In developing countries, the mobile phone market has matured in terms of subscription, penetration and mobile centric1 services. In turn, people have integrated mobile phones into their daily lives. The interaction opportunities that have evolved in business and social life have given students at Higher Educational Institutions (HEIs) grounds to anticipate similar opportunities within their learning environments. In the context of developing countries, students primarily access information through mobile phones and there seems to be a disconnection between how HEI provide informational services and how students want to access the services. Therefore, HEIs are challenged with shifting from their traditional information distribution practices into integrating mobile centric services. Literature describes several models of providing mobile centric services in learning settings but there is a paucity of research that address the disconnection between students’ mobile centric needs and expectations against the HEIs’ provision of such services. Therefore, this study proposes a Framework for providing mobile centric services to students at HEIs in Open Distance e-Learning (ODeL) context in South Africa. The potential contribution of the framework is that it can facilitate strategic planning and implementation of mobile centric services whilst ensuring the needed synergies with students and academics. The research is grounded in interpretive philosophy and was undertaken as a single case study. The case study employed mixed method design for data collection. The advantage of mixed method design is that it enables both qualitative and quantitative data to be collected from a variety of sources and triangulation of results to get a complete picture of the phenomenon under study. The research was undertaken in four phases. Phase 1 of the study was a literature analysis carried out to identify the components for providing mobile centric services that facilitate students with information access and interaction. The objective was to provide a conceptual framework that would direct the search for evidence and organise the results. Phase 2 of the study employed the conceptual framework developed in Phase 1 to identify the units of analysis and to design the data collection instruments. Phase 3 of the study focused on collecting data within a single case study with embedded units of analysis. Data collection included Policy document analysis, Tool observation analysis, Student surveys and Lecturer interviews. The data collected from the case study was analysed with the view of enhancing the components of the conceptual framework developed in Phase 1. The enhancement of the components of the conceptual framework carried out in Phase 3 directed the development of the Framework for providing mobile centric services to students at HEIs in ODeL context in South Africa as presented in Phase 4. This adds new knowledge in addressing the literature gap between the mobile centric needs and expectations of students and the provision of mobile centric services at HEIs. The framework has practical value in that its components can guide HEIs in determining the mobile centric readiness of their institutions, the needs of the stakeholders, the context of use, the identification of mobile centric resources and the managing of constraints. Mobile centric refers to the preference of accessing and interacting with information services through a mobile device such as a mobile phone. / Computing / Ph. D. (Information Systems)

Educational Studies / DED (DIDACTICS)

Text in Afrikaans / OPSOMMING: In 'n transformerende samelewing waar die klem is op die realisering van die individu se potensiaal en erkenning van alle vaardighede teen 'n Nasionale Kwalifikasie Raamwerk, verkeer ook die Suid-Afrikaanse Nasionale Weermag in 'n staat van verandering. Die diverse menslike hulpbron - burgerlikes en 'n uniformdraende komponent van ge'integreerde magte - vereis opleiding om effektiewe verdediging aan Suid-A:frika en sy inwoners te bied. Nie net die permanente komponent moet die nodige vaardighede ontwikkel nie, maar ook die Deeltydse Mag ('n totaal van meer as 140 000 lede). Hierdie opleidingsbehoefte en die krimpende begroting, noop die Weermag om koste-effektiewe menslike hulpbronontwikkelingstrategiee toe te pas. Afstandsonderrig, met veral die nuwe interaktiewe karakter daarvan, kan 'n lewensvatbare strategie wees. 'n Vraelystudie na die stand van afstandsonderrig in die Weermag het getoon dat afstandsonderrig reeds op beperkte skaal bedryf word, maar met leemtes in die leermateriaal en 'n gebrek aan noodsaaklike ondersteuning van die bevelstruktuur. Die skep van leerbevorderlike leermateriaal met 'n interaktiewe karakter, soos dit in resente literatuur beskryfword en in algemene afstandsonderrig sigbaar is, kan 'n effektiewe didaktiese leeroordragstelsel vorm. Van die verskeidenheid nuwe mediategnologiee wat tans in die makro-afstandsonderrigomgewing benut word, kan veral rekenaargebaseerde opleiding en oplyn-opleiding in die Weermag aangewend word. Gedrukte materiaal sal steeds die basis vorm en kan aangevul word met interaktiewe televisie-uitsendings - wat tydens 'n loodsaanbieding aan Weermaglede oorweldigend positief ervaar is, om wisselwerking tussen die instrukteur en die leerder, en die leerders onderling te verhoog. vu 'n Afstandsonderrigmodel, gerig op die spesifieke situasie van 'n organisasie soos die Weermag wat self verantwoordelik is vir die ontwikkeling van sy menslike hulpbron, is ontwerp as hoofriglyn vir die ontwikkeling van 'n afstandsonderrigstelsel. Dit beklemtoon die basiese opleidingskomponente van die leerder, die instrukteur en die leermateriaal wat gesien moet word binne die spesifieke omgewing waarbinne hulle funksioneer. Die essensiele rol van die beleidmakende komponent is ook bespreek, aangesien die afstandsonderrigstelsel slegs suksesvol bedryf kan word as daar beleid gepromulgeer is wat die afstandsonderrigstelsel bemagtig. Ontwikkelingsriglyne en implementerinsgriglyne vir 'n afstandsonderrigstelsel in die Weermag sluit ook 'n voorgestelde ontwikkelingsprogram van die afstandsonderriginstrukteurs in. / Summary : In a transforming society where the emphasis is on realizing the potential of the individual and accrediting all competencies against a National Qualifications Framework, the South African National Defence Force is also in a state of change. The diverse human resources demand training in order to effectively defend South Africa and its inhabitants. Competency development is needed by both the permanent component and the Part-time Force. This training requirement and the shrinking budget impel the Defence Force to apply cost-effective human resource development strategies. Distance learning, especially with its new interactive nature, can be a viable strategy. A questionnaire study of the status of distance learning in the Defence Force showed that it is already practised on a limited scale, but with deficiencies in the learning material and a lack of support from the command structure. The creation of interactive learning materials that enhance learning as described in current literature and found in general distance learning practice, can form an effective didactical learning transfer system. Of the various media technologies presently utilised in the macro-distance learning environment, computer-based training and on-line training can be applied in the Defence Force. Printed materials forms the basis and can be supplemented with interactive television broadcasts - which were overwhelmingly positively accepted by Defence Force members during a pilot presentation. - to improve the interaction between the instructor and learner and between learners. A distance learning model focussed on the specific situation of an organisation such as the Defence Force, which is responsible for the development of its own human resources, was designed as main guideline for the development of a distance learning system. It emphasizes the basic components of the learner, the instructor and the learning material that have to be seen within the specific environment in which they operate. The essential role of the policy making component is discussed, since a distance learning system can only be applied successfully if there is promulgated policy to empower the distance learning system. Development and implementation guidelines for a distance learning system in the Defence Force also include a suggested development program for distance learning instructors. / Didactics / D. Ed. (Didactics)

Akademiese onderprestasie van universiteitstudente bly 'n aktuele vraagstuk en dit wil voorkom asof 'n oplossing in die verband navorsers steeds ontwyk. In die onderhawige studie is daar by wyse van 'n omvattende literatuurstudie, asook 'n empiriese ondersoek, aangetoon wat die aard en omvang van die onderprestasieproblematiek op tersiere vlak is. Hierdie proefskrif illustreer teenswoordige afstandsonderrigpraktyke, die aard en struktuur van VUDEC as afstandsonderriginstansie en 'n verskeidenheid faktore wat akademiese prestasie be'invloed. Die diversiteit en kulturele relatiwiteit van kennis, asook die wye interpretasiemoontlikhede van teks, veroorsaak 'n radikale probleem wat onderrig in Suid-Afrika, 'n land met 'n verskeidenheid kulture en gevolglike leerinhoudmoontlikhede, betref Die invloed van postmodemisme word toenemend in verskillende vakke waargeneem, maar onderrig in hierdie land is steeds hoofsaaklik in die sfeer van die modemistiese paradigma gelee. Die kritiese teorie van Habermas, wat modemisme be!nvloed het, bevraagteken realiteit, sowel as die geldigheidskriteria wat legitimiteit aan inhoud moet gee. Die hipotese wat gestel word, veronderstel dat die hoe onderprestasiesyfers in afstandsonderrig moontlik toegeskryf kan word aan die veronderstelling dat die meerderheid afstandsonderrigstudente 'n sosio-konstruktivistiese denkraamwerk het, terwyl afstandsonderrig steeds hoofsaaklik positivisties is. Die navorser stel die postmodemistiese paradigma as moontlike oplossing voor. Modemistiese onderrig moet nie totaal afgeskaf word nie, maar moet verbeter word deur noodsaaklike veranderings en aanpassings te maak ten opsigte van onderliggende persepsies van kurrikuluminhoud, onderrig- en evalueringsisteme en die implementering hiervan. Tradisioneel dosentgesentreerde en statisties gedefinieerde onderrig en evaluering moet met onderrigstrategiee vervang word wat gedeelde verantwoordelikheid vir prestasie nastreef en waar minder klem op die onderwerping van individue aan inhoudsgebonde onderrigpraktyke geplaas word. 'n Paradigmaverskuiwing na 'n postmodernistiese paradigma sal die weg vir afstandsonderriginstansies baan om betertoegeruste leerders die wereld en toekoms in te stuur, deur 'n basis vir die bereiking van voortreflikheid in en deur onderrig te bewerkstellig. / Academic underachievement at university level remains a topic of current interest and concern. Despite unceasing efforts to combat student wastage, a solution in this regard appears to evade researchers. In the present study an extensive literature study as well as an empirical investigation was undertaken to shed light on the nature and extent of the problem. This thesis illustrates present teaching practices, the structure and nature of VUDEC as a distance teaching institution, and a variety of factors that influence academic achievement. The diversity and cultural relativity of knowledge and the wide range of interpretative possibilities of texts, cause a radical problem with regard to teaching in South Africa, which embraces a wide range of cultures and learning contents. The influence of postmodernism has increasingly been observed in different subjects, but teaching in this country is still largely located in the sphere of the modernist paradigm. The critical theory ofHabermas which influenced modernism, questions reality as well as the criteria of validity which legitimize content. The hypothesis stated is based on the assumption that the high dropout rate in distance education may be attributed to the fact that many distance learners work within a socio-constuctivist paradigm of thinking, while teaching by distance educators is positivist in nature. The author holds up the postmodern paradigm as a possible corrective. The project of modernist teaching should not be totally suspended, but should be improved by introducing essential adjustments and changes in terms of underlying perceptions with regard to curriculum content, teaching and evaluation systems, and the implementation of these. Traditional teacher-centred and statistically defined teaching and assessment must be replaced by teaching strategies which accomodate the shared responsibility of achievement, placing less emphasis on the subjection of individuals to content-bound teaching practices. The shift towards a postmodern paradigm will pave the way for distance teaching institutions to send better-equipped learners into the world and into the future by creating a basis for the achievement of excellence in and through education. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

This autoethnographic journey started out as a qualitative research study to discover a new framework for student communication at Unisa. However, I found Unisa and myself reflecting each other, defenceless. Although autoethnography is defined as a research methodology that brings the story of the self into an ethnographic cultural description, it is much more than that. It is a way of being a researcher, where self and culture merge into one ecological unity to present the world with a story that is honest and reflective. The purpose of this study was to present Unisa with a new framework for student communication by exploring new epistemological perspectives. This journey took me from the beginnings of humanity where love and collaboration were our foundations, through our evolution into civilisation, competition, science and education. These contributed a great deal to our intellectual development through mechanistic thinking and a scientific approach but alienated us from each other, which could potentially lead to our destruction. I also explored cybernetics, complex and ecological thinking as new epistemological horizons to view distance learning from. Such a perspective requires a radical epistemological shift from hierarchical, mechanistic and reductionist thinking towards creating an ecology of learning, one that is more dynamic, living, vibrant, caring and empowering. Through my intimate reflective struggle with others, trying to understand how to create this vibrant student communication context I discovered in the quietness of reflection the patterns that connect us all, students, Unisa and myself. Our dialogical relationship emerged, one where there is an epistemological split between our reductionist and mechanistic thinking that requires us to be efficient on the one hand and ecologic and complex thinking that requires a caring, connected and collaborative ecology on the other hand. The question then is how we create this ecology where we reclaim our original humanness and co-evolve into an ecology of learning that is truly empowering. This can be done by co-evolving a new culture of learning grounded in passion, curiosity, openness and preparing us to be responsible and participating citizens of this most beautiful planet. / Educational Foundations / D. Ed. (Philosophy of Education)

D. Ed. (Adult and Higher Education) / The aim of this study was to investigate and formulate criteria for distance education programmes at residential South African universities. The objectives of the study included the following perspectives: * Definition and conceptualization: to define and conceptualize the relevant concepts regarding distance education programmes for residential South African universities; * A perspective for change: to discuss the challenges faced by South African universities, comprising certain external and internal determinants, in order to justify the reconsideration of present university education programmes; * A perspective on residential university education: to analyze the composition and format of residential university education programmes. * A perspective on distance education university programmes: to analyze the composition and format of distance education university programmes. * A comparative perspective: to compare typical residential and distance education university programmes. * A perspective on the criteria: to design criteria for distance education programmes at residential universities, which could be employed as recommendations for implementing such programmes.

M.A. / Please refer to full text to view abstract

This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.

The teaching model in Open Distance Learning is moving towards fully integrated information and communication technology applications, therefore, academic lecturers need to have a strong comfort level with the use of technology tools. The academic lecturers are qualified and experienced subject matter experts but this does not translate to having the necessary technical competencies to do online teaching. They consequently could experience feelings of incompetency to facilitate courseware on a technology platform. The study identified the factors that influence the user experience when using a Learning Management System (LMS) in an academic institution. The research design comprises a convergent, parallel design mixed-method case study. A literature review was conducted to abstract the factors that influence the user experience into a conceptual framework. An expert review was conducted to validate the conceptual framework and then a questionnaire-driven survey was performed. The quantitative analysis of the survey results revealed that eight of the nine factors proposed in the conceptual framework do have an influence on the perceived user experience of the academic when using the LMS. The qualitative analysis revealed that all nine of the identified factors do have an influence on the perceived user experience of the academic when using the LMS. The contribution of this study is to present a conceptual framework of the factors that influence the user experience of the academic when using an LMS to improve our understanding of the experience of the academic and the practical challenges involved for academics that have to facilitate learning in an online environment The findings should be of interest to developers of LMSs and to institutions in support and training of academics that have to use the LMS. / School of Computing / M. Sc. (Computing)

The purpose of this dissertation was to evaluate the Mandarin Chinese course taught as a foreign language for distance learners through a review of distance education and how it applied in foreign language teaching, a learning package based on Unisa's Mandarin Chinese 1, a beginners' course, was fully discussed and demonstrated. An analysis was made of what had been utilised in the learning package and how each element helped distance learners to develop their language skills. Based on the course's learning outcomes, learning material, assessments and learning support, empirical research was done through focus group interviews and questionnaires to test the effectiveness of the Mandarin course. Analysis of the results suggested that: • Students needed to build up a more realistic expectation about learning Chinese. • Students' workloads needed to be re-examined and re-measured. • Certain students lacked learner autonomy. • Mandarin courses should be produced jointly with distance teaching institutions abroad. / Educational Studies / M.Ed. (Didactics)