M. Ed.

Increasingly, multimedia technology is permeating the educational arena worldwide, and many colleges and universities are moving towards the use of digital technology to enhance the teaching and learning process of both the students and educational practitioners (Kachian & Wieser, 1999:[online]; Mat, 2000:[online]). South Africa is a developing country that is undergoing radical social, political, economic and cultural changes and advances in computer technology have also dramatically changed the learning and teaching process and provided new learning opportunities and access to educational resources beyond those traditionally available. This research study describes a design experiment in which a multimedia learning environment (MMLE) was crafted for nursing students in neonatology at a university in Johannesburg, South Africa. At the outset, the integrated design principles derived from the constructivist perspectives on learning, multimedia learning design principles generated from Instructional Design Theory and the learning styles according to Kolb’s Learning Style Inventory, are established as a theoretical point of departure. This theoretical position led to the generation of a design framework that exploits the congruencies between constructivist perspectives on learning, the individual attributes of learners as defined by learning styles and multimedia design principles. The design experiment is conducted in five phases: the establishment of the design framework after an extensive literature review, the development of the MMLE, a pilot study, the final implementation and data analysis. Both quantitative and qualitative data are collected. The preliminary results of the study show that the students had an overwhelmingly positive experience of the MMLE, and that their preferred learning style had some influence on their experience. Little evidence has been found in the literature about the interaction between learning styles and constructivist learning principles for the design of multimedia learning and it is in this area that the study makes a contribution. The study also makes a contribution to the field of Nursing Science education, as it designs and develops multimedia learning materials, and assesses the value of those learning materials for learners which may be adopted in similar contexts within the broader South African context. / Prof. D. Van Der Westhuizen

Enterprise Resource Planning (ERP) education can positively impact the success of an ERP implementation. Incorporating new tools and technologies into the learning process can potentially alleviate the evident problems with ERP education. Blended learning and e-learning environments both offer opportunities for improvement in education. However, there are various factors and components that need to be in place for such an environment to be successful. The aim of this research is to provide an ERP e-Learning Environment (ERPeL) that can assist with ERP education in terms of creating an integrated and comprehensive learning environment for novice ERP users. In order to achieve this aim, this study followed the Design-Based Research (DBR) methodology which is specific to educational technology research and was applied in iterative cycles where various components of the environment were evaluated by different participants. Quantitative and qualitative data was collected by means of field studies (interviews, focus groups and questionnaires). The proposed ERPeL underwent several iterations of feedback and improvement. In order to determine the success of e-learning, various critical success factors and evaluation criteria were investigated. Field studies were conducted in order to validate the theory in a real-world context. An initial field study was conducted with third year Nelson Mandela Metropolitan University (NMMU) students who were enrolled in the 2014 ERP systems’ module in the Department of Computing Sciences. Many of the problems identified in theory were found to be prevalent in the real-world context. One of the DBR process cycles involved the implementation of specific components of the ERPeL at the Developing and Strengthening Industry-driven Knowledge-transfer between developing Countries (DASIK) introduction to ERP systems course. Participants were either NMMU students, academic staff or industry delegates. The components evaluated included videos, learning content, badges, assessment and the SYSPRO Latte m-learning application. Additional components of a leader board, live chats, peer reviewing, expert reviews, user generated content, consultancy with experts and SYSPRO ERP certification were implemented in the subsequent cycle where participants were 2015 third year NMMU ERP systems students. The criteria used to evaluate the success of the ERPeL and its e-learning components were adapted from literature and a new set of evaluation criteria for e-learning was proposed. The ERPeL is made up of Moodle, the SYSPRO ERP System, the SYSPRO e-Learning System, the SYSPRO Latte m-learning application, learning content and components. Overall the ERPeL was positively received by the various sample groups. The research results indicate that the use of an e-learning environment for ERP systems was positively received. The most positive aspects reported were the implementation of e-learning components such as the interactive videos, simulations and m-learning. In support of this Masters dissertation, the following three papers have been published and presented at two local conferences and one international conference: 1. SACLA 2014, Port Elizabeth (South Africa); 2. SAICSIT 2015, Stellenbosch (South Africa); and 3. IDIA 2015, Zanzibar (Tanzania).

This study explores the use of Information and Communications Technology (ICT) and Educational Technology (ET) as an educational resource in the school Arts classroom. Many teachers lack the qualifications to teach the Performing Arts (PA) of the Curriculum and Policy Statement (CAPS). Therefore, teachers rely on curriculum documentation and textbooks to help guide planning of lessons and the execution thereof. Technology as a resource tool can assist teachers as they incorporate an overwhelming amount of content/concepts in lessons. In this way they could improve classroom practice in the PA disciplines. With the emergence of Operation Phakisa: ICT in Education (Department of Education [DoE] 2015), the researcher acknowledges that the integration of ET is unavoidable. Moreover, the research highlights the importance of engaging with the rising hegemony of ICT as the defining characteristic of the information society. Literature supporting the inclusivity of media and media-related resources in education are discussed. In addition, the literature review focuses on a wide variety of ET and concludes with the implementation of ET in a South African context. Teachers from the Foundation Phase (FP), Intermediate Phase (IP) and Senior Phase (SP), namely grade R – 7, were invited to participate in the study where they were observed during contact time drawing on technology to aid teaching pedagogy. The research design involved a qualitative inquiry with aspects of crystallization where the data was collected through observations, interviews and teacher’s self-assessment. The findings suggest that teachers received little or no training in one or more PA disciplines. The integration of technology in the teaching pedagogy led to an enhanced learning environment where the teacher could actively engage learners in meaningful activities. The findings furthermore revealed that the use of technology was not uniform and did not lead to neat conclusion. Instead the researcher found that a great deal of divergence in the use of technology. This divergence was found across art disciplines and the use of technology also differed among teachers. Finally, individual teachers also differed in their use of technology across the art disciplines that they taught. The learners benefited from the use of technology insofar as they displayed a better understanding of the concepts in subsequent lessons. Furthermore, by the end of the study, teachers had begun to implement the new teaching style in learning areas other than the PA.

This thesis is concerned with the design, development and implementation of Microcomputer-Based Laboratory experiments appropriate for Chemistry 11 and 12 in British Columbia. Computer apparatus, software and instructional materials were designed and constructed with feeedback and assistance from students and teachers. These materials were then used in the classroom laboratory to collect and prepare real-time graphs of pH, spectrophotometric and temperature data for modified versions of laboratories 2a, 16b, 19b, and 20h taken from the Canadianized Heath Chemistry laboratory program. Results of student academic performance are presented, along with samples of the interactions used during iterative materials design. The appropriateness of MBL incorporation is discussed at length, and suggested courses of action presented to B.C. Chemistry educators interested in acquiring MBL technology. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This research report evaluates a computer assisted instruction (CAI) simulation exercise developed according to guidelines developed by Gagne, Wager and Rojas (1981). The simulation exercise was evaluated in terms of: (a) its consistency with these guidelines, and (b) the ability of the learner to achieve the desired objectives. The helpfulness of these guidelines in the development of a quality CAI simulation exercise was also evaluated. Computer assisted instruction is being increasingly used in health sciences instruction. Although there is research available describing its use in medical and undergraduate nursing education, there is limited information on its use in postgraduate nursing education. This research project attempted to: (a) increase the general knowledge base of CAI in continuing nursing education, and (b) evaluate one set of available authoring guidelines. The research project used a one group, three test design. A learning module was developed by the author to provide psychiatric nurses with the basic knowledge needed to conduct a mental status examination. A CAI nurse-patient simulation exercise was written to provide an opportunity to apply this knowledge. It was written according to guidelines proposed by Gagne, Wager and Rojas (1981). Information on the subjects' progress was gathered by a series of tests which assessed mastery and application of mental status examination knowledge and skill. Further data were gathered via a questionnaire on the subjects' attitudes towards the computer, CAI in nursing and the CAI simulation exercise. Following the learning module, there was a significant increase in mental status examination knowledge. A significant increase in mental status examination application skill was also noted on a paper and pencil test administered after the CAI simulation exercise. Subjects also displayed significant improvement in their ability to write a short and concise mental status examination summary. The post-CAI attitude questionnaire found subjects feeling more comfortable with the learning experience. Although supportive of the use of computers in nursing, it was seen more as a tool for nursing schools than continuing education. Subjects also expressed some doubts as to whether CAI was as good as other instructional techniques for practising a mental status examination. Some additional findings were noted: (a) familiarity with a typewriter or computer keyboard seemed to decrease the time taken to complete the CAI simulation exercise, and (b) previous computer experience also played a role in reducing CAI completion time. The computer hardware seemed to interfere with the learning experience. Subjects were anxious about doing three tasks simultaneously: (a) a simulation exercise, (b) learning to type, and (c) interacting with the computer. Several expressed fear of breaking the computer. The present results suggest that CAI should remain as an adjunct to other methods of continuing education. The nursing profession must increase its knowledge in authoring CAI courseware. Potential CAI authors need time and an opportunity to refine their skills. Potential users also require more experience with both computer hardware and software. Computer assisted instruction authoring guidelines need to be developed and tested. Guidelines proposed by Gagne, Wager and Rojas (1981) are an excellent beginning, but more research in this area is necessary if CAI is to become a useful approach to continuing nursing education. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

A study was conducted with 76 grade seven students to determine the interaction between conceptual tempo (defined as reflectivity versus impulsivity) and three levels of instruction (no strategy instruction, strategy instruction fed forward, and strategy instruction in a feedback format) on a computer generated transformation problem (a maze). As has been found previously, reflectives have an advantage over impulsives in problem solving performance. Performance was based on several criteria, including speed and accuracy of a first attempt at the problem, speed and accuracy in a direct repeat of the problem and speed and accuracy in a related problem where generalizable skills could have been transferred. In all cases, different instructional presentations had no effect if the total population was considered, but some strong interactions were found between instruction and conceptual tempo. This led to a conclusion that aptitude-treatment interactions should be considered in problem-solving research. Some exploratory observations regarding other aspects of individual characteristics, such, as gender differences in computer anxiety and differences in cognitive processing of problems for the different conceptual tempos are also discussed. / Arts, Faculty of / Psychology, Department of / Graduate

The widespread availability of computers has prompted schools to invest in computer hardware and develop courses of instruction. However, the presence of computers and computer courses in schools does not ensure equal access for boys and girls. This study investigated the relationships between gender and computer use and gender and attitudes towards computers. Results indicate a relationship between gender and use outside of school, but not between gender and use in schools. Results also indicate that the relationships between gender and attitudes toward computers are eliminated when other factors are taken into account. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The central question in this thesis is: In what ways, if any, can communications technology be used to extend and integrate the learning and intellectual engagement of teacher education students? Underpinning this question is an assumption that there is a need to take action by way of investigating technology practices in teacher education programs that are educationally defensible. More particularly in the context of teacher education there is a need to examine ways in which the technology can be used as a medium for integrating disparate parts of teacher education and for broadening channels of professional communication amongst those with an interest in teacher education. In order to respond to the question a number of technology practices have been established in one elementary teacher education program. In this thesis three projects, representative of these practices, are presented. The three projects set in an Education Studies course, a Language Arts Education course and a Mathematics Education course respectively, used either web-based or multimedia technology as a medium through which students could communicate, investigate and generate ideas related to the course goals. The analysis of the projects was concerned with both the means by which students engaged in the technology related tasks and the ways in which they represented their understandings. The data drawn on to conduct this analysis included the electronic texts produced by students, the comments and feedback on each project provided by students and instructors and my own observational notes. The key argument made in the thesis is that the technology served as 1. a medium for inquiry and 2. an object of study. In this respect student teachers were able to extend their engagement by making connections between people, resources and experiences in ways not normally possible and by learning about educational technology in ways that were practical, creative and critical. The conditions underpinning these extensions to student teachers' learning were collaborative writing, public audience, access to electronic resources and a research infrastructure. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Despite the growth in the size and acceptance of distance education, there have been persistent criticisms of this form of education because it often fails to provide for interaction among students and between students and instructors. Without this, it is suggested, distance education can only be an inferior imitation of the best face-to-face education because learners are unable to clarify and challenge assumptions and to construct meaning through dialogue. Some critics believe distance education's inability to reproduce a critical dialogue among students and between students and instructor can be addressed through the use of two-way communication technologies such as text-based, asynchronous (i.e., not in real time) computer conferencing. Appropriately-designed computer conferencing, it is argued, will facilitate interaction among students and between the instructor and students thus making distance education more appropriate for the higher-level cognitive goals of college and university education. At the same time, using this' technology will retain the flexibility of time and place-independence that is characteristic of distance education. The literature on educational computer conferencing is replete with references to its potential to create a new paradigm of education characterized by interactive group knowledge-building and critical thinking, but there are few empirical studies that have substantiated this view. Little is known about how and why learners participate and what factors may affect their participation. Similarly there has been little empirical study of the quality of computer conferencing interaction. This case study of a university-level course delivered by computer conferencing was designed to address these issues. It was guided by two purposes: 1) to determine whether the quantitative and qualitative dimensions of participation in this online course were consistent with key aspects of the new paradigm of networked learning as articulated in the literature, that is, if students were actively participating, building on each others contributions and thinking critically about the discussion topics; and 2) to determine what factors affected student participation and critical thinking. The results of this study suggest that some of the claims about the potential of this technology to transform conventional and distance education may be overstated. The emergence of a dynamic and interactive educational process that facilitates critical thinking was shown to be contingent on a variety of factors. The results suggest, however, that with the appropriate course design, instructor interventions, content, and students, computer conferencing can be used for these purposes and should be given serious consideration by distance educators as a way of facilitating interaction and critical thinking in distance education. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate