The study was necessitated by the fact that the throughput rates of accounting students studying at distance learning institutions in South Africa are disturbingly low when compared to students studying at residential universities. Bearing in mind the magnitude of the University of South Africa’s (Unisa’s) market share of accounting students in South Africa, it was pivotal to comprehend the unique challenges related to retention and throughput of these students. This thesis reports on a case study of the use of mobile phones in an Accounting module by applying the theories of didactic conversation and transactional distance to understand the retention and throughput rates of the Accounting students in an open distance learning (ODL) environment. Considering the landscape of accounting education in South Africa, the specific challenges faced by accounting students at Unisa and the recent scholarly discourse on retention and throughput of distance education students, this study contributes to the limited theoretical understanding of students’ retention and throughput rates in an Accounting module at Unisa. This theoretical understanding has been obtained through combining the transactional distance theory of Moore (1973) and the didactic conversation of Holmberg (1982) in a single conceptual framework. By applying this framework, this thesis makes an original contribution to the deepening understanding of the retention and throughput rates of accounting students in an ODL environment. The study has shown that retention and throughput rates can be improved through the lessening of the transactional distance between facilitator and student and by improving the quality and extent of the two-way didactic conversation in the learning process. To this effect, the study provided empirical evidence of the successful use of various complementing technology interventions, suitable for accounting students with time constraints, to enhance the learning process. / Management Accounting / D. Com.

‘A critical review of language errors in the writing of distance education students’ examines linguistic competence and investigates the language errors made by a heterogeneous group of 100 entry-level distance education university students with a view to improving their academic writing skills. The research follows a process of error identification and statistical analysis, and reviews intervention strategies based on the findings. Despite the continuing debates on the value of error correction, especially in relation to ‘World Englishes’, language accuracy remains a key factor in determining academic success. This is of particular concern in the South African multi-lingual context and in the light of the under-performance of South African students as evidenced in international comparative studies. The implications of the bimodal pattern of distribution in the review findings are discussed and pedagogically appropriate approaches and intervention strategies are suggested. / English Studies / M.A. (TESOL (Teaching English to speakers of other languages))

The recent global growth and popularity of open and distance learning (ODL) has been attributed to its advantages, such as flexibility for students who wish to study while working. Moreover, ODL is an effective tool in extending participation to students from less privileged social groups who are unreachable due to geographic location or cannot access higher education due to diverse factors, such as financial constraints or domestic arrangements. In the light of this, this study investigated learner support in the Department of Adult Basic Education and Training (ABET) at the University of South Africa (Unisa), the largest, dedicated ODL institution in South Africa. A review of literature identified the Community of Inquiry model proposed by Garrison, Anderson and Archer (2001) as useful in this context and I used it as a conceptual framework for the empirical inquiry that I undertook. A mixed method approach comprising two consecutive phases was employed to investigate the research questions. A self-designed questionnaire was used to gather quantitative data from a random sample of 400 students registered for the ABET Diploma module (Phase One) followed by face to face interviews with selected lecturers and students (Phase Two). The scope of the study was limited to ABET lecturers, ABET diploma students and to selected Unisa learner support systems, such as myUnisa which includes a web-based discussion forum. The findings of the inquiry were presented and discussed under three main headings: the findings of Phase One, the findings of Phase Two and a summary in which the findings of the two phases were integrated where appropriate. The themes that emerged from the questionnaire and the interviews demonstrate clearly that learner support in the ABET Department is crucial in ensuring learner success. Interlinking themes are as follows: the context of the students, levels of computer literacy, accessibility of Unisa learner support systems, student motivation and time management. Many ABET students live in remote areas of the country and have little or no access to internet facilities. However, the majority of students agreed that they would like to interact more with other students through myUnisa in future. Lecturers and students agreed that myUnisa was a vital tool in teaching the students online; yet both students and lecturers still regarded contact discussion classes as the most important form of learner support. The findings suggested that the distance between the university and the student still has to be reduced more to ensure that student support reaches all students equitably. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The research aimed to assess the feasibility of using podcasts in mobile devices to teach research proposal writing for masters’ students of University of South Africa. To aid in this, a general objective was developed which was supported by specific research objectives that guided the study. The research looked at the evolution of open distance learning (ODL) including the use of M-learning. I reviewed literature on the history of podcasts as an entertainment tool being highlighted as a revolution in the academic world especially in the area of distance learning. To create a foundation to give strength to the use of podcasts, theories of education were evaluated and criticised to give reason and foundation for the use of podcasts as a technology to support teaching and learning in ODL. All major aspects of learning were traversed in the theoretical aspect. This is in a bid to assess the ability of the use of podcasts to meet the needs of the learners. A methodology for conducting the research that included the deployment of a pilot project for the research proposal writing module in year 2011-2012 class was developed and justified accordingly. The use of both qualitative and quantitative methods was necessitated by the objectives of the research. This was implemented at data collection and analysis stages of the research. The analysis was fruitful and successful for that matter, giving reasonable backing to the proposal by the researcher of adopting the use of podcasts using mobile devices. The analysis deemed the pilot project successful for the period within which it was operated. Hurdles or challenges were present and the study gives them as majorly, the lack of sufficient skills to handle the content of the website, that is, generally, the use of the technology. Also, the study pinpoints that the availability of mobile devices is also a challenge that the students will face. Recommendations were derived from the challenges and include a framework that should be used in creating a podcast support system that will be based on the findings to create a successful project. Regarding the objectives of the study, the conclusion that indeed it is feasible to use podcasts to teach research proposal writing in Unisa is valid. / Curriculum and Instructional Studies / D. Ed. (Didactics)

The goal of this research was to explore how students with blindness (SwBs) use information and communication technology (ICT) for learning at the University of South Africa (UNISA). To do this the critical paradigm was used as a way of viewing the educational world. Underpinned by Transactional Distance Theory, Cultural Historical Activity Theory, Universal Design for Learning and Critical Theory, the study was qualitative and used narrative inquiry. The selection of the participants was made through purposive and snowball sampling and data collected through life stories, in-depth and telephonic interviews. The findings culminated in two major findings: 1) the use of ICT for learning; and 2) inclusive digital approaches. The first has emerging themes, for instance, (a) challenges with mathematical, scientific and accounting signs; (b) inability to access graphic learning material; (c) incompatibility of software; (d) lack of timely access to electronic learning materials; (e) high cost of ICT tools; (f) personal computers and laptops; (g) myUnisa and myLife; (h) voice recorders, Brailler, screen readers and videoconferencing; (i) electronic mail (e-mail); and (j) mobile telephones. The themes for the second major finding include: (a) authentic use of student-centred approaches; (b) inconsistency between policy and practice; (c) testing and re-testing of assessment tools; and (d) regular seeking of students‘ views and experiences. The proposed ‗Inclusive Critical use of Technology‘ (ICuT) framework was developed to and can be used as an effective guide if it is foregrounded by applicable distance learning theories and appropriate technologies. The study recommends the use of inclusive and critical approaches when integrating ICT into teaching and learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Stress in non-traditional students may be associated with psychological stress which could adversely affect academic and job performance. Sense of Coherence a resource enabling people to manage tension in a health promoting could positively affect performance. The objective of this study was to investigate how SOC, time-to-degree and academic achievement influence each other in non-traditional students. A cross-sectional survey design was used in this descriptive study. The convenience sample consisted of three hundred and sixty six non-traditional students at a distance learning institution in South Africa. Secondary data for this research came from students who had completed the short form OLQ-13 as part of the official study material for a research module at a particular distance education institution. No theoretical relationship could be found between SOC, time-to-degree and academic achievement. The empirical relationship proved that SOC could not be used as a predictor of time-to-degree and academic achievement of the particular sample under investigation. / Industrial & Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: Institutions for tertiary education are now more than ever realising the advantages of supplying the growing population with more effective and flexible learning environments through the integration of technology based media. Educational institutions are faced with the challenge of embracing technological changes within the educational domain in order to maintain their competitive position within a global arena. The University of Stellenbosch, as many other tertiary educational institutions, are challenged to view them as being part of an integrated knowledge society responsible for the reproduction of knowledge as a national and global commodity. The recent acceptance of an explicit strategy concerning educational processes and the creation of an Electronic Campus ensured that the University of Stellenbosch would maintain their strategic position through the development and improvement of the quality of the central education, research and community service functions within the university. The purpose of the research conducted within the boundaries of the University of Stellenbosch were to enhance and improve the quality of the learning and information sharing processes between various role players through the exploration of available communication media and the examination of relevant concepts. The specific objectives of the study comprise the following: ■ Objective One: Through the use of alternative subjective and objective test methods, including observation and the use of a questionnaire to conduct an empirical study to evaluate the usability of the various asynchronous computer based communication media, with specific focus on course management systems, and video streaming; ■ Objective Two: Make recommendations based on the findings of the study to potential users of the alternative media and applications in terms of the limitations and benefits; ■ Objective Three: To use the findings, together with an examination of the user needs and applicable concepts, to make recommendations to assist in future decisions regarding the value of the integration of these media into the creation of a high value interactive virtual learning environment; ■ Objective Four: Given the findings, to make recommendations for future research. Empirical tests were conducted in order to examine the usability of WebCT and Microsoft Producer as it was anticipated that the degree to which the communication media adds value and enhances the education and information sharing process will be influenced by the usability of the specified media and the role players' perceived need for the specific media. Empirical test were descriptive in nature and included survey research methods and usability laboratory tests In summary, the data obtained shows that the sample population holds favourable attitudes with regard to the usability of both Microsoft Producer and WebCT. WebCT and Microsoft Producer holds the potential for enhancing and improving the quality of the learning and information sharing processes between role-players within the University of Stellenbosch by providing a useful, reliable, easy to use, consistent, compatible, learnable and likeable system. The integration of WebCT and Microsoft Producer in the context of the University of Stellenbosch will enable role-players to complete their educational and research activities with accuracy in a timely competent and economical fashion. / AFRIKAANSE OPSOMMING: Instellings vir tersiere opvoeding is nou meer as ooit bewus van die onmiskenbare voordele verbonde aan die beskikbaarstelling van meer effektiewe en buigsame leer omgewings aan ‘n groeiende studente getalle deur die integrasie van tegnologie gebasseerde media. Opvoedkundige instellings word toenemend uitgedaag om die geleenthede wat die tegnologiese veranderinge in die opvoedings domein vergesel aan te gryp. Die Universiteit van Stellenbosch word, soos vele ander tersiere instellings, uitgedaag om hulself te beskou as deel van ‘n geintegreerde kennis gemeenskap, verantwoordelik vir die reproduksie van kennis as ‘n nasionale en globale kommoditeit. Die onlangse aanvaarding van 'n eksplisiete strategie aangaande opvoedkundige prosesse en die ontwikkeling van ‘n elektroniese kampus het verseker dat die Universiteit van Stellenbosch sy strategiese posisie behou deur die ontwikkeling en verbetering van die kwaliteit van die sentrale opvoedings, navorsings, en gemeenskapsdiens funksies binne die Universiteit van Stellenbosch. Die doel van die navorsing wat binne die grense van die Universiteit van Stellenbosch uitgevoer is was om die kwaliteit van die opvoedings- en informasiedelings prosesse tussen verskeie rolspelers te verbeter deur die verkenning van beskikbare kommunikasie media en relevante konsepte. Die spesifieke doelwitte van die studie kan as volg uiteengesit word: ■ Doelwit Een: Om deur die gebruik van alternatiewe subjektiewe en objektiewe toets metodes, insluitende observasie en die gebruik van ‘n vraelys, ‘n empiriese studie uit te voer met die oog op die evaluasie van die bruikbaarheid van verskeie asinkrone rekenaar gebasseerde kommunikasie media, met spesifieke fokus op kursusbestuurstelsels en videostroomingstelsels; ■ Doelwit Twee: Om aanbevelings te maak gebasseer op die bevindinge van die studie aan potensiele gebruikers rakende die alternatiewe media en hul gebruike in terme van tekortkominge en voordele; ■ Doelwit Drie: Om die bevindinge te gebruik in samewerking met 'n evaluasie van die gebruikers se behoeftes en toepaslike konsepte, ten einde aanbevelings te maak wat toekomstige besluitneming sal dryf aangaande die waarde van die integrasie van die bogenoemde media in die ontwikkeling van ‘n hoe waarde interaktiewe skynwerklike leer omgewing; ■ Doelwit Vier: Gegewe die bevindinge om aanbevelings te maak vir toekomstige navorsing. Empiriese toetse is toegepas ten einde die bruikbaarheid van WebCT en Microsoft Producer te bepaal, aangesien daar verwag is dat die graad waartoe die kommunikasie media waarde sal toevoeg tot die opvoedkundige en informasie delings proses, beinvloed sal word deur die bruikbaarheid van die gespesifiseerde media asook die rolspelers se behoefte vir die spesifieke media. Die empiriese toetse kan as beskrywend geklasifiseer word en behels die gebruik van opnames en bruikbaarheids laboratorium toetse. Die data toon aan dat die rolspelers se houding teenoor die bruikbaarheid van Microsoft Producer en WebCT uiters positief is. WebCT en Microsoft Producer die het die potensiaal om die kwaliteit van opvoeding en informasie deling tussen rolspelers binne die Universiteit van Stellenbosch te kan verbeter deur die beskikbaarstelling van ‘n bruikbare, betroubare, gebruikers vriendelike, konsekwente, verenigbare, leerbare en aangename stelsel. Die integrasie van WebCT en Microsoft Producer in die konteks van die Universiteit van Stellenbosch sal rol-spelers instaat stel om hul navorsings en opleidings aktiwiteite met akkuraatheid en bevoegdheid te voltooi.

Information and communication technology (ICT) has dominated our lives and the way we learn in such a way that, without it, our way of life becomes obsolete. This study explored challenges experienced by tutors in facilitating teaching and learning through the use of videoconference (VC) technology in an open and distance learning (ODL) environment. These challenges are exacerbated by the fact that most tutors, although highly qualified, do not have teaching methodologies with their qualifications at the time of their employment as tutors. It is believed that if these challenges could be given attention, VC technology would serve as an effective facilitation tool for bridging the distance in teaching and learning. Based on qualitative research approach, this study followed a qualitative phenomenological research design. Qualitative data was collected from individual semi-structured interviews with specific VC tutors; tutorial observations based on tutorials offered in the VC environment; and focus group interviews with students who attended tutorials through VC technology. Informed by the Community of inquiry (CoI) theory, the study answered the following main research question: “What are the experiences of tutors in applying instructional methodologies during VC tutorials?” The findings indicate lack of skills and reluctance in applying various active facilitation methods by VC tutors, insufficient technology training intervention by the ODL institution under study, technical challenges of VC technology in teaching and learning, and lack of monitoring systems during VC discussions. The findings further featured various factors that contribute to tutors’ ability in promoting interactivity during VC tutorials. In conclusion, this study clearly indicates that instructional methodologies used in VC tutorials cannot contribute to a meaningful teaching and learning, and thus make interactivity absent throughout VC sessions. Based on these findings, and suggestions for further research, the study therefore recommends acceleration in tutor training on exploitation and integration of VC technology with various suitable teaching methodologies. / Curriculum and Instructional Studies / M. Ed. (Didactics)

Text in English / With the growing trends in favour of online learning in higher education, further research is needed on the social experiences of students enrolled in online courses. The purpose of this qualitative study was to explore the ways in which social presence manifested itself amongst first-year undergraduate students who had studied in a fully asynchronous web-based course at Unisa in 2014. The Community of Inquiry framework, which posits that meaningful online learning experience results from interaction of cognitive presence, social presence, and teaching presence, guided this inquiry. Purposive sampling was utilised to select 18 participants who met the selection criteria. Through semi-structured, telephonic interviews, couched with the social constructivism stance, the participants‟ perceptions of social presence were thematically analysed. The findings revealed that first-year online undergraduate students manifested social presence through affective responses, interactive responses, group cohesion, interaction, instructor presence and internet access. Overall, social presence manifested itself through participation and interaction within the discussion forums. The findings specified further that a blended online learning approach can be crucial in meeting the learning needs of some students. Furthermore, the findings alluded to a lack of interaction and feedback from the online instructors. In addition, the findings revealed a limitation in terms of internet access, particularly for students in rural areas, which is of concern in an ODL milieu heading online. Implications of the study findings, study limitations and avenues for future research are discussed. / Psychology / M.A. (Psychology)

The research was conducted from the perspective of a positive psychological paradigm and investigated the interrelationship dynamics between the psychological constructs of resistance to change, work engagement and psychological capital which have been under-researched in the rapidly changing open distance learning work environment of academics. A quantitative survey was conducted on a probability sample of 423 (N=423) academics at a South African open distance learning higher education institution. Confirmatory- and exploratory factor analysis, in the absence of goodness of fit, revealed a four-construct measurement model for resistance to change, a two-factor measurement model for work engagement and a four-construct measurement model for psychological capital. A correlational analysis revealed significant relationships between resistance to change, work engagement and psychological capital and structural equation modelling indicated an adequate fit of the conceptual structural model. Tests for statistically significant mean differences revealed no differences between male and female academics, or between the educational levels of groups of academics, with regard to levels of resistance to change, work engagement and psychological capital. At a theoretical level, the research provided insight into the different concepts and theoretical models that lead to the development of positive psychological functioning, such as understanding of the notion of resistance to change in the work environment. At an empirical level, the new knowledge and insights derived from the results may add to a broader perspective on interrelationships between the psychological behavioural constructs of resistance to change, work engagement and psychological capital. This research has also added to the body of knowledge on how academics’ positive psychological behaviour can contribute to a positive organisation as well as to individual well-being in a changing open distance learning work environment. / Industrial and Organisational Psychology / D. Com. (Industrial and Organisational Psychology)