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Changing practices and systems: Implementing the online learning community at the University of South AfricaHeydenrych, Jacob Frederik 15 June 2003 (has links)
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.
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From policy to practice: an evaluation of the Unisa National Professional Diploma in Education from the perspective of social critical theoryMays, Tony John 30 June 2004 (has links)
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)
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Management of open and distance learning at UNISA : meeting student's needs and expectationsNtuli, Aggrineth Zodwa Sebenzile 04 1900 (has links)
No description available.
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Optimising the usability of content rich e-learning material: an eye tracking experimentMpofu, Bongeka 11 1900 (has links)
This research was aimed at the optimisation of the usability of content-rich computer and mobile based e-learning material. The goal was to preserve the advantages of paper based material in designing optimised modules that were mobile and computer-based, but at the same time avoiding the pitfalls of converting traditional paper based learning material for use on screen. A mobile eye tracker was used to analyse how students studied similar course content on paper, and on mobile device. Screen based eye tracking was also used to analyse how participants studied corresponding content on a desktop screen. Eye movements which were recorded by an eye tracker revealed the sequences of fixations and saccades on the text that was read by each participant. By analysing and comparing the eye gaze patterns of students reading the same content on three different delivery platforms, the differences between these platforms were identified in terms of their delivery of content rich, text based study material. The results showed that more students read online content on a computer screen than on mobile devices. The inferential analysis revealed that the differences in reading duration, comprehension, linearity and fixation count on the three platforms were insignificant. There were significant differences in saccade length. This analysis was used to identify strong aspects of the respective platforms and consequently derive guidelines for using these aspects optimally to design content rich material for delivery on computer screen and mobile device. The limitations of each platform were revealed and guidelines for avoiding these were derived / Computing / M.A. (Computing)
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On-line learning among Health Studies’ students at an open distance learning institution: prospects and challenges for interactivityMaboe, Kefiloe Adolphina 08 September 2014 (has links)
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)
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A model for the evaluation of ABET programmesQuan-Baffour, Kofi Poku. 11 1900 (has links)
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)
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Towards the training of psychology tutors : an ecosystemic approachStylianou, Nitsa 06 1900 (has links)
This study explores the training of Psychology tutors at the University of South Africa's
(UNISA) learning centres with a view to providing a paradigm shift in tutor training and
contributing towards new ways of thinking about education and training in South Africa. It
furthermore opens up alternative ways of thinking about the process of facilitation in general.
Although the study focuses on tutor training within the discipline of Psychology, the
outcomes of the study are applicable to tutor training and tutoring in general, and make a valuable
contribution in identifying the basic principles underlying tutor training in other disciplines as
well. An ecosystemic approach encourages the trainer-trainee system to become aware of how
they affect each other's thinking and behaviour. The basic principles underlying the process of
facilitation that emerge in the study, therefore apply equally to the training of tutors and the
tutoring of learners by others. These principles provide guidelines in terms of the processes
involved in tutor development, as well as inform the issues and themes around which the sharing of ideas can be choreographed in the field of tutor training and tutoring.
In conclusion, the information generated in the study focuses specifically on student
support in the form of face-to-face tutorials in the distance education setting, the form of tertiary
education which is most accessible to many historically disadvantaged learners in South Africa
today. More generally, it will make a valuable contribution in the current educational context
in South Africa, where student support is of the utmost importance in striving for equality in
education, and where the focus is on outcomes-based education. / Curriculum and Instructional Studies / D.Litt. et Phil. (Psychology)
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A study of the provision of distance education for the upgrading and improvement of the qualifications of teachers in the province of Kwazulu-NatalBagwandeen, Dowlat Ramdas 11 1900 (has links)
This research is predicated in the firm conviction that the quality of education is
dependent upon the quality of teachers. Teachers as the bedrock of education must
participate actively and conscientiously in their intellectual growth through various
forms of INSET discussed in the research.
From an international comparative perspective DE as a strategy of INSET is deemed
as the most functional, if not prudent and efficacious educational experience for the
upgrading and improvement of the qualifications of teachers. In this research the origin
of DE in terms of its antecedents and evolution, the raison d'etre and the advantages
and limitations of DE are adumbrated in order to focus on the complexity and diversity
of DE.
As part of the conceptual and theoretical framework various terms used synonymously
with DE are considered. A syntagma of principles providing a utilitarian and pragmatic
connotation for DE is then postulated. Selected theories relevant to DE provide the
synthesis for theoretical perspectives. The typology of DE institutions comprising
autonomous, dedicated providers of DE and those that are mixed or hybrid or dual
mode systems is analyzed.
In koeping with the theme of educational borrowing fundamental to comparative
education studies provision of DE by the UKOU and AU for developed countries,
IGNOU and the ZINTEC model for developing countries is discussed. National
examples are UNISA, Vista University and SACTE. The provincial institutions
discussed are the former SCE, NCE, UCFE and the newly formed SACOL.
General and specific recommendations for the provision of DE programmes for the
upgrading and improvement of the qualifications of teachers in the Province of
KwaZulu-Natal are adumbrated. By way of conclusion, it is iterated that the provision
of DE for the upgrading and improvement of the qualifications of teachers is irrefragably
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the quintessential factor in the new generation of teacher education and a pivotal
element for INSET. / Educational Studies / D. Ed. (Comparative Education)
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Tweedimensionele stilbeelde in 'n multimediapakket in tersiêre afstandsonderrig : didaktiese riglyneBlignaut, Ernst Philippus 11 1900 (has links)
Summaries in Afrikaans and English / The transformative mission of the White Paper on Education (1995: 19) states that the South
African education system is moving towards a single, national, non-racial system where all
people are offered equil opportunities. Demographic and other changes make particular
demands on the education system. The HSRC (1987:54) claim that distance edcation is
increasingly viewed as a possible solution for educational problems.
The literature study aims to motivate, from an andragogic-didactical perspective, the use of
two-dimensional silent images in study material.
A literature study was also undertaken on the perception of silent images and the elements
involved in the perception of depth, movement, size, colour, etc., from which certain didactic
guidelines were deducted with a view to the design of silent images.
The ability of distance education students to identify the elements above, was emperically
researched. The validity of the didactic guidelines were verified in this phase. / Die transformatiewe missie van die Witskrif vir Onderwys (1995: 19) stel dit dat die
Suid-Afrikaanse onderwysstelsel oorgaan na 'n "enkele nasionale, nie-rassige stelsel"
waar daar gelyke geleenthede vir aile mense gebied word. Demografiese en ander veranderinge
stel besondere eise aan die onderwysstelsel. Die RGN (1987: 54) stel dit dat
afstandsonderrig al meer as 'n moontlike oplossing gesien vir die onderwysprobleme.
Die literatuurstudie het dit ten doe! om die gebruik van tweedimensionele stilbeelde in
studiemateriaal in die Suid-Afrikaanse situasie andragogies-didakties te fundeer.
'n Literatuurstudie oor die persepsie van stilbeelde en die elemente wat betrokke is by
die persepsie van diepte, beweging, grootte, kleur, ens. is gedoen waaruit sekere
didaktiese riglyne met die oog op die ontwerp van stilbeelde gestel is.
Die afstandsonderrigstudente se vermoe om bogenoemde elemente waar te neem, was
empiries nagevors. Die geldigheid van die didaktiese riglyne is tydens hierdie fase
geveri fireer. / Educational Studies / M. Ed. (Didaktiek)
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Students' perceptions of e-learning in the Department of Information Science at the University of South AfricaNcube, Lancelord Siphamandla 06 1900 (has links)
This study was conducted at the University of South Africa in the Department of Information Science and looked at the students’ perception about e-learning. The study context was Open Distance Learning (ODL) which allows multi-dimensional e-learning aimed at bridging the time, geographical, economic, social, educational and communication distance between student and institution, student and academics, student and courseware and student and peers. It has emerged in the literature that student’ perceptions and understanding of e-learning are susceptible to challenges related to infrastructure, geographic location, skills set, support services, pedagogical matters and other related matters. These challenges are likely to affect the students’ perceptions of e-learning which is likely to have a negative impact on effective learning as well as success and completion rates.
The main aim of the study was to examine the perceptions of Information Science students towards e-learning. This study opted for multi-methods. The quantitative approach which involves the use of controlled questionnaires was employed. The questionnaire was designed in the web survey for the purpose of reaching scattered respondents and the opportunity to obtain large numbers of respondents to contribute. Also the qualitative method was considered as appropriate for this study because it helped to conceptualise the research and enabled the researcher to gather information from lecturers on influencing students and the strategies used to promote e-learning. The overall population of this study was 125 students and 17 lecturers.
The study revealed that not all students knew what e-learning was, and the major challenge was the internet access as students complained about the shortage of internet bundles. Many students at UNISA considered e-learning as a flexible for teaching and studying method because it is not bound to a particular time and place, also they commended that the usability of myUnisa has created more accessibility in learning environment for tuition. If the current students are not assisted with the lowest prices for internet access, students might not continue interacting with lecturers in the e-learning platforms. Also, first year students at UNISA should be trained for the e-learning environment and be given an overview of the UNISA e-learning platform. / Information Science / M. Inf.
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