D.Ed. / The aim of the study is to determine whether the module Information Technology in Education can be taught by using online education. In order to attain the set aim, the objectives can be stated as follows: To undertake a study of the literature to determine: The dimensions of distance education. The dimensions of online education. To determine, by means of a field study, the following: The experiences of students who participated in the virtual classroom. The experiences of lecturers who participated in the virtual classroom. To determine, by comparison of examination marks, whether students achieve the same when being taught by means of online education as they do when they are being taught conventionally. Finally, to suggest a programme approach for an online implementation of the subject-field Information Technology in Education in specific South African contexts where students have limited computer skills and they do not have direct access to the Internet.

M.Com. (Industrial Psychology) / Due to a present shortage and projected future shortage of instructional staff, the electricity utility of south Africa, Eskom, introduced the PLATO computer-based training system in an effort to increase the productivity of instructors. The author acted as project leader when the PLATO system was installed in Eskom during June 1979. Thus Eskom became the first company in South Africa to use the PLATO system for industrial training. Training is delivered by means of a mainframe Cyber system at Eskom's Head Office, Megawatt Park, situated in Sandton. The mainframe is connected to 300 student terminals via the Eskom network to 88 learning stations throughout the country. Training is offered to all the power stations and distribution head offices and other main buildings where at least 200 employees are based. It was found that the PLATO system was not used equally effectively at all sites and it was decided to conduct an analysis of those factors that may have an effect on the effective utilisation of the system in order to try to eliminate the negative factors and to strengthen the positive factors. The research hipothesis stated that there are many factors that will influence the effectiveness of the system both individually and combined .with other factors. It was however felt that those factors resulting from the management and administration of the system will have the greatest influence on the effectiveness of the utilisation.

M.Ed. (Computer-Based Education) / This research was undertaken at a school for Learners with Special Educational Needs (LSEN) by a MEd student. The situation with LSEN learners is extremely complex as they have diverse needs as a result of the medical, situational and educational barriers to learning that they experience. It involves the design, development and implementation of a computerised LSEN Learner Information system that will give the educators in-depth knowledge about the LSEN learner to give them the wisdom to design an individualised LSEN curriculum which is in line with the vision of Educational White Paper 6 (EWP6). EWP6 acknowledges that the problems lie within the educational system and not within the learner and that these barriers must be removed so that all learners have access to education regardless of what barriers to learning they have. This research highlights and addresses these systemic barriers in the design of the LSEN Learner Information System. The Screening, Identification, Assessment and Support document (SIAS) forms the basis of this system as it is used to implement EWP6 and has been used in the design of the individual documents. The current South African legislation provided the vision for LSEN education. The current educational situation provided the reality; these two situations are far apart. There is no adapted curriculum to suit the diverse needs of the LSEN learner. No policies, guidelines or documents exist to assist the LSEN educators. They are confused and discouraged as they are expected to implement mainstream systems that cannot be used with LSEN learners. There is limited support for these educators. The research has been undertaken using Grounded Theory methods, an inductive research methodology, which starts with little else than the research question. It commences with the collection of data from the empirical situation and uses this data to create operational documents and systems that could result in theories being developed. Data was collected from the current LSEN educational system, from the diverse needs of the LSEN learner and from the situation at the research school. This data was used to design LSEN documents that resulted in a number of valuable computerised LSEN documents and systems being developed in this research. These include an LSEN Learner Database, an LSEN Learner Profile and supporting documents. The research shows that the LSEN situation is extremely complex and that each LSEN learner requires an individualised curriculum plan. This is not possible to do using a manual system; therefore an ICT (Information and Communications Technology) solution was implemented. This system gives the educator a full knowledge of the learner's needs that can be used to develop the curriculum needed for the individual learner. The research concludes with an LSEN dream of an individualised curriculum that will be designed in the -next stage- of the research using data that has been collected -in this stage of the research. This research does not provide a theory but rather highlights the need for an LSEN specific teaching methodology to be developed.

Programming lecturers are faced with logistical problems associated with evaluating students’ assignments. This dissertation will discuss the problems associated with paper- and electronic-based submission and evaluation systems. Managing student assignments is thus an important issue and this dissertation investigates how the computer can be used to help in both the management of programming assignments and giving of feedback for those assignments. Computer Mediated Communication (CMC) technologies offer a technical solution for the submission of assignments. CMC technologies are therefore studied and their use in the educational sphere discussed. Information Security is another important feature that is needed when using CMC for assignment management. A guideline showing the different features that an assignment management and feedback system would need was developed. Current systems that offer some assignment management features were studied and evaluated according to the guideline. A model was developed for the management of programming assignments. The model addresses the problems of paper-based and previous electronic submission systems and includes the assessment of the assignments. The viability of the model was determined by building and testing a prototype based on the model’s specifications. The prototype was evaluated within a second year Visual Basic programming class. The evaluation determined that there were areas that needed improvement, however the feedback was generally positive.

The problem of this study was to analyze the effect of using electronic calculators in the teaching of the simplex method upon students' attitudes and achievement in mathematics.

M.Ed. / The objective of this study was to explore the possibilities of applying and using the computer in the Mathematics classroom. The effectiveness of the various possibilities of this application was of particular importance, as the main motivation for the use of the computer as educational aid in the Mathematics classroom was to promote learning effectively and to transform learners from passive to active participators in the learning environment. A literary study was assigned to a broad discussion of three learning theorems. The behaviourist, information processing and constructivist learning theories were weighed up against one another. The distinguishing characteristics of each one, as well as implications thereof on the effective learning of Mathematics, were analysed. The nature of mathematical knowledge serves ultimately as criteria for effective learning. A list of criteria and guidelines, which the learning situation had to meet, in order to promote effective learning in Mathematics, was presented before the computer could be considered as an alternative teaching strategy. In the course of the study, there was regular reference to the computer as a tutor. Varius advantages and disadantages of computer aided instruction (CAI) in the Mathematics classroom were discussed thoroughly. Four types of CAI approaches were seen as alternatives to traditional teaching methods. Each of these approaches was weighed up against the suggested/recommended list of criteria which the learning situation should meet in order to promote effective learning. As an alternative to these approaches, the possibilities of application software were considered. This study focused particularly on the possibilities of the use of spreadsheets in the Mathematics classroom. Various advantages and disadvantages of the implementation of spreadsheets in the Mathematics classroom were discussed thoroughly. During an empirical study, a lesson unit, implementing spreadsheets as teaching aid, was put to the test and its value assessed. The success of this lesson unit was evaluated according to a West. In conclusion, it can be assumed that constructivist learning theory principles served as a foundation for this study which effectively promoted learning. The learners were constructively active, on the computer, and were guided in their construction of knowledge with the assistance of inductive questions and observation of the spreadsheet generated graphs. In a group situation, the learners supported one another and the teacher acted merely as facilitator. By using spreadsheets in the Mathematics classroom as an alternative to the traditional CAI material, learning could be effectively promoted as the progression of lesson aspects and phases depended on the foundation of constructivism.

Digital information technology has been defined as “changing how people learn, teach, work, and play. By the year 2005, the capabilities and the affordability of digital technology could catalyze and facilitate the wholesale transformation of education and the communities that support it” (Center for Technology in Learning, 1994[online]) Education as a professional field is also constantly changing, values shift, new curricula are introduced, and new technologies redefine how we teach and learn. The most interesting and important innovation in education in recent years is the widespread introduction of computers into schools. Computers represent powerful tools that can be used by both students and teachers for instructional purposes. Of particular interest is the Internet and more specifically, the World Wide Web (www), which is radically redefining how we obtain information and the way we teach and learn (Adams, 1995 [online]). Images and information from all around the world can be accessed easily in the classroom. Biology is one of the school subjects taught in South Africa. This demands sessions that may include dissections. Dissection can be defined as cutting and separating of constituent parts of an animal or a plant specimen for a scientific study and as observing or cutting into a dead animal for purposes of learning anatomy or physiology (Balcombe, 1997:34). It is thought that dissection enhances the knowledge and understanding of internal organs, their relationships and their functioning, and that maximum learning is most likely to be achieved by maximising the personal experience of the reality being taught (Wheeler, 1993:39). However, dissection has always been a controversial issue in biology teaching. In fact, when forced to use animals in ways to which the student objects, the student may even be traumatised and learn less (Adams, 1995: [online]). / Mr. G.V. Lautenbach

Globalisation has taken root at all economic levels and has forced organisations to skill their employees in order for them to compete on unprecedented levels. Companies can no longer afford to see themselves in operation outside of the global village. Those that have not yet been absorbed into the global economy are moving faster than ever before towards the information age, focusing on people as the greatest competitive edge. Survival in a global economy is not only dependent on how quickly an organisation is able to respond to the changing economic environment but also on the ability of the business to learn. The concepts of a network organisation and a learning organisation have redefined how suppliers, employees and customers interact and how learning in organisations takes place. Traditional learning processes are no longer adequate for meeting the demand for faster just-intime learning. The benefits of anytime, anywhere access to learning and information offered by the Internet and the World Wide Web are fundamentally changing the way many companies operate and interact. In the field of mass education the Internet is changing instruction, research, and administration. The prospects of e-learning have far-reaching implications for business organisations by virtue of the enabling technologies that are removing distance and fostering collaborative on-demand learning. The business case for investing in e-learning is evident in the myriad new products, services, and providers that are entering the e-learning domain. Curriculum and content development through software learning environments, teleconferencing, and integrated learning delivery systems have a fundamental impact on the growth of the e-learning industry. Companies are not the only entities affected by the new economy. Governments across the world have become increasingly involved at a macro-economic level in fostering skills development as a means of competing in the global arena. South Africa has approximately 5 million economically active citizens, compared to the UK with 15 million and the USA with 25 ii million. In response to the skills shortage, South Africa has proposed a Human Resources Development (HRD) strategy, entrenched in an outcomes-based learning methodology and enacted through various pieces of legislation, including the South African Qualifications Authority (SAQA) Act 61 of 1995. The national HRD strategy, by virtue of this legislative element, has been cascaded to organisational level to ensure the requisite skills development across all sectors of the economy. Organisational training and development strategies are influenced by the national outcomesbased- learning methodology. The development of skilled individuals through interventions such as workplace skills programme and learnerships must conform to SAQA requirements in terms of unit standards, assessment, quality assurance, the National Qualification Framework, and registration as a training provider. African Oxygen Limited (Afrox) is one such South African Company that must conform to such legislation in developing its employees. Afrox is in the business of gases, welding products and healthcare. The Company was established in 1927 and listed on the Johannesburg Stock Exchange (now referred to as JSE Securities Exchange) in 1964. It has a market capitalisation of over R5,5 billion and 343 million shares in issue. The group comprises of two focused listed companies: gases and welding, and healthcare. Afrox is South Africa’s 17th largest employer with over 16 000 employees in both lines of business. The company is part of the BOC group plc affording it the status of a global company. The BOC Group has operations in 50 countries on five continents and owns 55% of the shares of Afrox. Afrox can rely on its parent company to provide the latest in technology, research and development and other leading global business practices. A historical feature in Afrox (and the BOC Group) has been the regional basis on which the company was organised and structured, with some employees operating in fairly remotes sites. The geographical composition and proximity of the customers and markets, as well as transportation constraints has influenced the establishment of three regional centres from which to distribute product and service customers. The challenge in Afrox is to refine how learning systems that involve the use of technology take place. All employees in Afrox have a competency profile on the e-learning systems of the organisation. However, in recent focus group sessions perceptions of e-learning have been found to vary among e-learners. The study is therefore concerned with investigating the iii perceptions of e-learners in order to position the company to capitalise on the advantages that elearning offers the business world. A literature review of key aspects of e-learning systems will be presented relative to the learning systems within Afrox. An empirical exercise involving a telephonic survey is offered, based on a stratified sample of respondents in Afrox to determine their perceptions of key aspects of elearning. / Ms. H. Jacobs

M.Ed. / Teaching and learning is the main focus at any school, but this takes place within the framework of a national educational system. There have been numerous changes in education during the last decade in South Africa, including the advancement of computers. The focus of teaching and learning has moved towards the learner centered approach of Outcomes Based Education and integrating computers into schools has been more focused on learners. This study, however, focuses on educators and investigates whether using computers can encourage teachers to reflect on, and improve their current teaching and learning practices. This qualitative study investigated the impact of teachers using computers for teaching and learning purposes. A literature review was conducted, which included teaching and learning theories, approaches, strategies and styles, as well as educator engagement with computers. A description of natural occurring events within the practice of teaching and learning at a selected primary school was used. The data were collected from surveys, interviews, questionnaires and checklists, completed by educators and learners.

M. Ed.