M.Comm. / Na aanleiding van die argumente gevoer in die agtergrond en rasionaal van die studie, is die essensie van die problematiek gesentreer rondom die derde wereldkonteks wat gekenmerk word deur veral swak vervoerstelsels en 'n nie-effektiewe posstelsel. Uit die dialektiese interaksie met die navorsingterrein blyk dit vir die navorser of daar plek is vir verbetering ten opsigte van doeltreffende bestuur van die afstandsonderriginstansie. Aangesien dit egter vir die navorser essensieel is om handelingsriglyne te beskryf wat die praktyk sal verbeter, is daar besin om 'n strategie te benut waardeur tot `n beter verstaan van die problematiek gekom kan word, en wel deur studente te betrek wat die kliente van die diens is.

M.Ed. / The purpose of this literature study was to identify guidelines for the design of a media supported distance training programme for Telkom personnel. The board of Telkom SA decided to add media supported distance training to their existing contact training method to help fulfil their training needs. Existing training officers in the service of Telkom SA will be used to train employees by using media support in distance training programmes. It was found that training officers do not have the necessary guidelines to train as successfully as they do in the usual class situation. With respect to media support in distance training programmes, the following aspects should be planned together, so that effective training and learning can take place: initiation; planning and preparation; presentation of the programme; and student evaluation. After having researched the above aspects, the following guidelines were proposed to provide Telkom training officers with the necessary training skills for media supported distance training programmes: determining training needs; programme planning with respect to the lesson phases as in contact training; curriculum design for study content; reduction of study content; selection of media; planning and determining interaction during presentation; planning, determining and preparation of an evaluation strategy; and monitoring students during the training and learning process. In order to train as successfully as in contact training, training officers should adapt to a media supported distance training programme. Using the abovementioned guidelines, existing Telkom training officers can develop their skills for media supported distance training programmes.

Text in Afrikaans / In hierdie studie word afstandsonderrig soos dit tans deur die Universiteit van Suid-Mrika aangebied word, krities en indringend ontleed. Die gevolgtrekking hieruit was dat afstandsonderwys wesenlik aan studente die keuse behoort te hied van waar, wanneer en hoe hulle wil studeer. Daar is bevind dat Unisa agtergeraak het omdat die huidige onderrigmodel baie ooreenkom met 'n negentiende-eeuse Victoriaanse model, waarvolgens Unisa aan sy studente eintlik net die keuse oorlaat van waar gestudeer word. Die huidige Unisamodel toon ook sterk ooreenkomste met 'n geindustrialiseerde of fabrieksmodel: op feitlik alle vlakke word eenvormigheid van sy studente vereis; ten opsigte van registrasie- en eksamendatums, inleweringsdatums vir werkopdragte - dikwels ook hoe werkopdragte en eksamens afgehandel moet word. 'n Belangrike rede hiervoor is blykbaar dat die Universiteit agtergeraak bet ten opsigte van die gebruik van moderne rekenaartegnologie, wat dit vir baie departemente makliker gemaak bet om vas te steek in 'n Victoriaanse model as om na 'n oop model te beweeg. Daar is enkele departemente wat nogtans reeds begin bet om die eerste tree in hierdie rigting te gee. 'n Grondige ondersoek na die kenmerke van die volwassene student het aangedui dat hulle voortgesette studie benader as 'n wyse waarop oplossings vir probleme in heersende omstandighede gevind kan word. Om hierdie en ander redes behoort andersoortige eise aan bulle gestel te word: die min of meer klakkelose reproduksie van kennis moet plek maak vir probleemoplossingsbenaderings. 'n Didakties gefundeerde, verantwoordbare model word in hierdie studie geformuleer, waarvolgens rekenaartegnologie ingespan word om op gefntegreerde elektroniese wyse afstandsonderwys aan tersiere volwassene studente te voorsien - met inagneming van die feit dat sodanige model studentgesentreer behoort te wees, maar dat daar ook in die dosent se behoeftes aan akademiese en administratiewe rekenaarstelsels voorsien moet word. Ten slotte word riglyne voorgestel om die model in bedryf te stel; daar word ook aanbeveel dat verdere navorsing gedoen moet word ten opsigte van geidentifiseerde leemtes wat buite die bestek van hierdie studie geval het. Slegs deur 'n model soos die voorgestelde een, met of sonder aanpassings te aanvaar, kan Unisa weereens die voortou neem in afstandsleer en afstandstudie. / This study presents a critical analysis of distance education, as it is currently offered by the University of South Africa. The conclusion is that distance education should offer students choices as to where, when and how they want to study. Unisa has fallen behind in this respect, because its particular model for providing distance education closely resembles a Victorian teaching model, and only really allows students to choose where they wish to study; not really when or how. In many respects it also resembles an industrial (factory) model: uniformity is demanded of its students in almost all respects; in respect of registration and examination dates, due dates for assignments, and often also how assignments and examinations should be completed. It appears that a fundamental reason for this is that the University has fallen behind by not employing modern technology, which made it easier to cling to a Victorian model, rather than move towards an open teaching model. However, some departments have already taken the first steps in moving towards such a model. A thorough examination of students as adults indicated that they approach further and continuing studies as a means of solving problems encountered in their daily situation. For this reason, amongst others, different demands should be made of them: rather than expecting them merely to reproduce knowledge more or less verbatim, they should be expected to adopt a problem solving approach. A didactically sound model is formulated in this study, by means of which computer technology may be integrated and employed in the electronic provision of distance education for adult tertiary students. Such a model should be student centred, providing also for the needs of lecturers in respect of academic and administrative computer systems. Finally, guidelines are suggested for putting this model into practice. It is also suggested that further research be done to fill in the gaps which fell beyond the bounds of this thesis. Unisa will only be able to take the lead in distance learning and distance education once again if a model such as the proposed model is adopted- with or without amendments. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

M.Ed. (Tertiary Didactics) / The purpose of this investigation was to determine how the practical component in the further professional training of teachers by distance teaching can be improved. The deficiencies which are experienced can be ascribed, inter alia, to the fact that the relationship between the theoretical and the practical components are not clearly discernible to the teacher. On the basis of a study of literature and an empirical investigation of limited scope, it was determined that factors which obscure the forming of relationships can be present in the teacher as a learner, in the lecturer as a planner and presenter of the subject matter and in the curriculum at micro-level...

Distance education, and therefore the writing of distance materials, is a growing field in South Africa. This makes it potentially a site of innovation and change as writers experiment with ways of creating effective teaching situations at long range. The Fort Hare Distance Education Project materials seem to be a response to both the increased need for teacher upgrade programmes and the need for innovation to tailor those programmes to the needs of local teachers in a changing society. This innovative attempt to communicate with tertiary distance students has unusual features which suggest that they are worth investigation. Using discourse analysis, including the work of Scollon and Scollon on politeness theory, and an analysis of visual elements using categories developed by Kress and van Leeuwen, this study focuses on 18 pages of a sample text, booklet 9, “A Whole Language Approach,” to investigate how the writer-reader relationship and the identity of the reader are constructed. The analysis reveals a complex, interlocking construction of identity and relationship, producing and resolving apparent contradictions as writers move from one position to another while they negotiate their ongoing and evolving relationship with the readers. Features of identity and relationship operating through the text include issues of authority, changing roles of teachers and learners, trust, what constitutes appropriate language and materials, acknowledging prior learning in under-qualified professionals, ownership of the text, hierarchy and egalitarianism, and stereotyping. The study suggests that the Fort Hare Distance Project materials offer an example of strategies suited to local students which should benefit those who design such courses. It further suggests that visual analysis together with discourse analysis provides insights which seem not to be accessible through a study of the verbal text, and that an analysis of visual elements may widen a researcher’s options. It reveals ways in which writers can negotiate conflicting positions and consciously or unconsciously attempt to resolve contradictions and ambivalence. It suggests issues which need to be negotiated in any text written in South Africa for a similar audience.

Text in Afrikaans / In hierdie studie word afstandsonderrig soos dit tans deur die Universiteit van Suid-Mrika aangebied word, krities en indringend ontleed. Die gevolgtrekking hieruit was dat afstandsonderwys wesenlik aan studente die keuse behoort te hied van waar, wanneer en hoe hulle wil studeer. Daar is bevind dat Unisa agtergeraak het omdat die huidige onderrigmodel baie ooreenkom met 'n negentiende-eeuse Victoriaanse model, waarvolgens Unisa aan sy studente eintlik net die keuse oorlaat van waar gestudeer word. Die huidige Unisamodel toon ook sterk ooreenkomste met 'n geindustrialiseerde of fabrieksmodel: op feitlik alle vlakke word eenvormigheid van sy studente vereis; ten opsigte van registrasie- en eksamendatums, inleweringsdatums vir werkopdragte - dikwels ook hoe werkopdragte en eksamens afgehandel moet word. 'n Belangrike rede hiervoor is blykbaar dat die Universiteit agtergeraak bet ten opsigte van die gebruik van moderne rekenaartegnologie, wat dit vir baie departemente makliker gemaak bet om vas te steek in 'n Victoriaanse model as om na 'n oop model te beweeg. Daar is enkele departemente wat nogtans reeds begin bet om die eerste tree in hierdie rigting te gee. 'n Grondige ondersoek na die kenmerke van die volwassene student het aangedui dat hulle voortgesette studie benader as 'n wyse waarop oplossings vir probleme in heersende omstandighede gevind kan word. Om hierdie en ander redes behoort andersoortige eise aan bulle gestel te word: die min of meer klakkelose reproduksie van kennis moet plek maak vir probleemoplossingsbenaderings. 'n Didakties gefundeerde, verantwoordbare model word in hierdie studie geformuleer, waarvolgens rekenaartegnologie ingespan word om op gefntegreerde elektroniese wyse afstandsonderwys aan tersiere volwassene studente te voorsien - met inagneming van die feit dat sodanige model studentgesentreer behoort te wees, maar dat daar ook in die dosent se behoeftes aan akademiese en administratiewe rekenaarstelsels voorsien moet word. Ten slotte word riglyne voorgestel om die model in bedryf te stel; daar word ook aanbeveel dat verdere navorsing gedoen moet word ten opsigte van geidentifiseerde leemtes wat buite die bestek van hierdie studie geval het. Slegs deur 'n model soos die voorgestelde een, met of sonder aanpassings te aanvaar, kan Unisa weereens die voortou neem in afstandsleer en afstandstudie. / This study presents a critical analysis of distance education, as it is currently offered by the University of South Africa. The conclusion is that distance education should offer students choices as to where, when and how they want to study. Unisa has fallen behind in this respect, because its particular model for providing distance education closely resembles a Victorian teaching model, and only really allows students to choose where they wish to study; not really when or how. In many respects it also resembles an industrial (factory) model: uniformity is demanded of its students in almost all respects; in respect of registration and examination dates, due dates for assignments, and often also how assignments and examinations should be completed. It appears that a fundamental reason for this is that the University has fallen behind by not employing modern technology, which made it easier to cling to a Victorian model, rather than move towards an open teaching model. However, some departments have already taken the first steps in moving towards such a model. A thorough examination of students as adults indicated that they approach further and continuing studies as a means of solving problems encountered in their daily situation. For this reason, amongst others, different demands should be made of them: rather than expecting them merely to reproduce knowledge more or less verbatim, they should be expected to adopt a problem solving approach. A didactically sound model is formulated in this study, by means of which computer technology may be integrated and employed in the electronic provision of distance education for adult tertiary students. Such a model should be student centred, providing also for the needs of lecturers in respect of academic and administrative computer systems. Finally, guidelines are suggested for putting this model into practice. It is also suggested that further research be done to fill in the gaps which fell beyond the bounds of this thesis. Unisa will only be able to take the lead in distance learning and distance education once again if a model such as the proposed model is adopted- with or without amendments. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

M.A. / The new democratic South Africa has opened up a number of unique opportunities and challenges for distance education at tertiary level. Tertiary institutions, however, also face several serious problems that must be addressed in order to rectify the educational imbalances in the country. Due to the policy of equal opportunities for all regardless of race, creed, colour and culture, tertiary education institutions are experiencing an unprecedented influx in student numbers. Residential universities and technikons can accommodate this influx only up to a certain point due to limited physical facilities such as residences and lecture rooms. For this and other reasons, distance education is rapidly becoming the primary means of education, not only in South Africa but also in many countries around the world. It offers an immediate and practical solution to the problem of high student numbers. Some of the advantages of distance education are: • greater numbers of students can be reached throughout the country • students in rural areas have the same opportunities for education as their urban counterparts • imbalances can be addressed more effectively on a wider scale, including the rural areas • courses are generally more affordable • because of their technical nature, courses are often more directly related to the requirements of industry than traditional courses • accommodation for students and physical lecturing facilities are not an issue. The disadvantages, however, are: 1 Chapter 1: Instructional Courseware Design: Introduction lack of direct contact with lecturers lack of student support systems, such as contact with other students and the availability o lecturers to help solve learning and other problems the fact that the primary means of communication and instruction is the written word with limited opportunities for direct verbal contact limited or inadequate administrative support To overcome these problems, the "distance" in distance education mu

M.A. / New developments in the dissemination of information have focused attention on the multimodal text, here the text that combines the linguistic code and the visual code. The multimodal text is being used more and more in the teaching situation. The aim of the Department of Education is to provide education and training for all, and to this end distance education is regarded as the most viable option for the South African situation. In the distance education situation, effective teaching relies almost entirely on the printed text, which means that quality text is of the utmost importance. This study explores the meaningful and effective use and integration of the language text and the visual image in the multimodal education text, as well as the various contextual factors that are involved, as one of the aspects that may determine the effectiveness of the education text. Practical guidelines, based on a critical look at passages from existing South African education texts, are suggested with a view to contributing towards the objective of producing an effective multimodal education text for a multicultural, heterogeneous student body. In this regard, reference is made to the situation at the South African College for Teacher Education (SACTE).

M.A. (Applied Linguistics) / The aim of this study is to point out how visual literacy can enhance the learning process, especially relating to study by means of distance education. The concepts of literacy and visual literacy are defined and discussed. Special attention is paid to the concept of academic literacy and what it entails. The conclusion is reached that visual literacy's an integral part of literacy as traditionally defined, and that no-one can be truly literate in the media-oriented society in which we live, without being visually literate. The concept of distance education is explored and recent developments at Technikon SA are outlined,as well as difficulties experienced by students who study through distance education. The discussion is focused on reasons why students enter the tertiary education system under prepared and why levels of visual literacy are generally very low. The pictorial approach to the design and production of study material for distance education is explained and discussed. Various visual elements of study material are discussed with regard to the promotion of leaning and the development of visual literacy. Recommendations are made pertaining mainly to the design and production of study material at Technikon SA. Low levels of visual literacy tend to be overlooked in current development of study material. The process of visual literacy development should be integral to the objectives of study material design.

Bibliography: pages 141-151. / Distance education promises to broaden access to education to an increasing number and variety of learners in the "new South Africa". The construction and presentation of course texts is a critical factor in whether that promise is fulfilled. The producers of texts, working in their specific socio-cultural contexts, select and sequence the concepts they teach and create voices in the text which work in place of actual teachers. These textual voices interact with readers in a variety of communicative and educative ways, opening to greater or fewer styles of learning, and constructing a wider or narrower range of identities for readers. This results in learning styles being more or less able to be engaged, and learners being more or less able to identify with identities constructed for them by the text. The learner identities so constructed are sustained by combinations of political, educational and global discourses which reflect, challenge or perpetuate social power relations, such as gender