In this study systems thinking approaches were applied to uncover the structure of the e-learning practitioner construct. Assumptions abducted from the systemic view of the e-learning practitioner construct hold that the e-learning practitioner system involves the e-learning practitioner and the e-learning practice as two subsystems that interact in the e-learning work environment. The characteristics of the subsystems are patterned to reflect their respective structures, which collaboratively construe the structure of the e-learning practitioner system. Different lenses were used to take ’snapshots’ and to illuminate the separate parts (the environment, the e-learning practitioner and the e-learning practice) of the system and to tell the e-learning practitioner’s story. Work behavioural styles expressed in terms of DISC language were used to describe a particular aspect of work personality structure. A personality-orientated job analysis, namely the Human Job Analysis, was used to identify and describe job characteristics and job structure. Person characteristics from the individual and characteristics from the job are the inputs into the e-learning practitioner system, and through a process of reciprocal interaction lead to certain outputs, for example person-job (P-J) fit, moderated by environmental influences, and constantly monitored by feedback systems. Environmental changes act as drivers in the system and practical interventions, such as the implementation of support programmes, job redesign and career development, may be applied as leverage points to change the output, for example to create a number of P-J fit scenarios. The characteristics of each subsystem and their relationships form the building blocks of the system structured in an e-learning P-J fit triad. Triad congruence is dependent on the characteristics of each leg of the triad, as well as influences and drivers from the environment. The different parts work together towards a specific goal according to a specific plan driven by organising principles to fulfil a common purpose, which gives meaning to the system. Different scenarios may alter the congruence of these three legs, which may then emerge in different configurations from their latent position. To gain a better understanding of this construct, a case study was applied focusing on the characteristics and work behavioural styles of e-learning practitioners in the e-learning work environment at the Tshwane University of Technology. A bricolage of data collection methods and instruments was applied to collect evidence for answering the research questions. Rich and varied sources of data, for example interviews, participant observation, documents and archival records, were tapped during the data collection phase. Data analysis included quantitative and qualitative analysis, and reasoning though both inductive and abductive logic. Synthesis of these research findings resulted in a classifying scheme as a form for expressing the latent structure of the five possible e-learning scenarios to answer the main research question: “What is the latent structure of the e-learning practitioner construct?” The study focused on the creation of knowledge about the ‘goodness of fit’ between the e-learning practitioner and the e-learning job in the e-learning environment by using the combined languages of systems thinking and the DISC profiling system. The uniqueness of this study pertains to the following: -- the interplay between the characteristics of e-learning practitioners, the e-learning practice and the e-learning environment; -- P-J fit scenarios in the e-learning environment, and -- a classification scheme for the e-learning practitioner construct displaying five categories, namely job structure, job theme, person attributes, roles and applications against the dimensions of an environmental structuredness continuum. Findings from this research may support initiatives to establish benchmarks for the e-learning practitioner job description. Practical applications may be useful to practitioners using electronic learning management systems and to planners of staff development and e-learning training programmes. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2007. / Curriculum Studies / unrestricted

The purpose of the thesis is to explore excellence in Enquiry-Based Learning (EBL), its philosophical underpinnings, pedagogical implications and possibilities. How pedagogic devices can be used to encourage tutors' reflections on EBL, and is concerned with producing and sharing knowledge in relation facilitating student-centred teaching and learning practices. The study is in the tradition of practitioner research, where my role was that of an educational developer at the Centre for Excellence in Enquiry-based Learning. It is centred around the development of EBL models as pedagogic instruments to facilitate tutors' reflections on their practice. The thesis investigates how to facilitate the incorporation of more student-centred approaches into tutors' practice in a UK university through employing EBL models as a tool for reflection, how these models were introduced to tutors, and the findings from the process. A critical action research approach was undertaken for the educational development practitioner research journey. The primary methods of data collection consisted of interviews with students and tutors, and data obtained during individual reflections and group discussions in a series of workshops that involved tutors studying EBL models. Thirty-one tutors were involved in these workshops and interviews where they quantitatively and qualitatively explored multiple dimensions of teaching and learning. Content analysis of the results was conducted on the data with an emphasis on dilemma analysis to gain insights into tutors' decisions about their practice, and an empirical abductive strategy was employed to inform the development of new EBL models. In the course of the action research phases two new EBL models were iteratively developed informed by the literature and stakeholders. Finally, a new Student Involvement in Learning and Teaching Model was proposed, empirically abducted from student narratives derived from photo-elicited interviews. This Model constituted the development of a new conceptual framework for thinking about EBL within the context of broader teaching and learning practice. This study articulates new student involvement dimensions which conveyed the nature of power within the proximal processes of teaching and learning. The thesis contributes towards the practice of educational development by documenting both the process and outcomes of introducing EBL and learning and teaching models to tutors as reflective instruments, and by proposing a new perspective on excellence in EBL where student involvement is enhanced when reciprocal power relationships exist in the proximal processes between tutors and students. Tutor decisions were framed as a series of dilemmas created by external contextual influences (the University social micro, meso, exo and macro-systems); and internal factors (the tutors' personal force-resource characteristics) which affected tutors' reported actual and espoused ideal practice. The data demonstrated that most tutors espoused including more EBL, but they preferred an incremental change in their practice.