The purpose of this research is to explore students’ on-line interactivity in an Open Distance Learning institution with other students, educators, study materials and Unisa as the sampled prototypical research subject. A mixed-method of research encompassing both explorative and descriptive aspects was used. Data was collected through myUnisa discussion forum, focus group interviews and an on-line questionnaire from second and third year Health Services Management students at the University of South Africa (Unisa). Although the findings indicated that 84.9% of students owned computers, and 100% owned cellular phones, only 3.8% participated in the discussion forum. On-line discussion forum are critical in Open Distance Learning (ODL) because it allows people who cannot physically attend the educational institution to interact with each other. Almost 40% of these sampled students agreed that the discussion forum allowed them to study with their peers. However, only 53 of the 1,379 students registered for both second and third year studies during the first semester participated in the discussion forum. This indicates that very few students benefit from on-line interaction. Most of the students who are enrolled in Health Services Management course are from 21 to above 50 years of age. This age factor can have an impact on computer literacy. Some of them indicated that they struggled with the utilisation of technology. The majority of these students do not utilise the prescribed on-line interactive tools effectively. Students’ need support cognitively, academically, administratively, institutionally and affectively. The findings suggest that although students are aware of the benefits of using online technologies, they do not have the support from the institution to enable them to better their skills in using these technologies. The other challenge that they have raised is that educators also interact minimally on-line. Therefore, they do not receive the necessary feedback they require. The university systems are sometimes offline, which becomes worse during registration and submission of assignments. The recommendations emanating from the study warrants various interventions of multiple stakeholders to resolve the students’ challenges. / Health Studies / D.Litt. et Phil. (Health Studies)

Assessment is an integral part of teaching and learning in higher education. The use of technology in higher education, particularly in the ODL environment, has brought some changes on how we teach and assess students. The traditional assessment practices needed to be reviewed and reconfigured to meet the requirements of the 21st century assessment practices. The purpose of this doctoral study was to design a framework to guide the assessment of an E-portfolio as an alternative assessment approach in an ODL context. The integrated theoretical framework of the learning theories (behaviourism, cognitive and constructivist) and the ODL theories (connectivist, online collaborative and self-directed) underpinned the study. This integrated framework explored lecturer and student experiences in the use of Eportfolio, as an alternative assessment to enhance self-directed learning. In striving to get in-depth insight into this study, the pragmatism paradigm, which calls for the mixed methods research design, was employed for the collection and analysis of data. The sample was drawn from a cohort of six participants and fifty-six respondents in the three colleges of the university. This sequential exploratory mixed methods design employed semi-structured interviews, document analysis for qualitative data collection while a Likert scale of an online questionnaire was used to collect quantitative data. The findings of this research indicated that the E-portfolio can be of greater use as an alternative assessment approach and was able to empower students with higher order thinking skills, critical thinking skills and self-directed learning equipping them with the 21st century skills. Several challenges were experienced during the implementation of the E-portfolio, which included lack of digital literacies and technical assistance, nonsynchronisation of the learning management system for hosting E-portfolio (myUnisa), UNISA’s policies which do not include E-portfolio assessment processes and procedures. In conclusion, the literature study, the findings of the empirical research and the recommendation of this study formed the basis for designing the framework to guide the assessment of an E-portfolio as an alternative assessment strategy for an ODL context. / Curriculum and Instructional Studies / Ph. D. (Curriculum Studies)

Mobile learning has developed into an essential component within the education landscape and, with two billion users worldwide, the social media platform WhatsApp has become a prominent feature in this domain. Nevertheless, with ambiguity in the literature about the effects of WhatsApp on teaching and learning and especially a paucity of research measuring collaboration on WhatsApp in relation to students’ academic achievement. The purpose of the study was to explain and predict WhatsApp’s effect on academic achievement using a quantitative questionnaire. The results suggest that increased collaboration on WhatsApp may improve academic achievement. Additionally, improving other aspects, such as active learning, trust, support, formality, interaction and interdependence, may enhance collaboration and, in turn, improve academic achievement. The study has value by providing measurable scientific evidence about the effects of WhatsApp on learning that can be incorporated into the design of teaching and learning activities with WhatsApp to improve academic achievement. / Uhlelo lokufunda uhamba (Mobile learning) selikhule ladlondlobala laba yisigaba esibalulekile ngaphansi komkhakha wemfundo kanti, lolu hlelo selunabasebenzisi abangamabhiliyoni amabili emhlabeni wonke jikelele, uhlelo lwenkundla yezokuxhumana komphakathi lwe-WhatsApp seluyinkanyezi egqamile kulesi sizinda. Yize-kunjalo, kukhona okungacaci kahle mayelana nombhalo wobuciko kwimiphumela yohlelo lwe-WhatsApp mayelana nokufundisa kanye nokufunda, kanti ikakhulu, uhlelo lwezocwaningo olulinganisa izinga lokusebenzisana kohlelo lwe-WhatsApp okumayelana nokuphumelela kwabafundi kwizifundo zabo. Inhloso yalolu cwaningo kwaye kuwukuchaza kanye nokuhlahla umphumela wohlelo lwe-WhatsApp kwezemfundo, ngokusebenzisa uhlelo locwaningo lwemibuzo egxile kumanani (quantitative questionnaire) . Imiphumela iphakamisa ukuthi izinga lokusbenzisana ohlelweni lwe-WhatsApp lungathuthukisa umphumela wezemfundo. Ngaphezu kwalokho, lungathuthukisa ezinye izinhlaka, ezinjengohlelo lokufunda olumatasa. Lungaletha ukwethembana, ukuxhasana, ukwenza izinto ngendlela esemthethweni, lungaletha ukuxoxisana kanye nokusebenzisana kwangaphakathi, lungaqinisa ukusebenzisana, kanti ngakolunye uhlangothi, lungaletha impumelelo kwezemfundo. Ucwaningo lubalulekile ngoba lunikeza ubufakazi bezesayensi obulinganisekayo mayelana nemithelela yohlelo lwe-WhatsApp ohlelweni lokufunda, okuwuhlelo olungafakwa ngaphansi kohlelo lokudizayina imisebenzi yohlelo lokufunda nokufundisa ku-WhatsApp ukuthuthukisa ukwenza ngcono imiphumela yezemfundo. / Mobiele leer het in ’n noodsaaklike komponent van die onderwyslandskap ontwikkel en met twee miljard gebruikers wêreldwyd, het die sosiale mediaplatform WhatsApp ’n prominente kenmerk van hierdie domein geword. Nogtans bestaan daar dubbelsinnigheid in die letterkunde oor die uitwerking van WhatsApp op onderrig en leer, en is daar veral ’n gebrek aan navorsing wat die samewerking op WhatsApp in verhouding tot die studente se akademiese prestasies meet. Die doel van hierdie studie was om WhatsApp se uitwerking op akademiese prestasie aan die hand van ’n kwantitatiewe vraelys te verduidelik en te voorspel. Die resultate stel voor dat ’n groter mate van samewerking op WhatsApp akademiese prestasie kan verbeter. Dit kan ook ander aspekte soos aktiewe leer, vertroue, ondersteuning, formaliteit, interaksie en onderlinge afhanklikheid verbeter en kan samewerking verhoog, wat op sy beurt akademiese prestasie kan verbeter. Die studie is waardevol in die sin dat dit meetbare, wetenskaplike bewyse oor die uitwerking van WhatsApp op leer verskaf het, wat by die ontwerp van onderrig- en leeraktiwiteite geïnkorporeer kan word om akademiese prestasie te verbeter. / School of Computing / M. Tech. (Information Technology)

The primary aim of the study was to explore positive experiences of academic employees working in an academic environment with specific reference to an Open Distance Learning (ODL) institution. The study was further envisaged as serving as the foundation for future studies which aim to develop a measuring tool for understanding positive experiences of working in academia. A qualitative approach was used to answer the research question by adopting a case study method that allowed for an in-depth study of understanding positive behaviour. A total of 12 academics were selected purposively to participate in the study. In-depth face-to-face interviews were used to gather information about the positive experiences of working in academia. In line with Seligman‘s (2000) integrated model of happiness, a happy academic was described through the adoption of (sometimes contradictory) metaphoric themes. The main themes identified were: the mother hen role, creating positive spaces, it is not a bed of roses, the just and unjust world and us versus them.In a meta-reflection on the research, contradictions were revealed in the theoretical approach adopted in this study, the literature reviewed, the empirical research and pragmatic considerations. As a result, a deconstruction of understanding positive experiences of working in academia by applying Lekgotla as an indigenous South African model was conducted. Healey‘s (2011) notion of transformative dialogue and Bujo‘s (1998) model of palaver were used as part of the framework within which Lekgotla was contextualised to understand positive experiences of working in academia. In conclusion, as an alternative, higher learning institutions (HLI) could adopt other ways that are different from Western ways of understanding the authentic experiences of diverse people in an African university. This could be done through a process of what Smith (2012) described as ―considering carefully and critically the methodologies and methods of research, the theories that inform them, the questions which they generate and the writing styles they employ‖ (p. 41). She refers to this process as decolonisation. According to her, decolonisation offers an alternative way out of colonialism since it exists as a different, oppositional way of knowing. / Psychology / D. Litt. et Phil. (Consulting Psychology)

With recent advances in technology, distance education has seen a move towards online and e-learning programmes and courses. However, many students in South Africa have limited access to computer technology and/or the Internet resources necessary for online learning. Worldwide trends have recently seen a growing emphasis on the use of mobile technology for learning purposes. High mobile penetration rates in South Africa means that mobile learning can potentially overcome many of the challenges associated with distanceand online learning. This research therefore aimed to explore adult distance education students’ mobile learning readiness in the South African context. Specifically, this study examined the influence of mobile learning self-efficacy, locus of control, subjective norm, perceived usefulness, perceived ease of use, perceived behavioural control and attitude towards mobile learning on students’ behavioural intention to adopt mobile learning. In order to test a model predicting students’ behavioural intention, the conceptual framework guiding the investigation combined the Technology Acceptance Model (TAM) and the Theory of the investigation combined the Technology Acceptance Model (TAM) and the Theory of Planned Behaviour (TPB) and extended the model to include locus of control and mobile learning self-efficacy. A sample of 1070 students from a private higher education institution in South Africa participated in this study. Data were collected using an online survey questionnaire. Multiple regression analysis indicated that perceived ease of use contributed most significantly to behavioural intention to adopt mobile learning, followed by attitude towards mobile learning, subjective norm, perceived usefulness, perceived behavioural control and locus of control. Mobile learning self-efficacy did not significantly influence behavioural intention to adopt mobile learning. Overall, the model accounted for 44.8% of the variance in behavioural intention to adopt mobile learning. Significant differences in age, gender, race and household income existed with regard to several of the psychological constructs hypothesised to influence behavioural intention to adopt mobile learning. 4 Structural equation modelling was used to examine the fit between the data and the proposed model. The chi square goodness for fit test and the RMSEA indicated poor fit between data and model. Considering the sensitivity of the chi square statistic for sample size and the negative influence of too many variables and relationships on the RMSEA, a variety of alternative fit indices that are less dependent on the sample size and distribution were used to examine model fit. The GFI, AGFI, NFI and CFI all exceeded their respective acceptable levels, indicating a good fit with the data. / Psychology / M.A. (Psychology)

Innovation and creativity are regarded as key drivers for organisational innovative success. Organisations that do not have a strategic focus on innovation and creativity and do not have a culture fostering innovative behaviour, will find it difficult to survive in these turbulent times. The innovative ability of organisations depends heavily on all employees at all levels of the organisation. Innovations driven by employees are known as EDI and creativity. Even though organisations understand the importance of EDI, a significant number of barriers within organisations still hamper EDI and creativity. The study was exploratory in nature and provided valuable insights into determining whether supervisory behaviour and the internal work environment had an impact on EDI and creativity in an ODeL institution in South Africa. A quantitative survey design was selected for this study. A census approach was followed, and primary quantitative data were collected from a subgroup within the identified institution, using self-administered electronic questionnaires. Through the process of exploratory factor analysis, five supervisory behaviour/management factors and five internal work environment factors were identified. The supervisory behaviour/management factors included supervisory support, management support, innovation management, innovative leadership, and team innovation. The internal work environment factors included organisational innovation culture, innovation mechanisms, innovative opportunities, risk-taking tolerance, and dedication to innovation. Correlation and structural equation modelling were conducted. The results indicate a relationship between supervisory behaviour and the internal work environment with regard to EDI and creativity. Recommendations regarding supervisory behaviour and creating enabling work environments to enhance and support EDI and creativity are made. / Human Resource Management / M. Com. (Human Resource Management)

The Department of Social Work at UNISA places the emphasis on developmental social work and trains students according to the Person Centred Approach which emphasises the uniqueness of each client. The question thus arises if this Department is indeed working with their students in a person-centred way, and if students think the Department lives out a person-centred philosophy. Exploring the personal contexts of students would give the Department of Social Work the oppor-tunity to try and find a fit between the personal contexts of students and the national requirements of training. From a population of 114 fourth level students in Social Work at UNISA, a self-selected sample of 79% emerged. Focus is placed on the students' perceptions of following five areas: (1) the self, (2) family life and family of origin, (3) living and study conditions, (4) UNISA and social work training, (5) social work as future career. / Social Work / M.A. Social Science (Mental Health)

Although a number of researchers have attempted to identify measures to account for the core elements of effective intercultural/multicultural teams of community of practice (CoP) in open and distance learning (ODL) formal institutions, there is no consensus on those measures. Previous studies also suggest important differences in teamwork across cultures but they do not adequately address the complexity of issues affecting culturally diverse teams and do not identify the specific factors that contribute to these differences (Earley & Gibson 2002). The purpose of the study was to collect views and experiences of multicultural lecturers from the six Unisa colleges and the Directorate for Curriculum and Learning Development (DCLD) personnel on the operationalization of Unisa Framework for the implementation of a team approach to curriculum and learning development. Soon after South Africa’s independence in 1994, Unisa had to respond to a new paradigm shift by re-aligning their curricula to meet the new national and global economic demands and social justice. The process relates to major revisions of programmes and modules, as well as new programmes and modules. The study adopts a qualitative research approach and uses Van Dijk (2009) critical discourse analysis (CDA) as a methodology and data analysis strategy. Sociocognitive Approach (SCA) theory as espoused by Van Dijk (2009) is underpinned by a narrative research design. A purposive sampling method was employed to collect data and critically analysed views and experiences of interracial/multicultural academic lecturers, a Director and DCLD education consultants engaged in collective partnerships in the craft of ODL curriculum and learning development at Unisa in South Africa. I used the Unisa Framework for a team approach to curriculum and learning development at Unisa as a model. Previous discourse studies in this area suggest that differences in communication practices may be attributed to power differentials or language competence. In particular it surfaces key tensions within subject expertise autonomy, such as those between commitments to reform and efficiency that may have a significant impact on the outcomes of subsequent policy compliance. In my analysis of the research participants’ discourses, it emerged that a culture of dichotomy; “us and them” inhibits the operationalization of the Unisa Framework for the implementation of team approach to curriculum and learning development which may be attributed to the failure to manage multicultural identity issues. / Educational Leadership and Management / D. Ed. (Education Management)

Presently all over the world, there is a great concern among teachers, parents, organisations, community leaders and higher education lecturers about the problems that beset teaching and learning particularly in the teaching programmes, for example, for under-qualified teachers studying at a distance. Most distance education (DE) programmes are concerned with education of adults and it seems fairly obvious that the research plans should be informed by the theories and research about learning in higher education institutions. In terms of teacher education, such studies could, inter alia, focus on teacher development, curriculum planning, learner support programmes, communication and evaluation of DE. DE itself refers to a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to learners who are not physically present in a traditional educational setting such as a classroom. Distance learning is becoming an increasingly popular way of studying, and most universities now provide courses using this mode of teaching and learning. Today’s learners, though, are demanding high quality, consumer-focused and flexible courses and learning resources, and active learner support. This means that providers of DE need to reconsider key issues about learner support systems, to ensure that this is delivered appropriately and effectively. This study focuses on learner support in DE education for under-qualified teachers. The concept, learner support, can be traced far back to Vygotsky’s concept of the zone of proximal development, which refers to a learners’ optimal developmental potential if assistance that is timely and appropriate is provided by another person (Vygotsky, 1978). The appeal of the concept of the zone of proximal development lies in the fact that it directs attention to the need for maximum support in the learning process, and does so in a way that emphasises that good teaching is necessarily responsive to the state of understanding achieved by particular learners. Learner support systems may include the resources that the learner can access in order to engage in the learning process, for example, libraries or the resources that relate to the mediation of the communication process such as the media or technology. This study acknowledges that there are different kinds of learner support structures, but argues that there are critical or main components of support services which are registration support, learner support services, contact sessions, technological support and feedback strategies. Therefore, this study focuses on the role played by these five learner support structures as used in the programmes of DE under-qualified teachers at The University of South Africa (UNISA). Supported by empirical data, this study seeks to argue that instructional designers and tutors in the programmes of under-qualified teachers studying through DE need to ensure quality learning support as learning environments are increasingly designed according to the principles of resource-based and independent learning. In a sustainable learning environment, support must be designed according to principles that ensure that learners progress from teacher-directed activity to self-regulated activity. The challenge to deliver a high-quality learner support system, and for tutors and administrators to assume a central educational role in developing effective distance learning environments, the need for teaching and research is increasingly emphasised in research literature. Finally, it is hoped that this piece of work will help to promote more discussion and debate about the use of learner support programmes in DE institutions in particular, and in teaching and learning in general. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Summaries in Afrikaans and English / Against the background of the social and economic problems of South Africa, certain aspects of the relatively successful education system of the Republic of South Korea are examined in this thesis with the purpose of gaining insight into the restructuring of the South African educational system and the influence that education has on society. The thesis is based mainly on a literature study. In the interpretation and comparison of information the structural- functional and systems approaches to educational provision were used, with the emphasis on the Confucian, African and Western ways of thinking (mentalities). In the thesis the contextual factors which influence the particularisation of the South Korean and South African educational systems are discussed, with specific reference to pre-school education, vocational and technical education, teacher training, moral education, parental involvement, distance and adult education and the financing of education. Certain conclusions and recommendations regarding South African education are also made. / Teen die agtergrond van die sosiale en ekonomiese probleme van Suid-Afrika word in hierdie verhandeling ondersoek ingestel na sekere aspekte van die relatief suksesvolle onderwysstelsel van Suid-Korea met die oog op die verkryging van moontlike insigte vir die herstrukturering van die Suid-Afrikaanse onderwysstelsel en die invloed van onderwys op die samelewing. Die verhandeling berus hoofsaaklik op 'n literatuurstudie. In die interpretasie en vergelyking van gegewens is daar gebruik gemaak van 'n struktureel-funksionalistiese en sisteembenadering tot onderwysvoorsiening, met besondere klem op Confucianistiese, Afrika- en Westerse lewens- en wereldbeskouings (mentaliteite). In die verhandeling word die kontekstuele faktore wat 'n invloed het op die verbesondering van die onderwysstelsels van Suid-korea en Suid-Afrika bespreek. Daar word ook 'n ondersoek gedoen na voorskoolse onderwys, beroeps- en tegniese onderwys, onderwysersopleiding, morele onderwys, ouerbetrokkenheid, afstands- en volwassene-onderwys in die twee lande, asook die finansiering van onderwys. Sekere gevolgtrekkings en aanbevelings ten opsigte van Suid-Afrikaanse onderwys word laastens gemaak. / Educational studies / M. Ed. (Vergelykende Opvoedkunde)