skills required of hearing aid acousticians within a distance teaching program. Selected contact periods are therefore used for practising practical skills. In the final phase of instructional design, the program was evaluated. It was indicated that instructional design is indeed a prerequisite for specifying conditions for learning, based on sound teaching principles. / Thesis (DPhil (Communication Pathology))--University of Pretoria, 2006. / Speech-Language Pathology and Audiology / Unrestricted

Summaries in Afrikaans and English / The transformative mission of the White Paper on Education (1995: 19) states that the South African education system is moving towards a single, national, non-racial system where all people are offered equil opportunities. Demographic and other changes make particular demands on the education system. The HSRC (1987:54) claim that distance edcation is increasingly viewed as a possible solution for educational problems. The literature study aims to motivate, from an andragogic-didactical perspective, the use of two-dimensional silent images in study material. A literature study was also undertaken on the perception of silent images and the elements involved in the perception of depth, movement, size, colour, etc., from which certain didactic guidelines were deducted with a view to the design of silent images. The ability of distance education students to identify the elements above, was emperically researched. The validity of the didactic guidelines were verified in this phase. / Die transformatiewe missie van die Witskrif vir Onderwys (1995: 19) stel dit dat die Suid-Afrikaanse onderwysstelsel oorgaan na 'n "enkele nasionale, nie-rassige stelsel" waar daar gelyke geleenthede vir aile mense gebied word. Demografiese en ander veranderinge stel besondere eise aan die onderwysstelsel. Die RGN (1987: 54) stel dit dat afstandsonderrig al meer as 'n moontlike oplossing gesien vir die onderwysprobleme. Die literatuurstudie het dit ten doe! om die gebruik van tweedimensionele stilbeelde in studiemateriaal in die Suid-Afrikaanse situasie andragogies-didakties te fundeer. 'n Literatuurstudie oor die persepsie van stilbeelde en die elemente wat betrokke is by die persepsie van diepte, beweging, grootte, kleur, ens. is gedoen waaruit sekere didaktiese riglyne met die oog op die ontwerp van stilbeelde gestel is. Die afstandsonderrigstudente se vermoe om bogenoemde elemente waar te neem, was empiries nagevors. Die geldigheid van die didaktiese riglyne is tydens hierdie fase geveri fireer. / Educational Studies / M. Ed. (Didaktiek)

Summaries in Afrikaans and English / The transformative mission of the White Paper on Education (1995: 19) states that the South African education system is moving towards a single, national, non-racial system where all people are offered equil opportunities. Demographic and other changes make particular demands on the education system. The HSRC (1987:54) claim that distance edcation is increasingly viewed as a possible solution for educational problems. The literature study aims to motivate, from an andragogic-didactical perspective, the use of two-dimensional silent images in study material. A literature study was also undertaken on the perception of silent images and the elements involved in the perception of depth, movement, size, colour, etc., from which certain didactic guidelines were deducted with a view to the design of silent images. The ability of distance education students to identify the elements above, was emperically researched. The validity of the didactic guidelines were verified in this phase. / Die transformatiewe missie van die Witskrif vir Onderwys (1995: 19) stel dit dat die Suid-Afrikaanse onderwysstelsel oorgaan na 'n "enkele nasionale, nie-rassige stelsel" waar daar gelyke geleenthede vir aile mense gebied word. Demografiese en ander veranderinge stel besondere eise aan die onderwysstelsel. Die RGN (1987: 54) stel dit dat afstandsonderrig al meer as 'n moontlike oplossing gesien vir die onderwysprobleme. Die literatuurstudie het dit ten doe! om die gebruik van tweedimensionele stilbeelde in studiemateriaal in die Suid-Afrikaanse situasie andragogies-didakties te fundeer. 'n Literatuurstudie oor die persepsie van stilbeelde en die elemente wat betrokke is by die persepsie van diepte, beweging, grootte, kleur, ens. is gedoen waaruit sekere didaktiese riglyne met die oog op die ontwerp van stilbeelde gestel is. Die afstandsonderrigstudente se vermoe om bogenoemde elemente waar te neem, was empiries nagevors. Die geldigheid van die didaktiese riglyne is tydens hierdie fase geveri fireer. / Educational Studies / M. Ed. (Didaktiek)

The research in this dissertation of limited scope aimed to identify theories of education for effective teaching and learning when using Web2.0 technology in distance education. The rationale for such a study is based on the premise that, globally, the dawn of the Fourth Industrial Revolution is bringing about a rapid technological growth and innovative information communication technology (ICT) tools which are utilised in distance education. The increase in connections across the globe has also seen an increase in online learning as the barriers of time and space have been bridged. These advances in technology have a direct impact on the education system which needs to experience a similar exponential development in the guiding theories for universities offering distance learning using Web2.0 technology. Qualitative research methods were used to conduct an integrative literature review of the most utilised pedagogical theories over time. The pedagogical principles were applied to the requirements for effective online teaching and learning to develop a guideline to determine which pedagogical principles and combinations are therefore applicable to 21st century distance education. The finding is that no one pedagogical theory researched in this study can be isolated to be applied to online learning, but rather that a combination – in varying degrees – will support an effective online teaching and learning environment. A document analysis was conducted to understand the current guidelines provided for e-learning in selected South African universities. This analysis indicated that there is much room for development to separate the traditional classroom policies from the online learning policies at higher education institutions. Summaries of applications and tools for effective online learning were presented, along with recommendations for developments within the field and for further research. / Die navorsing in hierdie verhandeling van beperkte omvang, is uitgevoer om opvoedkundeteorieë vir doeltreffende onderrig en leer wanneer Web2.0-tegnologie in afstandsonderrig gebruik word, te identifiseer. Die beweegrede vir sodanige studie is gebaseer op die uitgangspunt dat die aanbreek van die Vierde Nywerheidsomwenteling wêreldwyd aanleiding gee tot snelle tegnologievooruitgang en innoverende hulpmiddele vir inligtings- en kommunikasietegnologie (IKT) wat in afstandsonderrig gebruik word. Die toename in verbindings oor die wêreld heen het ook ʼn toename in aanlynleer meegebring, aangesien hindernisse ten opsigte van tyd en ruimte oorbrug is. Hierdie vooruitgang in tegnologie het ʼn direkte impak op die opvoedingstelsel, wat soortgelyke eksponensiële ontwikkeling in die rigtinggewende teorieë vir universiteite wat afstandsleer deur middel van Web2.0-tegnologie aanbied, moet ervaar. Kwalitatiewe navorsingsmetodes is gebruik om ʼn geïntegreerde literatuuroorsig uit te voer van die pedagogiese teorieë wat oor tyd die meeste gebruik is. Die pedagogiese beginsels is toegepas op die vereistes vir doeltreffende aanlynonderrig en -leer om ʼn riglyn te ontwikkel ten einde te bepaal watter pedagogiese beginsels en kombinasies dus betrekking het op afstandsonderrig in die 21ste eeu. Die bevinding is dat geen pedagogiese teorie wat in hierdie studie ondersoek is, uitgesonder kan word vir toepassing op aanlynleer nie, maar eerder dat ʼn kombinasie – in wisselende mate – ʼn doeltreffende omgewing vir aanlynonderrig en -leer sal ondersteun. ʼn Dokumentontleding is gedoen om insig te verkry rakende die huidige riglyne vir e-leer wat by uitgesoekte Suid-Afrikaanse universiteite gegee word. Die ontleding het getoon dat daar baie ruimte vir ontwikkeling is om die tradisionele klaskamerbeleide te skei van die aanlynleerbeleide by hoëronderwysinstellings. Opsommings van aansoeke en hulpmiddele vir doeltreffende aanlynleer is voorgehou, sowel as aanbevelings vir ontwikkelings op die studieterrein en vir verdere navorsing. / Kolu phando lungenamhlaba ubanzi kakhulu kujoliswe ekufumaniseni iingcingane zemfundo zokufundisa nokufunda kwabo bafunda bekude besetyenzisa isixhobo sobuchwepheshe beintanethi esibizwa ngokuba yiWeb2.0. Intsusa yolu phando iphuma kuluvo lokuba iNguqukazi Yorhwebo Yesine, i-4IR idala ukukhula okungummangaliso kwimisebenzi yezobuchwepheshe kunye nokuqanjwa kwezixhobo zobuchwepheshe bonxibelelwano lolwazi ezisetyenziswa ngabafundi abafunda bekude. Likhulile inani labantu abaqhagamshelanayo kwihlabathi liphela kwaye oku kunyuse inani labafundi abafunda bekude besebenzisa i-intanethi, ngenxa yokuba iphelisiwe imida yexesha kunye nendawo yokufundela. Ezi ndlela zintsha ziqanjwayo kwezobuchwepheshe zinefuthe elithe ngqo kwinkqubo yezemfundo, nedinga ukukhuliswa kweengcingane zokufundisa kwiiyunivesithi ezifundisa abafundi abafunda bekude, besebenzisa ubuchwepheshe beWeb2.0. Kuye kwasetyenziswa indlela yophando ngokuzathuza (qualitative) ekuphengululeni uncwadi olungezona ngcingane zokufundisa zisetyenziswe kakhulu ngexesha elithile. Kusetyenziswe iinqobo zokufundisa eziyimfuneko ekufundeni nasekufundiseni ngeintanethi okusebenzayo, ukwenzela ukufumanisa ukuba zeziphi ezona zifanelekileyo kwimfundo yabakude kule nkulungwane yama-21. Kufunyaniswe ukuba akukho ngcingane yokufundisa inokusebenza yodwa ekufundiseni ngeintanethi, koko kunokusetyenziswa umxube – ngokushiyana kwemigangatho yawo – ukuze kuxhaswe imiba yokufundisa abafundi abahleli emakhaya bejongene neekhompyutha zabo. Kwenziwe uhlalutyo lwemibhalo ekhoyo ukuze kuqondisiswe ukuba zeziphi izikhokelo ezikhoyo zemfundo esebenzisa izixhobo zobuchwepheshe kwiiYunivevisithi ezichongiweyo zaseMzantsi Afrika. Olu hlalutyo lubonakalise ukuba usemninzi umhlaba ekufanele ukuba unyathelwe ukuze kwahlukaniswe imigaqo nkqubo yesiqhelo yokufundela egumbini lokufundela naleyo yokufunda ngeintanethi kumaziko emfundo ephakamileyo. Kuziswe ngaphambili izishwankathelo zeendlela zokusebenza kunye nezixhobo zokufunda okusebenzayo kubafundi abafunda bekude, kwacetyiswa kwakhona iindlela zokuphuhlisa neminye imiba ekusafanele ukuba kuphandwe ngayo. / Institute for Open and Distance Learning (IODL) / M. Ed. (Open and Distance Learning)

Abstracts in English, Afrikaans and Zulu / Worldwide, students compete for a limited number of places at universities. By increasing the use of distance education, more students could have access to tertiary education. The problem addressed in this study related to the challenges faced by an ODL university to assess undergraduate modules in accounting sciences by way of technology-enhanced, non-venue-based alternative assessments, instead of the traditional venue-based examinations. The purpose of the current study was to develop an alternative assessment framework for ODL undergraduate accounting sciences modules as a possible solution to the assessment challenges faced by accounting graduates and universities in an ODL environment. The legitimacy of qualifications was considered by reviewing the identity verification of students and other ethical issues, as well as the influence on the accreditation by professional and other regulatory and governing bodies. Institutional and neo-institutional theories were used within the ODL context as foundational principles. Design-based research was used to develop two conceptual frameworks – one based on the theoretical elements and the other on non-venue-based alternative assessments in the ODL context. The two conceptual frameworks were evaluated using interviews conducted with ODL lecturers and members of professional accounting bodies. Thereafter, the data were analysed using thematic analysis. Triangulation was used as a final evaluation of the conceptual frameworks by analysing comments from students included in reports from an alternative assessment pilot study. The two conceptual frameworks were combined in one final framework. This final framework demonstrates how the institutional theory affects the institution and, specifically, internal issues. Due to the complexity of the ODL institution, external influences (such as technology) result in aspects of the neo-institutional theory becoming even more relevant to the current study. This complexity, together with the mimetic forces of technology and innovation, creates uncertainty. However, it became clear from the data analysis that coercive and normative forces result in ‘more certainty’. The alignment of these isomorphic forces resulted in legitimacy. Due to the importance of technology in the ODL environment, it became clear that technology should be anthropomorphically considered a stakeholder in the ODL institution. The inclusion of stakeholder theory created improved performance and the potential for innovation in order to ensure the legitimacy of qualifications. / Studente ding wêreldwyd mee vir 'n beperkte aantal plekke in universiteite. Indien die gebruik van afstandsonderrig uitgebrei word, kan meer studente toegang tot tersiêre onderwys kry. Die probleem waarop hierdie studie fokus is die uitdagings van 'n OAO-universiteit om voorgraadse modules in rekeningkundige wetenskappe te assesseer deur middel van tegnologies verbeterde, nie-lokaalgebaseerde alternatiewe assesserings in plaas van die tradisionele, lokaalgebaseerde eksamens. Die doel van die huidige studie was om 'n alternatiewe assesseringsraamwerk vir voorgraadse rekeningkundige wetenskapmodules in OAO te ontwikkel as 'n moontlike oplossing vir die assesseringsuitdagings van rekeningkundige gegradueerdes en universiteite in ’n OAO-omgewing. Die geldigheid van kwalifikasies is oorweeg deur 'n oorsig te doen oor die identiteitsverifiëring van studente en ander etiese aangeleenthede, asook die invloed op die akkreditasie deur professionele en ander regulatiewe beheerliggame. Institusionele en neo-institusionele teorieë is in die OAO-konteks as grondbeginsels gebruik. Ontwerpgebaseerde navorsing is gebruik om twee konseptuele raamwerke te ontwikkel – een gebaseer op die teoretiese elemente en die ander op nie-lokaalgebaseerde alternatiewe assesserings in die OAO-konteks. Die twee konseptuele raamwerke is geëvalueer aan die hand van onderhoude met OAO-dosente en lede van professionele rekeningkundige liggame. Hierna is die data deur middel van tematiese analise ontleed. Triangulasie is gebruik as 'n finale evaluering van die konseptuele raamwerke deur die kommentaar van studente wat in verslae van 'n alternatiewe assesseringsvoorstudie ingesluit is, te evalueer. Die twee konseptuele raamwerke is in een finale raamwerk gekombineer. Hierdie finale raamwerk demonstreer hoe die institusionele teorie die instelling en, spesifiek, interne aangeleenthede beïnvloed. As gevolg van die kompleksiteit van die OAO-instelling, veroorsaak eksterne invloede (soos tegnologie) dat die neo-institusionele teorie selfs meer relevant vir die huidige studie word. Hierdie kompleksiteit, tesame met die mimetiese magte van tegnologie en innovasie, skep onsekerheid. Dit is egter duidelik uit die data-analise dat dwang- en normatiewe magte ‘meer sekerheid’ veroorsaak. Die belyning van hierdie isomorfiese magte veroorsaak geldigheid. As gevolg van die belangrikheid van tegnologie in die OAO-omgewing, is dit duidelik dat tegnologie antropomorfies beskou moet word as 'n belanghebber in die OAO-instelling. Die insluiting van die belanghebbende teorie het verbeterde prestasie en die potensiaal vir innovasie tot gevolg gehad, om sodoende die geldigheid van kwalifikasies te verseker. / Emhlabeni wonke, abafundi bazabalazela ukuthola ithuba lokungena kwizindawo ezingamanyuvesi amancane ngenani. Ngokukhulisa izinga lokusetshenziswa kohlelo lokufunda ukude, abafundi abaningi bebangakwazi ukungena emazikweni ezemfundo aphakemeyo. Inkinga exazululwa kulolu cwaningo imayelana nezinselelo ezibhekene nenyuvesi yohlelo lwe-ODL ukuhlola amamojuli asesigabeni seziqu zokuqala kwisayensi ye-accounting ngendlela yoncedo lobuchwepheshe, ngezinye izinhlelo zokuhlola ezingenziwa endaweni eyodwa, kunokusebenzisa uhlelo olwejwayelekile lokuhlolwa okwenziwa endaweni eyodwaethize. Inhloso yocwaningo lwamanje kwaye kungukwakha esinye isakhiwo sokuhlola samamojuli esayensi ye-accounting yeziqu zokuqala, lokhu kwenziwa njengekhambi elingaxazulula izinselelo zokuhlola ezibhekene nabafundi besifundo se-accounting kanye namanyuvesi akusizinda sohlelo lwe-ODL. Udaba lokuba semthethweni kweziqu luye lwabhekwa ngokubuyekeza ukuqinisekiswa kwamagama abafundi kanye nezinye izindaba ezimayelana nemigomo yokuziphatha, kanye nomthelela phezu kokwamukelwa kwamaprofeshinali kanye nezinye izinhlaka eziqinisa umthetho kanye nezinye izinhlaka eziphetheyo. Amathiyori eziko kanye nalawo ohlelo olusha lwamaziko asetshenziswe ngaphakathi kwesizinda se-ODL njengemigomo eyisisekelo. Ucwaningo olususelwa kwidizayini lusetshenziswe ukwakha izinhlaka ezimbili zegama – olunye uhlaka lususelwe kwizinto zethiyori kanye nakwezinye izinhlelo zokuhlola ezingasuselwa ezindaweni ezimile ngaphakathi kwesizinda se-ODL. Izinhlaka ezimbili zezakhiwo ziye zahlolwa ngokusebenzisa izinhlolovo ezenziwa abafundisi be-ODL kanye namalungu wezinhlangano eziprofeshinali zesifundo se-accounting. Ngemuva kwalokho, idatha ihlaziywe ngokusebenzisa uhlelo lokuhlaziya isihloko. Unxantathu wezinhlolovo (triangulation) usetshenziswe njengohlelo lokugcina lokuhlola izakhiwo zegama ngokuhlaziya izimvo ezivela kubafundi ezixutshwe kwimibiko evela ohlelweni lokuhlolwa kwesivivinyo socwaningo.Lezi zakhiwo zamagama ezimbili zihlanganiswe kuhlaka olulodwa lokugcina. Lolu hlaka lwesakhiwo lukhombisa indlela umqondo weziko othinta ngayo iziko, ikakhulu, izinto ezingaphakathi. Ngenxa yengxubevange yeziko elinohlelo lwe-ODL, imithelela evela ngaphandle (enjengobuchwepheshe) idala izinto ezihambelana nomqondo omusha weziko oya ngokuya uhambisane nesifundo samanje socwaningo. Le ngxubevange indawonye nemimoya yobuchwepheshe kanye namaqhinga amasha, kuletha isimo esingenakuqinisekiswa. Yize kunjalo, kuya ngokucaca ukusukela ekuhlaziyweni kwedatha ukuthi imimoya ephoqayo kanye naleyo eyejwayelekile idala isimo esingaziwa. Ukuhambisana kwalawa mandla okudalwe yizinto ezisemthethweni. Ngenxa yokubaluleka kobuchwepheshe kwisizinda se-ODL, kuye kwacaca ukuthi ubuchwepheshe kufanele buthathelwe phezulu njengesidlalindima kwiziko le-ODL. Ukufakwa komqondo womdlalindima kudale umsebenzi omuhle othuthukile kanye namathuba okuveza amaqhinga amasha ukuze kuqinisekiswe isimo sokuqinisekisa iziqu ukuthi zibe semthethweni. / College of Accounting Sciences / D. Phil. (Accounting Sciences)

For the knowledge economy of the twenty-first century, intellectual skills (such as critical thinking) have been identified as imperative for success. Educational institutions have a responsibility to equip students with the knowledge and skills required for future employment. The South African Institute of Chartered Accountants has identified critical thinking as one of the skills that should be developed in Financial Accounting students who wish to become chartered accountants. For this limited-scope dissertation a qualitative study was done, applying a constructivist paradigm to a case study design, to explore the development of critical thinking in first-year Financial Accounting students in an open distance and e-learning context in South Africa. To achieve this, data were collected through semi-structured interviews with twelve academics and the use of document analysis. As the focus of the study was limited to two first-year financial accounting modules which form part of the South African Institute of Chartered Accountants accredited programme taught at an open distance and e-learning institution, the findings cannot be generalised. While the perceptions of students were not considered in the study, the findings provide valuable insight into the development of critical thinking in accounting modules. The findings revealed that, although academics believe critical thinking skills and good thinking habits should be developed in first-year Financial Accounting students, it is currently only done through a content-centred approach, or not at all. Furthermore, only technologies which academics are comfortable using, are being incorporated, mainly for the delivery of content. The recommendations made for curriculum evaluation and professional development relate specifically to these findings. / Vir die een-en-twintigste-eeuse kennisekonomie is intellektuele vaardighede (soos kritiese denke) geïdentifiseer as noodsaaklik vir sukses. Opvoedkundige instellings het 'n verantwoordelikheid om studente met die kennis en vaardighede toe te rus wat nodig is vir toekomstige indiensneming. Die Suid-Afrikaanse Instituut vir Geoktrooieerde Rekenmeesters het kritiese denke geïdentifiseer as 'n vaardigheid wat studente in Finansiële Rekeningkunde, wat geoktrooieerde rekenmeesters wil word, moet ontwikkel. Vir hierdie verhandeling van beperkte omvang, is 'n kwalitatiewe studie gedoen deur 'n konstruktivistiese paradigma toe te pas op 'n gevallestudie-ontwerp om die ontwikkeling van kritiese denke in eerstejaarstudente in Finansiële Rekeningkunde in 'n oop e-afstandsleerkonteks in Suid-Afrika te ondersoek. Om hierdie doel te bereik, is data versamel deur semi-gestruktureerde onderhoude te voer met twaalf akademici en dokumentontleding te gebruik. Omdat die studie beperk was tot twee eerstejaar finansiële rekeningkunde modules, wat deel vorm van die Suid-Afrikaanse Instituut vir Geoktrooieerde Rekenmeesters se geakkrediteerde program wat by 'n oop e-afstandsleerinstelling aangebied word, kan die bevindinge nie veralgemeen word nie. Alhoewel die studente se persepsies nie in die studie in ag geneem is nie, bied die bevindings waardevolle insig oor die ontwikkeling van kritiese denke in rekeningkundemodules. Die bevindings dui daarop dat, alhoewel akademici glo dat vaardighede in kritiese denke en goeie denkgewoontes in die eerste jaar van Finansiële Rekeningkunde onderrig moet word, word dit tans slegs deur 'n inhoudgebaseerde benadering gedoen, of glad nie. Verder word slegs tegnologieë geïnkorporeer waarmee akademici gemaklik is, hoofsaaklik vir die oordrag van die inhoud. Die aanbevelings vir kurrikulumevaluering en professionele ontwikkeling hou spesifiek verband met hierdie bevindings. / Kha ikonomi ya nḓivho ya ḓanwaha fumbili nthihi, zwikili zwa nḓivho (zwi ngaho vhukoni ha u humbula nga nḓila yo dzudzaneaho) zwo topolwa sa ndaela ya mvelaphanḓa. Zwiimiswa zwa pfunzo zwi na vhudifhinduleli u lugisela matshudeni nga ndivho na zwikili zwine zwa ṱodea mishumoni ya tshifhingani tshidaho. Tshiimiswa tsha Afrika Tshipembe tsha Vhomakone vha Akhaunthini tsho topola vhukoni ha u humbula nga ndila yo dzudzaneaho vhune ha tea u bveledzwa kha matshudeni a Akhaunthini ya Masheleni vhane vha tama u vha vhomakone vha muvhalelano. Ho itwa ngudo dza khwalithathivi dza desithesheni ya tshikoupu tsho pimiwaho, hu tshi khou u fhaṱwa ndivho na kupfesesele nga kha tshenzhemo kha u bveledza ngudo, u wanulusa vhukoni ha u humbula nga ndila yo dzudzaneaho kha nwaha wa u thoma kha matshudeni a Akhaunthuni ya Masheleni kha nyimele ya tshiimiswa tsha u guda u kule na kha lubuvhisia Afrika Tshipembe. U swikelela izwi, data yo kuvhanganyiwa nga kha inthaviwu dzo dzudzanywaho na vhoraakademi vha fumimbili na u shumisa musaukanyo wa linwalo. Sa musi ngudo yo vha yo sedza fhedzi kha mimodulu mivhili ya nwaha wa u thoma ya Akhaunthini ya masheleni ine ya vhumba tshipida tsha mbekanyamushumo ya akhiredithesheni ya Tshiimiswa tsha Afrika Tshipembe tsha Vhomakone vha Akhaunthuni ine ya funzwa kha tshiimiswa tsha u guda u kule na kha Lubuvhisia, mawanwa a nga si angaredzwa. Ngeno kuvhonele kwa matshudeni ku songo dzhielwa ntha kha ngudo, mawanwa o ṋetshedzwa ndivho ya ndeme kha mveledziso ya vhukoni ha u humbula nga ndila yo dzudzaneaho kha mimodulu ya akhaunthini. Mawanwa o dzumbulula uri, naho vhoraakademi vha tshi tenda uri zwikili zwa vhukoni ha u humbula nga ndila yo dzudzaneaho na maitele a kuhumbulele kwavhudi zwi fanela u bveledziswa kha nwaha wa u thoma wa matshudeni vha Akhaunthini ya Masheleni, zwa zwino zwi khou itwa fhedzi nga kha maitele o disendekaho nga zwi re ngomu, kana zwa sa itwe na luthihi. Zwi tshe zwo ralo, ndi thekhinolodzhi fhedzi dzine vhoraakademi vha takalela u dzi shumisa, zwo tanganyiswa, nga maanda ndisedzo ya zwi re ngomu. Themendelo dzo itwa kha u ela kharikhulamu na mveledziso dzi re na vhushaka na mawanwa anea o tiwaho. / Institute for Open and Distance Learning (IODL) / M. Ed. (Open and Distance Learning)