M.Ed. (Curriculum Studies) / Dozens of Teaching Science practitioners and educational administrators are asking fundamental questions today about the objectives of teacher education programs, the content of programs, instructional methods and quality of education of teachers. They recognised that current Teaching Science practices must be examined, evaluated, and in some cases, developed. There are obvious limits to the effectiveness of these Teaching Science programs to give prospective teachers skills necessary to be successful in their classrooms. This study investigates the guidelines for the improvement of Teaching Science at Colleges of Education that can ensure prospective teachers with ways of understanding the culture of classrooms and schools. The research was based on the assumption that, for prospective teachers to learn to teach effectively, they should be inculcated with an enriched structure and content of the subject Teaching Science curriculum, and valuable teaching knowledge should be communicated to them during their professional training process. In order to understand this problem in its total context an in depth study of the literature survey on the process of teacher education in the Republic of South Africa and the selected areas in the world was done. Data was collected from the interviews with the Heads of Education Department and beginner teachers and questionnaires were administered with principals of schools, Teaching Science lecturers and second and third year student-teachers. The data corpus includes case observations from prospective teachers on Teaching Practice. Their lesson plans, presentation of the teaching skills and post class reflection notes were analysed. Their subject expositions were also audiotaped to provide contextual descriptions. Findings indicate that there are many areas in which the subject Teaching Science curriculum needs improvement if it is to maintain its high degree of producing school teachers which the community will recognise and respect. The findings corroborated the hypotheses that the subject Teaching Science curriculum helps prospective teachers to be autonomous and active agents in their classrooms. The following are some of the most important findings: With regard to their lecturing, the majority of students claimed that many Teaching Science lecturers are ineffective classroom practitioners. It is revealed that Teaching Science lecturers who are less qualified are unfamiliar with the subject Teaching Science lecturing strategies whereas the highly qualified staff is always satisfied with its lecturing. Many student-teachers regarded Teaching Practice as a stressful time because they were not guided effectively by their Teaching Science supervisors on how to write genuine lesson preparations and schemes of work. Teaching Practice sessions are usually held at the beginning of the professional course. At that time students do not have maturity and knowledge of the theory on which teaching is based. Overall it appeared to show that theory and practice at Colleges of Education are still far apart and student-teachers are not given direct experience with the children they are going to teach. -In all Colleges of Education, Teaching Science facilities such as micro-teaching laboratory. dark room and media centre, are inadequate, -The study also revealed that the subject Teaching Science curriculum at Colleges of Education is more boring, less fun, more repetitious, discouraging, unattractive and less competitive. Students are not equipped with the subject Teaching Science curriculum to present interesting lessons. Beginner teachers are incapable of controlling their classes. marking registers and writing accurately on the chalkboard. It is because of this and other reasons that most student-teachers were always absent for Teaching Science periods. -The survey further revealed that the majority of beginner teachers are shy, self-centred and unable to establish good order in the classroom. -The traditional lecturer/teacher-centred approach in which the educator transfers information to learners is outdated, It was found that new approaches to assist prospective teachers may have important potential which needs to be explored diligently. -Based on the data collected and literature review the researcher provides proposals for the improvement of the subject Teaching Science curriculum at Teachers' Training Colleges. It is the wish of the researcher that this set of recommendations be effective tools in helping preservice teachers become successful teachers

D.Ed. / The aim of this research is to determine teaching for the development of meaningful learning by Educational students at Vista University. determine these teaching strategies, the objectives were formulated: To determine the factors which have an influence on earning strategies. To determine the learning strategies of the first year Education students at Vista University. To identify teaching strategies that would encourage meaningful learning. Firstly a review is given of the research done in the field of learning strategies. The work done in Sweden, the United Kingdom, Australia and the USA is discussed. The learning strategies identified by these researches are then divided into two groups, those encouraging a surface learning strategy and those encouraging a deep learning strategy; The latter resulting in meaningful learning. In the second instance, factors influencing learning strategies are discussed. These factors aredivided into personal factors (cognitive style, previous experience, motivation, conception of learning, background knowledge, intellectual ability, personality, self-concept, age, sex and cerebral hemispherisity) and institutional factors (subject area and departmental context, the nature of the task and task demands, the student's perception of the teaching and learning context, teaching and evaluation). An indication is also given of which factors and which specific aspects of the factors give rise to either a surface learning strategy or a deep learning strategy. Thirdly, one of the factors, namely teaching is discussed by referring to how it influences a student's choice of a learning strategy. Aspects such as teaching styles, teaching methods, media, effective teaching and the student's perception of teaching are discussed. Fourthly, a second factor, evaluation is discussed by looking at evaluation and objectives, ways of evaluating, evaluation techniques, criteria and prerequisites for evaluation, the role of evaluation in the teaching situation and the relationship between evaluation and the student's learning. Throughout the discussion on teaching and evaluation, an attempt is made to give an indication of the status quo concerning these aspects at Vista University. An attempt is also made to identify which aspects of these two factors encourage either a surface or a deep learning strategy. In order to determine the learning strategies of first year Education students at Vista University, an empirical research is undertaken. In the quantitative part of the research the measuring instrument used is the Approaches to Studying Inventory developed by Entwistle and Ramsden. The SOLO Taxonomy as developed by Biggs and Collis is used in the qualitative part of the research. The research group consists of the first year Education students at the Port Elizabeth, Bloemfontein, Welkom, Sebokeng and Soweto campuses of Vista University during 1988. From the research the conclusion can be drawn that the students do have a meaning orientation towards learning but the learning strategy that they apply is reproductive. Lastly, an attempt is made to determine teaching strategies that would encourage meaningful learning. The conclusion is reached that the lecturer's intention with regard to his teaching must be brought in line with the student's perception of the teaching situation. In order to bring this about meta-teaching strategies are proposed as the teaching strategies that would lead to meaningful learning.

THESIS submitted in fulfilment of the degree DOCTOR OF EDUCATION in the Faculty of Education and Social Sciences Cape Peninsula University of Technology 2013 / The aim of this research is to present recommendations for knowledge and practice relations between Further Education and Training (FET) colleges and Civil Engineering (CE) workplaces, and to present a work-integrated learning (WIL) model that could assist with the preparation of CE students for the workplace. Recently, FET colleges have been under the spotlight in terms of student preparedness for the CE workplace. Many questions have been posed by students studying at FET colleges and by CE workplace supervisors in respect of whether the current CE curriculum adequately prepares students for the workplace, or whether the curriculum has become obsolete in terms of knowledge and practice relations. The CE industry is of the opinion that students are insufficiently prepared in terms of skills and knowledge. In the light of this uncertainty, I researched the learning taking place at FET colleges and CE workplaces. I examined similarities and differences in the learning environment of the students. The research provides a theoretical overview of Activity Theory (AT) and its principle of contradictions. The lens of AT and its contradictions provide a versatile tool to enquire into various aspects of WIL, taking into account individual and institutional perspectives, as well as changes over time. Activity Theory and its principle of contradictions provide insights into how transformation may occur within Activity Systems (ASs) in a CE context. The study was conducted over a number of years with participants from three ASs, namely, the classroom, workshop/college yard and workplace. During the research, this study proposed a conceptual framework, rooted in AT, and substantiated by empirical evidence, for describing and analysing the learning taking place in the FET college sector and within the CE workplace environment. The analysis focuses on the perceptions of learning taking place in the ASs. Results reveal a knowledge and practice divide, mediated by AS elements of mediating artefacts, object, subject, division of labour, community and rules. Through a particular focus on the contradictions of the elements of an AS which occur, the objective for this study was to determine ‘knowledge and practice relations’. The components of knowledge and practice are extremely isolated, and by bringing the argument and the empirical findings together, the findings propose:  Links between knowledge(‘the classroom’) and practice(‘the workplace’) The surfacing of the disconnect between knowledge and practice between the FET college sector and the CE workplace supports the idea of establishing links between these two sectors. This collaboration could be the turning point in better preparing students for the workplace.  Policy formulation and implementation The need for policy review to enhance the integration of knowledge and practice relations in the sector has become apparent. Colleges are expected to undergo a radical transformation and to make major contributions to policy. However, these institutions are new and fragile, and are based on historically weak predecessors. Much of the reform process is oblivious of the connections between college and workplace. The research has established that both CE industries and FET colleges should ensure that they increase their involvement with and participation in the provision of adequately preparing students for the workplace in the Western Cape Province.

This thesis investigates the process of peer collaborative learning in three Supplemental Instruction (SI) groups at Rhodes University. The roles of the SI leader, the students and the task in the peer-collaborative learning-teaching process were researched. The research is rooted in sociocultural theories of learning and development. The notion of activity is thus central to this investigation. The tasks, goals and interactions in the SI sessions were analysed in order to arrive at an understanding of the process of learning-teaching in each of the three SI sessions. A method of analysis devised by Van Vlaenderen to study the process of everyday cognition in the problem solving activities of community activists (1997) was adapted for this study. The method of analysis was used to study the interaction processes of participants in the SI groups. Each interaction between the SI participants was broken into its constituent parts and labeled in terms of the goals of the interactions in relation to the preceding interaction or operation, the task or subtask under discussion, and the SI session as a whole. Data from the analysis of the activity were quantified in order to assess the quality of the learning-teaching process. A qualitative analysis of the patterns of mediation was used in conjunction with the quantified data of interaction patterns to draw conclusions about the nature of the peer collaborative learning-teaching process in the three SI sessions. The research findings indicate that the nature of the SI task is crucial; students in SI need to be able and willing to participate; and the facilitation style of the SI leader plays a role in determining the quality of the activity in the SI session. The thesis explicates learning-teaching activity that results in higher order learning.

M.Ed. / In this study attention was paid to factors influencing students in their evaluation of the teaching skills of their lecturers. The problem addressed is that of the increase in student numbers and the relatively high failure rate at South African universities which accompanies it. Due to the fact that the lecturer is responsible for teaching, it follows that a solution to this problem lies partly with him/her. Universities are forced to seriously address this problem and to supply possible solutions. As a result research programs are often conducted in order to establish those factors which have an influence on a student's evaluation of a lecturer's teaching (for example Malan, 1979; Strydom & Helm, 1981; Malan,1983; Vlok & Sewell, 1985 and Marais & Van Tonder, 1986, etc.). The purpose of this project is threefold: to present an overview of literature pertaining to techniques of teaching evaluation applied locally and internationally; to identify factors which could possibly influence students' evaluation of teaching, using available literature; to determine to what extent these factors apply to male and female students of different seniority levels and in various fields of study. In the study of relevant literature specific attention was paid to those characteristics of a lecturer earmarking him/her as effective. These characteristics include both personal and teaching practice characteristics. The study also includes teaching evaluation as a facet of teaching development, addressing various techniques of evaluation and focusing upon evaluation by students ...

M.Ed. / Distance students are deprived from amongst others: non academic activities, informal learning opportunies, sharing critical ideas, the establishment of social relationships and competition with the peergroup and lecturer, leadership opportunities in student groups and periodic conversation with 'experts' in their field of study. The lowering of state subsidies in higher education, compels residential educational institutions to add components of distance education to their contact teaching component, so that they are able to handle the increasing number of students on a cost-effective basis. It is so that the change from a purely contact teaching institution to a combined contact and distance teaching approach (a mixed mode approach), will not take place without problems during the implementation phase. With reference to a purely distance teaching educational institution, Fraser (1993:30) has the following to say: "Their teaching policy is modelled on that of traditional contact teaching, to some extent resulting from the fact that most of the tutors employed by these institutions are themselves products of contact teaching." Distance teaching expertise in a contact teaching milieu should not be taken for granted by lecturers - it neccesitates intensive lecturer-development and the exposure to this field for the distance teaching lecturer. Greyling (1993:181) accentuates the different roles of the distance lecturer as that of learning facilitator, "... (wat) as gevolg van hierdie afstand in die onderrig-leergebeure, 'n veel moeiliker opgaaf (het) om 'n positiewe verhouding met hulle studente te stilt en te handhaaf, doeltreffend te kommunikeer en 'n positiewe leeromgewing te skep." The latter suggests that the distance lecturer has a facilitative instead of a didactive role to play, by putting more emphasis on the learner than on the learning content. According to Ljosa and Sandvold: (1988:315) " The evaluation of fixed assignments is no longer the (lecturer's) most important task. He/she functions to a larger degree as study guide and partner in a dialogue between him/her and the student. This asks more of his/her imagination and understanding." The role that the lecturer has to play in a teaching environment where distance teaching and contact teaching is presented in a combination, still has to be that of facilitator, in order to create a positive learning environment. This area still needs a lot of research. It presupposes that the lecturer will strive to create a context which will promote learning and which has an interwoven didactic and facilitative touch. According to Siaciwena (1990:70-73) distance teaching is taught in many African countries in a combination with contact teaching as a cost-effective alternative, for the extension of the educational system and as a means of national development. In South Africa it has also become a popular option and therefore the importance of undertaking this study, should not be underestimated. The aim of this study is to research guidelines which will assist the higher education lecturer involved in the combination of contact /distance teaching (mixed mode approach) so that his/her facilitative role can be described. The most important conclusions drawn at the completion of this study were were as follows: *University/tertiary lecturers are not trained sufficiently for the demands of heterogeneous students in a combined contact/distance teaching milieu. *Invitational teaching/learning contracts can assist to facilitate the learning of heterogeneous learners in a combined contact/distance teaching mode. *There are positive implications for the use of proposed guidelines to facilitate learning in a mixed mode teaching environment, provided that the lecturer has an invitational personality (approach) and can act spontaneously in his/her teaching. Lecturers will experience that their students learn easier, and that they become more creative. Personal relationships with students will develop more easily, because students had an imput in the planning of the content and the evaluation procedures. Important aspects of the study which will need further research include the following: *The design of criteria for a (combined) mixed mode university/tertiary educational programme, keeping in mind the guidelines as set out in this study. *The design of a teaching development programme to develop specific teaching strategies of lecturers in a mixed mode teaching programme. *The development of a programme to screen/test students who aspire to become teachers/lectures in higher education, keeping in mind the guidelines for the development of teaching/lecturing abilities.

Nurse educators are the custodians of nursing education and are faced with the task of providing quality nursing education in a way that inspires and enhances learning. The approach to teaching has moved away from the traditional teacher centre approach to a more student centred, active learning approach. Nurse educators are faced with many challenges, such as creating a learning environment that is conducive to a new and diverse generation of students who have different needs, learning styles and expectations. It is therefore important that the nurse educators strive to enhance the overall learning experience by incorporating teaching strategies that engage students as active participants in the learning process. This study followed a quantitative, descriptive, exploratory and contextual research design in order to determine the activities, educational resources and teaching strategies used to facilitate active learning in a private nursing education institution. The target population was comprised of student nurses registered at the private nursing education institution. The data was collected by means of a self-administered questionnaire from 721 participants at learning centres throughout the country. The statistician used Statistica Version 12 to obtain both a descriptive and a statistical summary of the data. Descriptive statistics were used to describe the common features of the data used and the findings were discussed and summarized in tables and graphs. The ethical principles of informed consent, confidentiality and anonymity, beneficence, non-maleficence, veracity and justice have been maintained throughout this study. This study was conducted in one private nursing education institution in South Africa and only focussed on student nurses. The findings were that the greater majority of the students were encouraged to actively participate in the classroom. Students voiced their preference regarding the activities and teaching strategies utilized. There is disparity and inequality regarding the availability of educational media, resources and facilities. A variety of teaching strategies were utilized in the classrooms of the private NEI, but the use of technology based teaching strategies was limited. Information obtained from nurse educators could provide clarity on their use of teaching strategies to facilitate active learning in the classroom or at least highlight gaps in their knowledge that could help to facilitate training for nurse educators. Based on the findings of the study, recommendations for nursing practice, research and nursing education were made. The main recommendations for nursing education include the continuation of active learning activities given by the nurse educators in the classroom. Nurse educators to take cognisance of the students’ preferences and justify their selection of teaching strategies. The private NEI should ensure the availability and accessibility of educational resources, multimedia and facilities that are essential in teaching students to become self-directed, independent practitioners. Opportunities should be made available for nurse educators to attend seminars or workshops on the use of technology-based teaching strategies and undergo training in the utilization of different strategies that can enhance active learning. This could be included as a mandatory module of the nurse educators’ continuous professional development.

Submitted in compliance with the requirements for the Master’s Degree in Business Administration, Durban University of Technology, 2017. / Technology, student diversity, socio-economic factors, student attrition and retention has significantly affected the teaching and learning environment at university. A first-year student’s life is significantly affected by this changing environment and many first-year students at universities experience difficulties adapting to the new environment and being successful in their academic tasks. The aim of this study was to determine the factors affecting the motivation of first-year students in the Department of Construction Management and Quantity Surveying. The study used the quantitative method approach where questionnaires were given to the first-year students and the first-year lecturers (lecturing the first-year students). Questionnaires were administered to 126 first-year students comprising the target population but only 121 completed questionnaires were received. Findings from this study emphasise the need for lecturers to engage in alternate study methods, such as the use of the blackboard and visual aids to assist students. Students need to be adequately informed about the support systems available to them so that they can have a satisfying cultural, social and academic life. There was also a need for better equipped lecturing facilities. The absenteeism of students had a negative impact on the morale of lecturers. Absenteeism has a two-fold effect, in that it disrupts the morale of the lecturer as well as that of the students who attend class. The marketing strategy of both the Department as well as the university needs to be re-visited in terms of recruiting students and in particular the misunderstanding that exists amongst students regarding the different programme offerings. The above issues are critical to ensure a transformative higher education agenda and DUT’s strategic goals of engagement and student centredness. The study recommends that a greater extent of student centredness, student-lecturer engagement and innovative teaching and learning approaches could increase the motivational level of first-year students in the Department. / M

M.Ed. (Didactics) / In this study attention is paid to the use of technical college student evaluators of teaching..Specia! attention is focused on certain factors which influence students in their evaluation of the teaching skills of lecturers. The problem addressed, is the vital role played by vocational training in South Africa as a developing country. In the light of the acute shortage of skilled manpOwer, it is essential that vocational training, as practised at technical colleges, should function optiIllally. Lecturers at technical colleges can play an important role in this resPect and what is needed is a willingness on the part of both lecturers and organisations responsible for vocational training, to optimalise effective teaching and the concomitant successful learning by students. The aim of this study centres round an overview of literature regarding methods of teaching evaluation as applied locally and internationally, the identification of the possible influence of certain factors on the evaluation by students and the e,d:ent 1;0 which these factors apply ~o male and female students of different seniority levels at six technical colleges. In the study of relevant Literature , attention is paid to the aim and function of technical colleges. Certain indicators of effective teaching, as well as teaching evaluation are dealt with and special attention is paid to self evaluation, peer evaluation and evaluation by means of objectives. Evaluation of teaching by students is investigated in depth, together with factors which influence students in" their evaluation of teaching, such as humour, sex of student and lecturer, seniority of students, class siZe, enthusiasm and course content. The research group consists of full-time N4, NS and N6 technical and commercial students at six technical colleges on the witwatersrand and in the Pretoria area. The lecturers teaching these students are evaluated by means of a questionnaire.

M.Ed. (Computer-Based Education) / Lifelong learning is the process by which individuals consciously acquire formal, non-formal or informal education throughout their life spans for personal development or career advancement (European Commission, 2001:9). It is an important element in facing the challenges of globalisation, competitiveness and employment and is being increasingly recognised by countries such as the United States and those comprising the European Union as a means of helping people to acquire the knowledge, competencies, skills and confidence they need in order to participate fully in society (Kessels& Katus, 2003). Lifelong learning has become such an important process that governmental ministers for lifelong learning have been appointed, such as in Wales (Henry, 2000:24). Many adult learners have difficulty attending lectures due to factors such as distance from the educational institution, work commitments and the set time constraints of lectures. Increasingly, such students cannot afford the time entailed in taking traditional instruction (Quinn, 2001). Formal lifelong learning for these particular learners requires the flexibility of learning at the discretion of the learner in any location, such as at work or in their own homes, and at anytime - it must be time and space independent.