During the 21st century, electronic resources have become an important component in every sector of society and the academic sector is no exception. Academic libraries worldwide have adopted the technologies involved in electronic resources, with some replacing their traditional collections with e-resources, which are more accessible by users. This study was conducted at the University of South Africa (Unisa) and was aimed at investigating the levels of awareness and usage of e-resources by third-year students in the School of Arts. The study used the descriptive survey study design, which is quantitative in approach. The target population comprised of 5 377 third-year students enrolled in the seven departments in the School of Arts and a proportional sample of 360 students was drawn from the population by using stratified random sampling. Library staff was also included in the study, in order to determine students’ usage patterns of e-resources and to establish initiatives available at the Unisa Library to increase awareness and use of e-resources. Online questionnaires distributed via Survey Monkey were used as the data collection instrument. The study established that the Unisa Library subscribes to a wide range of e-resources and has a number of initiatives in place to encourage the awareness and usage of these resources. However, 50, 3% of the student respondents were unaware of the availability of Unisa e-resources. The study also established that the majority of students use e-resources for study and research and that, although they have basic information and communication technologies (ICTs) skills, the majority of students lack advanced information search and retrieval skills, which are required to utilise e-resources properly. The four main barriers that prevent students from accessing and using e-resources were the cost of access to the internet, unavailability of relevant literature for studies, lack of time to do online searches and preference for information freely available on the internet. To encourage increased awareness and use of e-resources, the study recommend the development of an e-resources marketing strategy, the introduction of an information literacy module for all first-year students, the provision of infrastructure and technologies for access, development of specialised library assistance services, balancing of the electronic library collections across different subjects, tutors including more e-resources references in study guides and tutorial letters and hiring of more library staff. The study concludes that the Unisa Library has a wide variety of electronic library resources and services needed in academic institutions, but awareness and usage of the resources is quite low, due to several factors highlighted in the study. Therefore, the Library should step forward and ensure that the resources are fully utilised by following the recommendations suggested in the study. / Information Science / M. Inf.

The incorporation of information and communications technology into every sphere of life can neither be denied nor remain unnoticed. Be it for education, government, corporate or social purposes, information and communications technology usage has become a norm in the twenty-first century. In academia, which is the focus of this study, the University of South Africa offers screencasts as a technology-enhanced teaching tool in the College of Accounting Sciences. These screencasts form part of an e-learning initiative to improve the success rate among their students in the Certificate in the Theory of Accounting programme. This phenomenological, qualitative research study employs a case study as a research design tool, employing the community of inquiry framework. Ten lecturer-participants were interviewed in this study. The aim was to determine how screencasts can be used as a technology-enhanced teaching tool at an open distance-learning university in South Africa. Accordingly, this study used semi-structured interviews and document analysis to collect the data. The research data were studied, analysed, explored and validated. The study’s findings proved the validity and the practicability of this research. The findings indicate that screencasting at the university is in its beginning phase and that lecturers make use of the learning management system (myUnisa) to upload screencasts. Although making the screencasts is time consuming, lecturers report on the positive feedback received from students concerning the screencasts, but there is no way to track how many students use them. It is important to note that the lecturers experience challenges, as the MyUnisa system is often ineffective. Furthermore, some lecturers are techno-phobes, resulting in those that are technologically informed being overloaded. This study recommends the use of other effective software, screencast training, proper investment in information and communications technology infrastructure and affordable data access for students to stakeholders such as UNISA. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

This study reports on the use of action research methodology to generate a critical reflective collaborative setting. The aim was to infuse the institution with the results of this study in order to stimulate debate on the issues regarding change in practice and systems. The suitability of Internet communication technologies, more specifically the online learning community, is evaluated as a delivery mode that would address today’s learning needs. This required the collaborative construction of knowledge in a community setting with the teacher enabling communication and interaction, and facilitating and stimulating the sharing and testing of ideas and constructs. But such a learning scenario was found to be significantly challenging to the current print-based learning experience. It implied a challenge to teaching and support staff as well as the questioning of the efficiency and legitimacy of current instructional design staff and procedures used. The teaching responsibilities and commitment in the online community was outlined as against current print-based teaching practice. The current development and production culture, which restricts innovation and change in practice and systems significantly, came under pressure. The success of the online learning community in the Unisa context was nevertheless significant and it has the potential to serve as an opportunity to re-examine print-based production and delivery and to devise strategies and solutions to increase the quality significantly. / Faculty of Education / D. Ed.

The National Professional Diploma in Education is an in-service programme for classroom-based educators who have less than three years of professional training. The programme seeks to create a pathway to qualified teacher status in ways that will impact positively on classroom practice, prepare teacher-learners for the implementation of the new curriculum and provide a sufficiently rigorous foundation for further study. This evaluation adopted a fourth generation evaluation approach characterised by extensive engagement with programme stakeholders. Chapter 2 outlines an epistemological and philosophical framework of reference whilst Chapters 3 and 4 explore learning and teaching strategies and management and costing issues. The findings of these investigations lead to the recommendations made in Chapter 5. It is felt that the Unisa NPDE meets many of the goals of the programme, but further research is needed into the impact on classroom practice and into the management of the decentralised learner support. / Educational Studies / M.Ed. (Didactics)

Educational Leadership and Management / M. Ed (Educational Management)

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 and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

This research project focuses on a model designed for the evaluation of ABET instructional programmes. In the light of rapid changes in the socio-economic and political contexts in Africa and particularly in South Africa, this study examines adult basic education and training, which has become acknowledged as an indispensable tool for the transformation and development of societies. Since 1994 education has become a constitutional right for all citizens of South Africa. In an attempt to offer basic education and training to all adults many institutions and departments have established ABET programmes offering adults the skills they may need in order to contribute to the development of their communities. The lack of guidelines for instructing, assessing and evaluating ABET programmes prompted the choice of research topic. The study begins with a review of relevant literature pertaining to the field of adult education and also provides a general discussion on didactics as it .is relevant to adult education. The study proposes a model for evaluating ABET instructional programmes. Focus group discussions are employed as a research tool to validate the proposed model and its accompanying guidelines. The study reveals that, for ABET instructional programmes to be outcomes based, relevant, conducive to critical thinking and creativity and productive of meaningful assessment, a model for evaluating the programmes' performance in these areas is essential. Based on this presupposition, the study proceeds to develop a model for the evaluation of ABET programmes. It draws on literature pertaining to educational evaluation in general and extrapolates the findings to construct a model appropriate for evaluating ABET programmes. In the field component of the study, endeavour is made to validate the model according to the perceptions of a sample of ABET practitioners. In-depth focus interviews are conducted to validify the various components of the model. In conclusion, the study recommends further research into the didactics of adult education and training (ABET) in order to improve adult education practices. / Curriculum and Instructional Studies / D. Ed. (Didactics)