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Assessing learner needs for student academic support and development in the Early Childhood Education Department of the South African College for Teacher Education (SACTE)Phatudi, Nkidi Caroline 03 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: SACTE is a distance education provider for practising educators in the
Republic of South Africa. As a distance education provider, SACTE has to rely
on teaching and learning media other than the tutor for providing service to its
students. Study manuals are the main means of subject delivery the college
employs. The college, however, cannot always reach its students through the
media used, which in this instance is the study manual. This conclusion was
reached after numerous telephone calls and letters from students requiring
urgent assistance in connection with their studies. The researcher therefore
felt that a need existed to find out the type of problems students encountered
that prevented them from optimal performance as students and as teachers.
The purpose of this study was to determine learner needs in the department
of Early Childhood Education, and how they can be dealt with to improve the
academic performance and the classroom practice of its students. The
premise the researcher worked from, was that students of SACTE experience
learning problems, thus they are unable to attain good academic
performance, and this affects their classroom practice.
A research survey was carried out to determine the type and the nature of
problems that existed amongst the students. Two questionnaires were sent
out to the ECE students and the academic staff. The following key questions
were posed in the questionnaire for students:
• What type of educational background do students have?
• How long have students been registered with SACTE?
• To what extent do they benefit from a tutor system if they have access to
it?
• To what extent are the study manuals 'accessible' to them? • If study manuals are not accessible, what are the problems and what
suggestions do students have to eradicate those problems?
• What type of intervention would they like to have from SACTE?
The aim in asking these questions was to probe the root problem which might
exist, to analyse the responses and to make appropriate conclusions and
recommendations based on the data gathered.
The questionnaire for the ECE academic staff was based on the following
aspects:
• The academic staffs experience in teaching teachers;
• The academic staff's experience in distance education;
• What the academic staff regard as problems inhibiting students from
effective learning;
• Suggestions and recommendations on how to deal with the problems
identified.
The questionnaire for students was sent out by mail with a self-addressed
envelope included for the return mail. It took almost two months before the
responses reached the sender. Almost 70% of the responses reached the
sender.
Data analysis was done by the Statkon Service of Rand Afrikaans University.
The conclusions reached from the data analysis were divided into the
following categories:
Social background of students: Students do not have study rooms, thus
they use dining-rooms and bedrooms as study places. An average household
has more than ten members. This type of a situation does not promote
effective learning.
Educational background of students: Almost 90% of the respondents
studied in the former Department of Education and Training (DET). Their highest qualification is M+2 (matric plus two years of professional training),
which implies that 56,3% of teachers are not fully qualified to be teaching, as
the minimum requirement is M+3.
Experience of students at SACTE: Students expressed their desire for the
upgrading of the total learning environment in order to enhance learning and
classroom practice. Students wanted contact sessions with tutors as they felt
that they do not benefit much by studying on their own without external
assistance
Recommendations made on these conclusions were the following:
SACTE must establish Regional Learning Centers (RLC) to alleviate the
students' problem of studying in overcrowded homes. RLCs, besides being
places to study at, would also serve the purpose of being resource centres as
well as discussion places where study support groups can meet.
Study manuals should be written with the needs of the learner in mind. The
language of the study manual, examples given and the context in which they
are written, should reflect the learner and not the lecturer.
The 'distance' between the student and the lecturer, that is created by the
physical distance, can be narrowed by introducing interactive media.
Based on the survey findings, it can be concluded that there is a need to
establish student support measures at SACTE that would provide for students
by answering to their needs as learners and educators. / AFRIKAANSE OPSOMMING: SAGTE is 'n afstandsonderrigvoorsiener vir praktiserende opvoeders regoor
die RSA. As 'n afstandsonderrigvoorsiener moet SAGTE, behalwe vir tutors,
ook staatmaak op onderrig- en leermedia vir diensverskaffing aan sy
studente. Studiehandleidings is die hoofwyse waardeur vakinhoud oorgedra
word. Die kollege kan egter nie altyd studente deur middel van
studiehandleidings bereik nie. Hierdie gevolgtrekking is bereik na vele·
oproepe en briewe van studente wat dringende hulp ten opsigte van hulle
studies benodig het. Die navorser het dus gevoel dat 'n behoefte bestaan vas
te stel watter soort probleme wat studente ervaar, verhoed dat hulle optimaal
kan presteer as studente en onderwysers.
Die doel van hierdie studie was om leerderbehoeftes in die
Aanvangsonderrigdepartement te bepaal en om vas te stel hoe die
akademiese prestasie en klaskamerpraktyk van sy studente verbeter kan
word. Die navorser se aanname was dat SAGTE-studente leerprobleme
ervaar, wat veroorsaak dat hulle nie goed op akademiese gebied presteer nie,
wat dan hulle klaskamerpraktyk beïnvloed.
'n Opnamenavorsing is uitgevoer om die tipe en aard van die probleme wat
tussen studente bestaan, vas te stel. Twee vraelyste is uitgestuur, naamlik
een vir Aanvangsonderwysstudente en een vir akademiese personeel. Die
volgende sleutelvrae is in die vraelys vir studente gevra:
• Watter tipe onderwysagtergrond het studente?
• Hoe lank is hulle al by SAGTE geregistreer?
• Tot watter mate trek hulle voordeel ~it die tutorstelsel, as hulle toegang
daartoe het?
• Tot watter mate is die studiemateriaal 'toeganklik' vir hulle?
• Indien nie, wat is die probleme wat hulle ervaar en watter voorstelle het hulle om die probleme op te los?
• Watter tipe ingryping wil hulle graag van SACTE hê?
Die doel van hierdie vrae was om die wortel van die probleem te ontbloot, om
die response te ontleed en toepaslike gevolgtrekkings en aanbevelings,
gebaseer op die data wat ingesamel is, te maak.
Die vraelys vir die Aanvangsonderrigdosente is op die volgende aspekte
gebaseer:
• Die akademiese personeel se ervaring in die onderrig van
onderwysers;
• Die akademiese personeel se ervaring in afstandsonderrig;
• Wat die akademiese personeel as probleme beskou wat keer dat
studente effektief leer;
• Voorstelle en aanbevelings oor hoe om die geïdentifiseerde probleme
te hanteer.
Die vraelys vir studente is, tesame met 'n geadresseerde koevert deur die pos
uitgestuur. Dit het amper twee maande geneem voordat response terug
ontvang is. Byna 70% van die vraelyste is terug ontvang.
Data-analise is deur die Statkon-diens van die Randse Afrikaanse Universiteit
gedoen. Die gevolgtrekkings uit die data-analise is in die volgende kategorieë
verdeel:
Sosiale agtergrond van studente: Studente het nie studeerkamers nie,
daarom gebruik hulle eetkamers en slaapkamers as studeerplekke. 'n
Gemiddelde huishouding het meer as tien lede. Hierdie tipe situasie moedig
nie effektiewe leer aan nie.
Opvoedkundige agtergrond van studente: Byna 90% van die respondente
is deur die voormalige Departement van Onderwys en Opleiding opgelei. Behalwe hiervoor, is hulle hoogste kwalifikasie M+2 (matriek plus twee jaar
professionele opleiding), wat impliseer dat 56,3% van die onderwysers nie ten
volle opgelei is om onderwys te gee nie, aangesien die minimum-vereiste
M+3 is.
Ervaring van SACTE-studente: Studente het die begeerte uitgespreek om
die totale leeromgewing te verbeter om sodoende leer en klaskamerpraktyk te
verbeter. Studente wil kontaksessies met tutors hê, aangesien hulle voel dat
hulle nie voordeel trek uit selfstudie sonder eksterne bystand nie.
Aanbevelings wat uit hierdie gevolgtrekkings gemaak is, is die volgende:
SACTE moet Streekstudiesentrums (SSSe) vestig om die probleem van
studeer in oorvol huise, te verbeter. SSSe kan as studeerplekke en
hulpbronsentrums dien, sowel as 'n plek waar studie-ondersteuningsgroepe
bymekaar kan kom vir besprekings.
Wanner studiehandleidings geskryf word, moet die behoeftes van die leerder
voorrang geniet. Die taal in die studiehandleiding, sowel as die voorbeelde en
die konteks waarin dit geskryf is, moet die leerder en nie die dosent nie,
weerspieël.
Die 'afstand' tussen die student en dosent, wat deur fisiese afstand geskep
word, kan deur middel van die bekendstelling van interaktiewe media
verminder word.
Gebaseer op die bevindings, kan daar afgelei word dat daar 'n behoefte
bestaan om studente-ondersteuningsmaatreëls by SACTE te vestig wat in die
behoeftes van studente, as beide leerders en onderwysers, sal voorsien.
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A framework for the development of distance education learning14 August 2012 (has links)
D.Ed. / In South Africa the water and sanitation sector faces many problems in the delivery of services to ensure that all South Africans have access to safe and sufficient water resources and adequate sanitation to meet their needs. Local government, mandated to supply these services, has a lack of resources including trained human resources. Distance education learning programmes could be one way of addressing the lack of trained human resources. Distance education can reach a much wider spectrum of people, the costs to the employers can be greatly reduced, less work hours are lost, people, especially women, have the opportunity to study whilst still taking the caring role at home, and learners are also able to learn at their own pace and time. To address the problem it was identified that a framework for the development of outcomes-based distance education learning programmes for adult learners would be beneficial to the programme planners and educators who plan and design distance education learning programmes. The framework was developed based on the research literature explored. A literature study of three issues namely: outcomes-based education, facilitation of adult learning and distance education was undertaken. Theoretical underpinnings were extrapolated from the literature study which were used as the building blocks for the framework. To establish the theoretical underpinnings for the framework the evolution of competency-based education to outcomes-based education was investigated. It was concluded that competency-based education included core elements such as learning that is not time bound, learning that is stated as outcomes, various means can be used to achieve the outcomes, and assessment is based on the stated outcomes. These concepts have become the focus areas in all developments in competency-based as well as outcomes-based education. In the 1990s the education and training sector in South Africa was transformed, and an outcomes-based education system was adopted. A National Qualifications Framework has been introduced which offers a set of principles and guidelines for the education and training sector. These principles and guidelines were examined. Another issue that was scrutinised was the design of outcomes-based training material for the South African situation. Theoretical underpinnings for the framework were extrapolated from the findings of the literature study on the facilitation of adult learning and planning of adult learning programmes. The characteristics of the adult learner and the importance of these characteristics when planning a learning programme for the adult learner were examined. Two learning theories namely constructivism and transformative learning provided valuable insights into how adults learn in the learning situation. How to plan a learning programme for adult learners using the Critical Events Model, was explained. For the extrapolation of the theoretical underpinnings for the framework from distance education the evolution of distance education, from an informal style of correspondence education to a more formal style of single media correspondence education and eventually to a formal distance education system using multi-media methods was also explored. All these theoretical underpinnings were consolidated into the final product of this study namely a framework for the development of outcomes-based distance education learning programmes for the adult learners in the water and sanitation sector. The framework is designed as an independent document to be used by the programme planners and educators of distance education learning programmes. Within the framework the theoretical underpinnings are applied, guidance and advice on how to plan and design events in the distance learning programmes is given, and an example of how to design outcomes-based training material is included. Checklists are included at the end of every event in the framework. Programme planners and educators can use the checklist to determine if all the activities in the event have been completed. This makes the framework a guide that can be used by the most inexperienced programme planners and educators. It is hoped that this framework will guide many programme planners and educators as they are faced with the immense task of assisting in meeting the challenges of education and training in the water and sanitation sector in South Africa.
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University adult education approches: developing a model for the Qwa-qwa campus of the University of the NorthMatobako, Thabang Sello 22 May 2014 (has links)
This study develops a model for university adult education to guide the Qwa-Qwa Campus of
the University of the North in its quest to play a role in adult education practice. It explores
the route that the Qwa-Qwa Campus could take in extending its resources to a wide range of
individuals, special interest groups and targeted audiences in the North-Eastern Free State
community that was historically marginalised from university education.
In developing the envisaged model the study explores a number of international and local (South
African) approaches in university adult education. This academic endeavour is intended to
provide some guidelines for the Qwa-Qwa Campus’ envisaged role in university adult education.
In pursuance of these aims (lie study investigates the typical role that a university plays in adult
education by reflecting on the following issues:
_ University outreach
__ Distance education
_ University Extension programmes / service
_ University adult and ccntmuing education
_ Universities and communities
__ Sources o f funding for university adult education practice.
A review of literature including a home-page survey are used as methodologies of unravelling
typical University Adult Education approaches of four universities in Australia ii(La Trobe,
Deakin, Ballarat and Charles'STtirt), one university in the United States of America (Tuskegee),
two universities in Southe; s Africa (Botswana and Lesotho) and four Universities in South
, . . Africa (Western Cape, Cape ToWd, Witwatersrand and Transkei).
Key people at selected South African Universities actively involved in adult education practice
were interviewed. Three people fi/nn the community were interviewed to assess the needs of
surrounding people in the Qwa-Qwa area. The study brings these elements together in an
attempt to develop a realistic model for the involvement of the Qwa-Qwa Campus in adult
education.
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Management of student enquiries and service delivery in an open distance learning institutionsTshabalala, Nkhensani Faith. January 2014 (has links)
M. Tech. Entrepreneurship / The purpose of this study was to assess the structures, systems and processes employed by departments, colleges and divisions in open distance learning (ODL) institutions used for the management of student enquiries on a day-to-day basis. The study also aims to provide ODL institutions with recommendations that will improve their management of student enquiries and service delivery.
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Riglyne vir leerfasilitering in 'n gekombineerde afstands- en kontakonderwysmilieuGettly, Michael Frank 28 August 2012 (has links)
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.
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Die bestuur van 'n verpleegkunde-departement aan 'n technikonKriel, Marié Christina 16 August 2012 (has links)
M.Cur. / The manager is responsible for quality education, research and appropriate community service. The aim of this study is to provide guidelines for the purpose of excellent management of a nursing department at a distance education technikon with a view to facilitating the achievement of one of these responsibilities, that is to provide quality education. In South Africa increasing demands are being made on educational structures as everyone needs to be afforded the opportunity for education and training. This also implies demands on the training of nursing staff. Theoretical and vocational training are combined in technikon training. Therefore a nursing department at a distance education technikon should be managed excellent to meet all the demands. In an attempt to make nurse training more accessible, this study focuses on management in the context of a distance education technikon. The paradigmatic perspective guiding this study is described by means of metatheoretical, theoretical and methodological assumptions. The Nursing Theory for the Whole Person is used to state the methodological and theoretical assumptions. The methodological assumptions of this study are based on Botes's research model (1994), which implies that a functional approach has been used. In phase I of the research the experience of managers of distance education nursing departments are investigated and described on the basis of individual interviews. The data is used to formulate propositions to create a tentative conceptual framework. In phase II the experience of managers of departments at a distance education technikon is investigated and described by using a focus group interview. Propositions are formulated by using the data and, together with the statements from phase I, serve as a basis for creating a refined conceptual framework. In phase III of the research a conceptual framework based on the propositions from phase I and II as well as other literature, is described. From this the final conceptual framework is formulated. Phase IV, derived from phase III, sets out guidelines for managing a nursing department at a distance education technikon.
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'n Modulêre ordening van leerinhoud in tegniese tekene deur afstandsonderrigDu Toit, Gerhardus Stephanus 16 April 2014 (has links)
M.Ed. (Curriculum Studies) / The future economic development of South Africa largely depends on the training of a career-skilled corps of workers. The current conventional educational system cannot provide in the demand for a career-skilled corps of workers on a large scale. Distance education in its different variations is gaining ground in increasing measure and can be regarded as a possible solution for the educational problem. Because of the distance between the lecturer and the student intensive attention needs to be given to the study material - especially the arrangement of the learning content to make the learning experience more effective. The design of a modular training program is a possible method to ensure effective self-study material. Modular training is aimed at accompa- nying the student meaningfully through objective-directed learning content. The Technical College of South Africa (Technisa) is one of South.Africa's distance education institutions. Currently a movement is taking place in the direction of a type of modular training which is known as the Technisa Modular Training (TMT) programme. One of the career-orientated subjects offered is Technical Drawing. In order to offer the training of Technical Drawing more effectively the subject contents are ordered according to the Technisa Modular Training programme. In this study a literature study has been done to define the concept distance education; to list the advantages and disadvantages; to scrutinise the total modular system as teaching strategy; to determine the components of a subject curriculum and adjust it according to the Technisa Modular Training programme.
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Successful delivery of an online higher education course: a quantitative management frameworkBurger, Dimitri January 2017 (has links)
South Africa has been experiencing several challenges regarding access to higher education, quality of higher education, effectiveness of higher education course delivery, and funding for higher education. In the higher education sector, the bulk of the burden is placed on traditional higher education institutions, most notably universities, in providing higher education to a growing youth base in dire need of education that supports their individual learning needs. With these challenges facing traditional universities, online higher education provided by both public sector higher education institutions and private sector education providers can act as a valuable alternative and solution to access for some of the population. Online education and face-to-face education differ considerably in how they deliver courses to students. Many have argued that these differences are in some cases attributable to strengths in face-to-face education and drawbacks or limitations in online education, large enough that they should serve as the criteria for selecting the former over the latter as the better mode of delivery. While there have been examples of online programmes that have failed to deliver courses successfully by underutilising or misusing the tools and techniques available, there are positive examples where these programmes perform equally as well as face-to-face courses. The defining difference is ultimately and often the management of these courses’ resources, activities, people, processes, and practices. Considering the above, and with examination of the available literature, a conceptual and theoretical framework was constructed and a quantitative research study was undertaken to prove the significant correlational relationships between elements of course delivery and a management framework to govern those elements. The sample consisted of 115 students from a postgraduate degree programme presented in two formats, online and on-campus. The findings provide evidence of significant relationships between the core functions of management as well as between aspects of course delivery, such as opportunities for interaction, opportunities for feedback, and course content in achieving learning outcomes for students and contributing to engagement. The findings also indicate positive perceptions from students in relation to the delivery of the courses.
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The design of an interactive tool to match technology with e-learning pedagogyMarchant, Gavin 02 June 2014 (has links)
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.
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Use of the radio in educational programmes for developmentMkhabela, Thandiwe Lizzie 23 April 2014 (has links)
M.Ed (Media Science) / This dissertation is intended to serve the needs of any individual, agency or organisation that wishes to become involved in a development programme designed to uplift the level of destitution or deprivation of a particular group of people. This study focuses on the needs of the South African rural Black population. To date, many people and organisations have been addressing the problem of poverty, but because of the vastness of this problem their efforts can be compared to the proverbial drop in an ocean. Most rural people still live in abject poverty. They are not just relatively poor, but they are living on the rugged edge of sheer survival and their numbers are growing rapidly (Leonard and Marshall, 1982:1).
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