No summary available / Mathematical Sciences/Teacher Education / D.Phil.

Text in Afrikaans / Die probleem wat in hierdie studie aangespreek word, is die gebrek aan 'n didakties gefundeerde mediabenuttingstrategie vir afstandsonderwys. So 'n mediabenuttingstrategie behoort op 'n wetenskaplike ondersoek wat bestaande kennis en navorsing met 'n didaktiese besinning oor die moontlikhede en beperkinge van mediabenutting integreer, gebaseer te wees. Om hierdie probleem te oorkom word daar gepoog om 'n didakties verantwoorde grondslag vir die mediakundige ontwerp van mediabenutting in afstandsonderwys daar te stel waaruit 'n mediabenuttingstrategie vir afstandsonderwys saamgestel kan word wat ook binne die konteks van die Universiteit van Suid-Afrika toegepas kan word. Daar word dus vanuit 'n didaktiese perspektief na mediabenutting in afstandsonderwys gekyk. Daar word gepoog om aan te dui dat mediabenutting (van die mees eenvoudige tot die mees ingewikkelde) voorafgegaan behoort te word deur didakties gefundeerde mediakundige ontwerp. Eerstens word 'n aantal basiese uitgangspunte ten opsigte van didaktiese fundering en mediabenutting geformuleer. Die belangrikste aspekte wat aangespreek word, is die didaktiese situasie en mediabenutting, enkele grondliggende didaktiese riglyne, leerervarings, leergeleenthede en leerstofverwerking. Hierdie aspekte word as die onderbou beskou waarop doeltreffende mediakundige ontwerp in afstandsonderwys gefundeer behoort te word. Daarna word daar teen die agtergrond van didaktiese ontwerpmodelle, kommunikatiewe beeldeienskappe en media-eienskappe aangetoon dat mediakundige ontwerp 'n integrale deel van didaktiese ontwerp behoort te wees. 'n Uitgebreide model vir die beplanning van doeltreffende mediabenutting word daargestel om benut te kan word as 'n kontrole-instrument vir die mediakundige ontwerp van doeltreffende didaktiese gesprekke. In hierdie verband word daar klem gelê daarop dat 'n verskeidenheid van kundighede (vakinhoudelik, didaktiese fundering, afstandsonderwys, mediakundige antwerp, praktiese en tegniese mediakundige aspekte, en so meer) nodig is om op 'n doeltreffende wyse sinvolle mediabenutting tydens didaktiese gesprekke te verseker. Enkele aspekte rakende afstandsonderwys in die algemeen word daarna vanuit 'n mediakundige perspektief ondersoek met verwysing na die kernaspekte wat in definisies en beskrywings van afstandsonderwys voorkom. Enkele aspekte, spesifiek ten opsigte van mediabenutting in afstandsonderwys, word bespreek en 'n aantal tendense uit die literatuur word geidentifiseer. 'n Moontlike scenario ten opsigte van mediabenutting in afstandsonderwys word voorgestel met spesiale verwysing na die Universiteit van Suid-Afrika. Die tersiere afstandsonderwyssituasie en mediabenuttingsmoontlikhede in afstandsonderwys word ook binne die konteks van die Universiteit van Suid-Afrika verbesonder. Hieruit word 'n didakties verantwoorde strategiese plan vir mediabenutting aan die Universiteit van Suid-Afrika gesintetiseer. Laastens word aandag geskenk aan 'n aantal verbandhoudende bevindings, gevolgtrekkings en aanbevelings wat uit die studie voortvloei. Hierdie aspekte gee dan ook aanleiding tot aanbevelings vir toekomstige navorsing binne die veld van mediabenutting in afstandsonderwys. / The problem addressed in this study is the lack of a didactically based strategy for media utilisation in distance education. A strategy such as this should be based on a scientific investigation integrating existing knowledge and research with didactic reflection on the prospects for and limitations of media utilisation. To surmount this problem, an attempt is made to create a didactically responsible basis for media design for media utilisation in distance education. It is pointed out that media utilisation should be preceded by didactically based media design. First, a number of basic points of departure are formulated with regard to didactic grounding and media utilisation. The most important aspects that are addressed are basic didactic guidelines, learning experiences, opportunities for learning and the processing of the learning material. These aspects are regarded as the substructure on which effective media utilisation in distance education should be based. Next, against the background of didactic design models, communicative image characteristics and media characteristics, it is demonstrated that media design should be an integral part of didactic design. An expanded model for planning effective media utilisation is proposed. In this connection emphasis is placed on the need for a variety of skills in order to ensure effective and significant media utilisation during didactic discourse. Some aspects of distance education in general are then investigated from a media-related perspective, with reference to the central aspects that appear in definitions and descriptions of distance education. Some aspects that specifically relate to media utilisation in distance education are discussed and a number of trends in the literature are identified. A proposal is made regarding a possible scenario regarding media utilisation in distance education, with special reference to the University of South Africa. Tertiary distance education and the prospects for media utilisation in distance education are also highlighted within the context of the University of South Africa. Finally, attention is given to a number of related findings, conclusions and recommendations that emanate from the study. These aspects also lead to recommendations for future research within the field of media utilisation in distance education. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

D. Ed. (Didactics)

This twofold study is concerned with the status of library skills within the realm of undergraduate students' information handling skills. The main problem under investigation is whether students require library skills in order to be information literate. In the first phase of the study, a conceptual analysis is done of information literacy and information skills, and a typology of information skills is drawn up. The skills in the typology range from lower level locating skills to higher level cognitive skills such as synthesizing and evaluating. Library skills (as taught in user education programmes) are identified and placed within the information skills typology, resulting in a model of library and information skills. This model indicates that library skills can be subsumed under generic information skills but that they fall only within the lower level of information handling skills. It therefore cannot be concluded that library skills are integral to information literacy. However, it is proposed that library skills represent a prototype of information gathering strategies, and if taught as such they would be more relevant to the lifelong learning aspect of information literacy. The second phase of the project consists of three empirical studies, where the role of library skills at first year level in a distance learning institution is investigated, using the University of South Africa (Unisa) as an illustrative example. The grounded theory style of qualitative research is used to explore the attitudes of lecturers towards the need for library skills in students. Based on the findings, two grounded theories of library skills requirements are proposed: a theory of library skills nescience at Unisa, and a generalized theory of library skills requirements at a distance learning institution. It is suggested that if librarians intend to be involved in information literacy teaching, they need to convince lecturers of the importance of independent information seeking for students, should promote the prototype of information gathering strategies, and form a partnership between themselves and lecturers with the intention of teaching information gathering strategies across the subject curriculum. / Information Science / D. Bibl.

M. Tech. Business Administration / The aim of this research is to explore ways of retaining academic staff at a distance learning university in South Africa. It also looks at how the Employment Equity Act 55 of 1998 can be used to retain talent in our distance learning universities.

The advent of on-line Computer-Assisted Instruction and Computer Mediated Communication may improve instruction and communication in distance education in South African universities. On-line Computer-Assisted Instruction in distance education makes the reinforcement of knowledge both systematic and immediate. With instructional media such printed text, audio-cassettes, radio and television broadcasts the student at a distance is an isolated and passive recipient of knowledge. On-line Computer-Assisted Instruction supported by Computer Mediated Communication for interaction and feedback could close the gaps in time and distance between the teacher and the student in distance education. The current network capabilities of the computer makes it possible for such a student to interact with peers and lecturers before, during and after instructional episodes. Computer Mediated Communication can facilitate the use of electronic messaging such as Electronic Mail, Internet Relay Chat, List Servers, Multi-User Domains and Bulletin Board Services for interactions and feedback. This thesis investigates whether instruction and communication in South African universities with a distance education option can be improved using on-line Computer-Assisted Instruction and Computer Mediated Communication respectively. The thesis also makes proposals for their implementation in South Africa by analysing the applications of computer technology in degree awarding distance education institutions in some developed and developing countries that use on-line Computer-Assisted Instruction and Computer Mediated Communication. / Thesis (M.Sc.)-University of Natal, 1996.

M.Cur. (Nursing Science) / Please refer to full text to view abstract

An exploratory retrospective study conducted on two differing educational programmes, both of which were for the diploma in community health nursing. The aims of the study were: i) To propose a conceptual framework in order to compare distance learning programmes in community health nursing. ii) To describe and compare two such programmes based on this framework: one content-based and the other community / problem based. The research design used case study methodology, after the development of a model for the education of professional nurses which was derived from literature. The constructs of the model were used as propositions in a case study protocol. The four constructs were each made up of two elements and each element consisted of the poles of a continuum by which that feature in a programme could be identified. The constructs were: a) The Conceptual Programme which included the elements of Base and Structure; Base being either institution or community and structure either content or process. b) The Student with elements of Professional or Personal attributes. Professional attributes were either empowered or disempowered and personal either self directing or passive. c) The Context which had Components and Relationships as elements. The former comprised either limited formal health services or all-embracing health related sectors, whilst the latter specified relationships would either be seen as linkages with unilateral formal communications or partnerships where collegial relations impacted on both parties involved. d) The Concrete Resources included both human and material resources. Human resources were either limited or additional and material either limited or varied. Application of the Conceptual Programme analysis demonstrated that programme A was institution and content based whilst programme B was community / problem (process) based. Programme documentation and student assignment and projects were analyzed in terms of the remaining three constructs. An interview with a tutor for each programme followed after they had read the case reports. A third interview was then held with a key person who had overseen both programmes and read case and interview reports in order to validate both content and the use of the model as framework for analysis. The following trends emerged: i) The content programme was associated with more disempowered and passive students as those were defined in this study. ii) The content programme also used more limited formal health sector settings for learning and in this linkage type relationships dominated although three instances of partnerships did occur, and some community based groups were used by students. iii) The content programme used one tutor per contact session for lectures with students and, cost, in 1991 currency, R150 per student to deliver. iv) The community / problem based programme showed a stronger trend to empowered and self directing students with several clear instances being documented. v) There was a greater variety of settings used for learning in this programme. vi) Several instances of partnership relationships occurred despite the limited contact time between students and communities or health settings. vii) The community / problem-based programme needed two facilitators per contact session at a cost of R1130 (1991) as small group discussions were the main strategy for learning. viii) Student evaluations of both programmes showed that students viewed them in much the same way despite the differences that were found. This indicates that student evaluations on their own provided insufficient evidence about the nature of a programme. ix) The community / problem based programme cost about 20% more to deliver than the content programme out of a total expenditure of R186 000 (1991 value). x) The model was revised to collapse professional and personal attributes into one element and to add another element 'metacognition' to the construct student. 'Access' was also recommended as an additional construct with elements of barriers and supports. This new model needs to be tested and reviewed by peers. The revised model for the education of professional nurses could be a useful yardstick for evaluating existing educational programmes, selecting newly proposed programmes and guiding policy formation. / Thesis (Ph.D.)-University of Natal, Durban, 1995.

The aim of this study was to carry out an investigation of history as a correspondence subject for practising teachers and to make an assessment of work at the Graaff- Reinet College for Continued Training. The problems experienced by lecturers and students involved with the study of history at this institution receive particular attention. At intervals throughout the study attention is given to the need for further training for teachers who are in- service. Teacher qualifications in the Cape Province are also examined to see potential needs for further training in the future. Having determined a need, it is proposed that correspondence courses are best suited to cater for it. A study is made of the models, background and approaches used by other institutions in various parts of the world. Distance education started in England at the end of the eighteenth century. This idea has spread to various countries and today teaching and learning by correspondence takes place in most countries of the world. It is different to conventional classroom education and thus has certain unique characteristics. The definition, characteristics, background and methodology are important if the problems involved are to be understood. These aspects indicate how effective and popular this form of study has become. Particular attention is given to the teaching of in-service teachers who are upgrading their qualifications. The existing and proposed College history syllabi are examined in as far as their appropriateness and relevance are concerned. Emphasis is given to history at Graaff- Reinet College because the author is a history lecturer at this institution. An extended questionnaire was designed and used to collect the required data on the subjects who were from two groups of students studying history at the College, one in 1986 and one in 1987. A pilot study was done in 1986 and a more extended questionnaire was completed by the 1987 students. In chapter six the results of the questionnaire are analysed and particular attention is given to the students' background, motivation for studying and difficulties they encounter. Finally, recommendations are made about how this form of teacher upgrading can be improved and extended in the future

No summary available / Mathematical Sciences/Teacher Education / D.Phil.