Spelling suggestions: "subject:"educationization, dippermouth africa."" "subject:"educationization, dippermouth affrica.""
91 |
An investigation into the claim that free fee higher education in South Africa would be regressiveNana, Vitesh January 2017 (has links)
Thesis (M.Com. (Development Theory and Policy))--University of the Witwatersrand, Faculty of Commerce, Law and Management, School of Economic and Business Sciences, 2017 / The South African higher education student protests which began in October 2015 have culminated in the student body voicing increased demands for the implementation of free fee higher education. Key policy stakeholders and commentators have been critical of this demand stating that such a policy would be regressive and ‘destructive’ due to the fact that the rich dominate the student cohort, the net result of which would be the poor funding the higher education of the rich. There is a continued emphasis on the private benefits that higher education provides graduates, therbey necessitating tuition fees. This paper has shown that these arguments, dating back to the 1970s, have weak theoretical foundations. The view that the rich dominate the student cohort is questioned with the finding that only 18% of the households containing students are classified as rich. As the rich provide 97% of personal income tax revenue and 76% of value added tax revenue it would be difficult for the poor to fund the rich. The states ‘chronic underfunding’ of the higher education system comes amid ‘budgetary pressures’ highlighting the continued adherence of the state to fiscal austerity measures. These austerity measures have increasingly shifted the financial burden of higher education onto students. A financial burden that 80% of households are deemed to require financial assistance to meet. In reducing state funding to the higher education system, in real terms, the private benefits of higher education are used to lure students into paying ever increasing tuition fees, even taking on debt in order to do so. / GR2018
|
92 |
A model for branding practices in a new South African Higher Education landscapeVan Gensen, Garth Allister 2005 October 1900 (has links)
Thesis (D. Tech.) - Central University of Technology, Free State, 2005 / Distinctive challenges are currently facing South African higher education institutions. Among others they are funding; quality assurance; globalisation; the emergence of private higher education; the idea of an entrepreneurial university as an alternative; enrolment capping; as well as merged and incorporated institutions. It is critical that these challenges be addressed urgently.
However, the lack of proper marketing and branding strategies at institutions of higher learning in view of the new unfolding national and international landscape, leaves much to be desired. In the past, branding of higher education in South Africa was not an area of priority, because higher education operated in a protected, regulated market with a steady income. The current higher education scenario necessitates higher education institutions to revisit their branding strategies as a means to grapple with the distinctive challenges facing them with the purpose of enhancing quality; delivering graduates to the world of work; as well as being relevant by being responsive to society and the economic needs of the country in order to adhere to the outcomes of the National Plan for Higher Education (NPHE) (RSA DoE 2001).
A thorough literature study involving current and relevant literature on branding and branding practices was undertaken, after which a mainly qualitative research approach was followed. Focus group interviews at two entrepreneurial universities abroad; informal conversation interviews at seven South African higher education institutions; as well as a case study were conducted. Participant observation in the workplace relating to branding and branding practices also took place. The constant comparative method of data analysis was used to capture recurring patterns and themes during the research process.
What became evident from the literature was that branding strategies of higher education institutions are generally restricted to informing and visual identity. The results of a survey done in 2004 by UNITECH, a body representing marketing and communication units of universities and former technikons (currently Universities of Technology) in South Africa, was also quite significant for this study. The following deductions regarding marketing and communication practices at South African higher education institutions could be made from this survey: There is a lack of an integrated marketing approach; executive management lacks understanding of branding practices; there is a lack of strategy with regard to marketing and branding; as well as a lack of internal communication. These deductions were consistent with the researcher’s own observations and are also confirmed by the informal conversation interviews held at the seven South African higher education institutions as part of the empirical investigation. The case study to highlight the branding practices of a higher education institution in the central region revealed that the implementation phase focused strongly on external/outward exercises, and that the internalisation aspects of their branding were narrowed to information only. The new visual identity of the institution was emphasised, whilst the internal processes remained the same as always.
The aforementioned aspects are an indication that South African higher education institutions need to re-visit their internal practices. A market orientation mindset is of crucial importance for higher education institutions in South Africa to move towards an entrepreneurial mindset. The Universities of Warwick (England) and Twente (the Netherlands) were selected for this study as a result of the astounding successes they have achieved with their entrepreneurial activities. According to the respondents from both universities, the following aspects – among others - are extremely important for their successes: visionary leadership; an integrated entrepreneurial culture; a focus on external as well as internal communication; and relevance.
The primary purpose of this study was to develop a model for South African higher education institutions which would ultimately result in brand enhancement of institutions that would be perceived as relevant and society-minded to live up to the challenges of the new and changing landscape in South Africa. The proposed model in this study is based on two overarching fundamentals, namely the experience economy and its relatedness to brand, as well as relevance and branding, which should be an integrated approach that could ultimately lead to successful external branding.
|
93 |
An investigation into the usability of synchronous information technology for a virtual e-learning and information sharing environment at a university in South AfricaEkermans, Gina 04 1900 (has links)
Thesis (MComm)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: As the information age evolves, society is undergoing changes based on developments
in technology that have tremendous implications for the educational systems. Institutions
of tertiary education are increasingly facing the pressures of globalisation. Associated
with this is the knowledge society that demands experience with technology, different
skills and a different learning experience (US, 2001). Furthermore, new information and
communication technologies have demonstrated the potential to transform the way that
knowledge is packaged, delivered, accessed and acquired, thereby altering higher
educations' core production and delivery processes. Institutions of tertiary education that
want to remain competitive, both locally and internationally, should, therefore, act proactively
to facilitate the successful and innovative integration of relevant technologies
into currently established practice and procedures.
The University of Stellenbosch (US) recognises the importance of staying abreast with
these global and local changes. The Virtual Information Space (VIS) project for optimal
information sharing is a research initiative that developed as a direct response to the
need for an inquiry into the functionality of alternative synchronous and asynchronous
computer-mediated communication media (CMC), to be provided as part of the
technological infrastructure of the US for enhanced information sharing and
communication. The VIS project provides the framework within which this study was
conducted.
The aim of this study was to conduct an exploratory study through the use of empirical
research and prototyping, by quantification of the usability of synchronous CMC media,
for application in the South-African on and off-campus tertiary education environment
(focused at post graduate level), in order to enhance information sharing between inter
alia, information service suppliers, lecturers, students and researchers at the US. It was
anticipated, however, that the degree to which the synchronous CMC media add value
to the learning and information sharing processes within the VIS, will be influenced by
the usability of the software applications within which the media are embedded, the
perceived need of the role-players for the media, as well as the feasibility and viability of
the systems when employed within the technological infrastructure of the US. These elements were, therefore, empirically investigated by conducting several usability
experiments in a setting which simulated a usability laboratory, in order to acquire the
necessary subjective and objective data, related to the identified goals and objectives
that encapsulate the aim of this study.
In order to demonstrate the value of the VIS environment, a theoretical perspective is
provided by means of a literature review of the fundamental concepts of communities of
practice and flexible learning. It is proposed that the use of the synchronous CMC media
(embedded within the software applications) will assist in the creation of a VIS that
supports the more advanced educational paradigm of constructivism by linking users
into collaborative conversational networks, thus forming learning communities (better
known as communities of practice) in cyberspace. The purpose of these communities is
to create a means through which ideas and materials can be shared and exchanged,
aiding individuals in building their own conceptual networks of interrelated ideas,
strategies and theories and therefore construct and share knowledge.
Information was obtained concerning participants' characteristics, preferences, needs
and evaluation of the usability of the two software applications, NetMeeting and Yahoo
Messenger, when utilised within the technological infrastructure of the US for the
purpose of increased information sharing and communication. Performance
measurement data (related to selected usability criteria) was obtained during the
experimental phase, as well as information about the feasibility and viability of the
systems when utilised within the technological parameters of the US. The analysis of the
information consisted of descriptive statistics as the research aimed to illustrate the
attitudes concerning usability, the perceived needs for the software applications, as well
as the feasibility and viability of the systems.
The results revealed that both NetMeeting and Yahoo Messenger were perceived by the
participants as usable, achieving a positive rating on almost all of the dimensions of
usability it was tested on. In the case on NetMeeting, technological limitations imposed
on the system (such as bandwidth and network traffic) severely limited the effectiveness
of the system as a whole and require further investigation to ensure successful
implementation. Technological limitations in the case of Yahoo Messenger mainly
centered on the unstable server environment that the system functions within. Hence, further research is therefore needed to ensure successful implementation and utilisation
of NetMeeting and Yahoo Messenger within the technological parameters faced by the
US. / AFRIKAANSE OPSOMMING: Soos wat die informasie-era ontplooi, is die samelewing besig om ingrypend te verander.
Die dramatiese impak van die tegnologiese revolusie op die hoër onderwyssektor
dwarsoor die wêreld hou dus aansienlike implikasies in vir tersiêre onderwysinstellings.
Hierdie instellings is toenemend onderhewig aan die druk van globalisering en die
kennis-samelewing wat al hoe meer vereistes stel in terme van ondervinding met
tegnologie, verskillende vaardighede wat vereis word en 'n veranderende leer ervaring.
Nuwe informasie- en kommunikasietegnologieë beskik oor die potensiaal om die
maniere waarop informasie herwin, verwerk en gestoor word, te transformeer. Dit
impliseer noodwendig 'n wysiging in die kern informasie produksie en -aflewerings
prosesse van tersiêre onderwysinstellings. Sulke instellings word dus genoop om
daadwerklik en pro-aktief op te tree ten opsigte van die suksesvolle en innoverende
integrasie van relevante tegnologieë by bestaande prosedures, ten einde internasionale
en nasionale mededingendheid te verseker.
Die Universiteit van Stellenbosch (US) erken the belangrikheid daarvan om op hoogte te
bly met verandering. Die Virtuele Informasie Spasie (VIS) projek vir optimale
informasiedeling is 'n navorsingsinisiatief wat ontwikkel het vanuit 'n behoefte vir 'n
ondersoek na die funksionaliteit van die verskillende sinkrone en asinkrone rekenaargebasseerde
kommunikasie media, wat as deel van die tegnologiese infrastruktuur van
die US voorsien sal word - ten einde verbeterde informasiedeling en kommunikasie
teweeg te bring. Die VIS projek het 'n raamwerk verskaf waarbinne hierdie studie
uitgevoer is.
Die doel van hierdie navorsing was om 'n verkennende studie uit te voer, deur die
gebruik van empiriese navorsing en prototipering, vir die kwantifisering van die
bruikbaarheid van sinkrone rekenaar-gebasseerde kommunikasie media. Die spesifieke
toepassingsarea is die Suid-Afrikaanse tersiêre onderwysomgewing (spesifiek gefokus
op nagraadse vlak) met die doelom informasiedeling tussen informasiediensverskaffers,
dosente, studente en navorsers te verbeter. Daar word egter verwag
dat die graad waartoe die sinkrone media waarde toevoeg tot leer- en informasiedelings
prosesse binne die VIS, beïnvloed sal word deur die bruikbaarheid van die sagteware waarbinne die media gesetel is, die waargenome behoeftes van die rolspelers vir die
media, sowel as die uitvoerbaarheid en lewensvatbaarheid van die sisteme wanneer dit
aangewend word binne die huidige tegnologiese infrastruktuur van die US. Hierdie
elemente was dus empiries ondersoek deur die uitvoering van verskeie
bruikbaarheidseksperimente in 'n omgewing wat 'n tradisionele bruikbaarheids
laboratorium simuleer, ten einde the nodige subjektiewe en objektiewe data te ontgin
wat gemik is op die doelwitte en mikpunte wat die strewe van hierdie studie omsluit.
'n Teoretiese perspektief word voorsien deur 'n literatuur-oorsig, ten einde die waarde
van die VIS omgewing te konseptualiseer. Konsepte wat veral aandag geniet hou
verband met die ontwikkeling van elektoniese gemeenskappe en buigsame leer
omgewings. Die aanname word gemaak dat die gebruik van sinkrone rekenaargebasseerde
kommunikasie media (soos gesetel in die sagteware pakkette, NetMeeting
en Yahoo Messenger) die ontwikkeling van 'n effektiewe VIS sal fasiliteer wat 'n nuwe
onderrigparadigma ondersteun. Die uitgangspunt van hierdie paradigma is dat kennis
nie net weergegee moet word nie, maar dat dit gekonstrueer kan word soos wat die
partye betrokke raak in relevante gespreksnetwerke binne die virtuele informasie spasie.
So word elektroniese gemeenskappe dus geskep waarbinne individue idees en
materiaal met mekaar kan deel en uitruil, terwyl kennis effektief geskep en gedeel word.
Informasie is ingewin aangaande die deelnemers se kenmerke, voorkeure, afkeure,
behoeftes en persepsies oor die bruikbaarheid van die sagtware pakkette, NetMeeting
en Yahoo Messenger, wanneer dit aangewend word binne die tegnologiese
infrastruktuur van die US, ten einde verhoogde informasiedeling en kommunikasie te
bewerkstellig. Prestasiemetingsdata (gekoppel aan sekere bruikbaarheidskriteria) was
ook verkry tydens die eksperimentele fase, sowel as informasie oor die uitvoerbaarheid
en lewensvatbaarheid van die onderskeie sisteme wanneer dit aangewend word binne
die huidige tegnologiese parameters van die US. Die analise van die data het
beskrywende statistieke behels aangesien die navorsing ten doel gehad het om die
ingesteldhede betreffende die bruikbaarheid en behoefte aan die sagteware pakkette,
sowel as sekere tegniese aspekte rakende die stelsels, uit te lig.
Die resultate het getoon dat die respondente beide NetMeeting en Yahoo Messenger as
bruikbaar waargeneem het, aangesien 'n positiewe beoordeling op bykans al die dimensies van bruikbaarheid bereik was. In die geval van NetMeeting het sekere
tegnologiese beperkinge van die sisteem, soos beperkte bandwyte, egter die effektiwiteit
van die sisteem beduidend beinvloed. Tegnologiese beperkinge in die geval van Yahoo
Messenger was hoofsaaklik as gevolg van die onstabiele omgewing waarbinne die
bediener funksioneer. Verdere navorsing is dus nodig om suksesvolle implementering
en aanwending van NetMeeting en Yahoo Messenger te laat realiseer, gegewe die
tegnologiese parameters van die US.
|
94 |
A conceptual model for a co-operative education management information system for tertiary institutions in South Africa.Koch, Aneen January 2007 (has links)
Thesis submitted in fulfillment of the requirements for the degree
Doctor of Technology : Office Management & Technology
in the Faculty of Business
at the Cape Peninsula University Of Technology
2007 / In this research all references to technikons relate to the present Universities
of Technology. Since this study was conducted relating only to courses that
offer an experiential leaming component, it is to be noted that these courses
are offered mainly by the previous Technikon sector, prior to the
amalgamation of technikons with certain universities and colleges.
The specific research problem is defined and the background to this problem
explained. Both the research problem and objectives are formulated.
No efficient Management Information System for co-operative education
based on web-technology currently exists in South Africa. By means of a
study based on the present needs of co-operative education practitioners in South
Africa, and comparing the latter to certain existing management information
systems for co-operative education internationally, the objectives of the research
are addressed. Initially some critical activities are identified and used to map out
possible sub-systems.
Literature is reviewed relating to technologies relevant to this research, such as
the Web, Internet and lntranets. It outlines some information technologies
available to organisations and the educational environment. The literature also
highlights most of the processes within a management information system.
Furthermore, it summarises the initial considerations needed to develop a
management information system in this context. To focus more pertinently on the
problem a management information system relating to education is investigated.
Various existing management information systems in education in the UK, USA
and RSA are reviewed. Specific reference is made to management information
systems in general education in Australian schools. These investigations then
focus on one element of education, namely co-operative education. Possible cooperative
education sub-systems are mapped out from identified critical activities.
These sub-systems were instrumental in developing the pilot study and the final
questionnaire.
The research methodology and the techniques applied to address the research
objective, are discussed. Aspects such as reliability, validity, quantitative vs
qualitative research, the final measuring instrument, target population,
administering the questionnaire and data capturing, are addressed. The
development of the questionnaires and a two-dimensional matrix of the measuring
instrument are explained.
The responses to the various elements on each of the questionnaires are reported
on and the data is interpreted and grouped to form a synthesis. From the
synthesis, conclusions and recommendations relating to all three sub-systems
(students, employers and short courses), are listed.
These results of the questions as reported on and the interpretations recorded are
analysed. These relate to each question as well as to all the literature reviewed.
The conclusions and recommendations are supported by detailed crossreferences
to each chapter.
Some comparison of local (South African) and international preferences is
included.
The main objective of this study was to develop a scientifically-established model
of an adequate management information system for co-operative education, which
will comply with the needs of the South African Co-operative Education.
In summary then :
• A survey was undertaken of good international practice, from which a set of
desirable "elements", "components" or "sub-systems" was established.
Hereafter they are referred to as "sub-systems".
• These sub-systems were taken as the foundation for a questionnaire, where
in respondents were asked to consider the importance and detail of the subsystems.
• The questionnaire was reviewed for its effectiveness and completeness,
refined, and then deployed to 325 respondents nationally. Internationally 77
delegates responded.
• An analysis of their responses was used to develop a set of desirable
characteristics of a co-operative education management information system
in South Africa.
|
95 |
Funding higher education and training in South Africa: a comparative study of tax incentive measures, in conjunction with a dedicated taxHolm, Darryn January 2018 (has links)
Higher education and training in South Africa in the post-Apartheid era has never been more volatile than it is currently, some two decades into democracy. Despite the many advances and achievements of higher education, the student protests of 2015 and 2016 have given expression to underlying fault-lines, including increasing student expectations and frustrations with regard to access and funding. This research was undertaken to document the underlying historical issues and models pertaining to funding within the higher education and training sector as well as the existing higher education and training taxation policies and incentives enacted in South Africa and selected international jurisdictions. This was done with a view to providing a framework for higher education and training tax policy formation in South Africa to assist in meeting its higher education and training “access and affordability” targets as set out in the National Plan on Higher Education and the Higher Education White Paper, while at the same time not hindering economic growth. A doctrinal research methodology was adopted in this study as it mainly analysed and interpreted legislation and policy documents and therefore the approach was qualitative in nature. An extensive literature survey was done in order to document the various internationally selected legislated higher education and training tax policies and incentives. The literature indicated that there are widespread funding perspectives and initiates, and that international tax policies enacted with the aim of ensuring that higher education and training is more accessible and affordable to the public, is stable and effective in certain jurisdictions. It is submitted that while a higher education dedicated tax may not be sufficiently effective in South Africa, a combination of broad-based tax incentives will help to promote the change to a more affordable and stable higher education funding system, whilst not preventing growth through sustainable development.
|
96 |
Career development trajectories of women academics in the South African Higheer Education context: a constructivist grounded theory study and substantive theoryHobololo, Bongiwe 09 1900 (has links)
Statistics on the gender profile of academics in South African Higher Education
Institutions (HEIs) reveal women academics are still concerted at the junior levels of
the hierarchy with a small number of women at professorship. By the time of this report,
in South Africa there were 4034 associate professors and professors. Of this 4034,
2174 (54%) were full professors. Of this 2174, only 534 (25%) were female professors.
The fundamental aim of this research was to tell the story behind these statistics by
exploring, describing and giving explanation to the subjective experiences of women
academics. The objectives of the research were broken down into: (1) to examine
studies that explain discourses for women in academia, identify success and inhibiting
factors to career development of women academics, identify gaps in knowledge and
explain how this research seeks to address the gaps identified, (2) to investigate
models and theories of career development, particularly in so far as they affect women,
(3) to explore, describe and explain the career development trajectories of senior
women academics in HEIs in SA, and (4) to develop a substantive career development
theory that explains career trajectories of women in academia.
Utilizing data from 13 in-depth interviews with women professors and associate
professors in a diversity of higher educational institutions in South Africa and different fields of study, this research situates the senior women academics’ experiences within
the social constructivist context. I posed the question: “Tell me how your career journey
as an academic started, up to the level where you are now”. The questioning revolved
around family background; social context; educational history; career development
trajectory; professional experiences; and work-family integration. All interviews were
audiotaped and then transcribed.
The analysis and interpretation of data was informed by the theoretical underpinnings
of the study, which is located within feminism and social constructivism. The mean age
of the participants was 53 years; years in service, 10 years and more. The findings
revealed four themes associated with the career success of women academics:
enabling and constraining factors; intrapsychic factors, behavioural patterns and
differentiated career development trajectories. All these factors are inextricably linked
and mutually affect the career success of women academics. The study ended up with
a career development theory that came up with five phases and explained
preoccupations at each phase. The phases are career exploration, career
establishment, career maintenance, work life adjustment and disengagement. These
phases are neither age related, nor cyclical at all times, but they are related to the
stage in career development, and the needs of women academics / Industrial and Organisational Psychology / D. Com. (Industrial and Organisational Psychology)
|
97 |
Gender equity tensions in higher education: a critique of post-apartheid gender equity policyAkala, Beatrice M'Mboga January 2016 (has links)
A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Wits School of Education, University of the Witwatersrand, Johannesburg, 2016. / Gender inequality has been an area of concern internationally, regionally and nationally. Black South African women in general suffered triple oppression during the apartheid regime, based on race, gender and class oppression. Higher education mirrored the varied forms of marginalisation that existed in society and therefore the majority did not have the access to quality higher education afforded their white minority counterparts. The few black women who did have access were concentrated in historically disadvantaged institutions or studied through correspondence (Chisholm & September, 2005). The courses for which they were enrolled were aimed at perpetuating male dominance in the public sphere and domesticating them through women’s traditional roles of nurturing and caring. With the advent of democracy in 1994 the gates of higher education were opened to students who had previously been excluded. Effectively, black people in general and women in particular benefitted from race and gender categories of equity, according to the Department of Education, White Paper (1997). The equity clause that has been integrated in higher education policies encapsulates a clause that targets the redress of gender-related inequities and inequalities, aimed at ameliorating women’s access to higher education. Although race, gender and disability were identified, the National Plan (2001) notes that race equity had been given primacy in policies over gender equity. I argue that aggregated data emanating from recent studies in higher education indicate that 57% of the current female population are accessing public higher education. Although the figures from documentary evidence affirm a high presence, on examination of other factors this study found a more nuanced picture. Specifically, a change in equity deduced from the same data indicates that fewer women were enrolled in courses such as Science, Engineering and Technology (SET) or in postgraduate studies. Other areas of concern include high dropout rates, attrition and throughput (CHE, 2010; Draft Green Paper, 2012). This argument is made using theoretical and thematic exploration of post-apartheid South African gender equity reform agenda in higher education. In addition, higher education policy documents (National Council for Higher Education, 1996; White Paper, 1997; Higher Education Act, 1997; National Plan for Higher Education, 2001) and gender laws and frameworks have informed the study. It has aligned itself to one of the goals of White Paper (1997) that noted that in order for equity
to be meaningful to the formerly disadvantaged; access and success have to run concurrently. Ultimately, the study has contended that by homogenising women the particular contexts of social justice have not been recognised (Young, 1990). The implication of the misrecognition of the particular and specific experiences of black women in higher education could be contributing to the enigmatic low throughput, high dropout rates and high levels of attrition currently being experienced in higher education. This thesis poses a challenge to policymakers and institutions of higher learning to shift their attention from viewing the attainment of gender equity and equality through notions of expanded access (global participation). To narrow the current gap it proposes a hybridisation of equity and equality policies (macro) with initiatives that target the particular and specific conditions (micro) of black women who access higher education.
Key words: gender, equity, higher education, post-apartheid, policy, women.
|
98 |
The effectiveness of national financial aid scheme towards student skills development at the University of Limpopo, South AfricaMokgotho, Manoko Graca January 2022 (has links)
Thesis (M. Dev. (Planning and Management)) -- University of Limpopo, 2022 / The National Student Financial Aid Scheme (NSFAS) was introduced in South Africa in 1999. Despite two decades of implementation—and some notable successes—the NSFAS has been critiqued for its overall “effectiveness” (McKay, Naidoo & Simpson 2018:25-27). This study investigated the effectiveness of NSFAS from the perspective of skills development among students at the University of Limpopo (UL). The study used a qualitative research design which purposively selected participants using a semi-structured interview instrument. The purposive sampling included nine NSFAS beneficiaries from the Faculties of Management and Law and Science and Agriculture and six NSFAS administrators working at UL. The study applied thematic analysis to analyse the collected data. The analysis enabled insights into the effectiveness of NSFAS on skills development among a limited sample at UL to be presented. The findings suggest that NSFAS funding contributes towards soft-skills development of student beneficiaries. There was less evidence that NSFAS funding contributed to hard-skills development. The study recommends that UL could introduce a number of measures to reinforce the soft-skills development that NSFAS catalysed such as internal mentorship schemes for students and/or engaged collaborations with non-academic partners to reinforce the soft-skills components of students learning experience. Due to the localised nature and small size it is suggested that further research is warranted into the impact of NSFAS on students soft-skills development at a broader scale. During the research process, the ethical rules and regulations dictated by the Turfloop Research and Ethics Committee (TREC) were complied with and the suggested protocols of the experiences of educational researchers in the use of case study design during the COVID-19 pandemic were also observed and adhered to.
|
99 |
Gebruik van die Internet as faset van 'n multimodus-onderwysbenadering by Technikon PretoriaVan der Merwe, Herman Johan 01 January 2002 (has links)
Text in Afrikaans / Various technological developments have taken place in the last century, but most of them had very little or a minimal influence on higher education. It has often been speculated that technology would increase the pass mark and retention of students, but to date that has not happened. Where has technology failed? Or is it not technology that has failed, but, rather, the educational model? These questions will be addressed in this study.
Riegelman, Povat, Ott and Piemme (1985:279) state that knowledge doubles every three to five years and that lecturers can no longer be mere disseminators of knowledge. Therefore, the present-day student should be guided to find knowledge him- or herself within a broad framework. This means that the educational model of higher education institutions needs to be renewed. The traditional lecturer-centered teaching approach should give way to a more student-centered learning approach. However, the problem is that there are not yet guidelines [or a model] for the use of, for example, the Internet in such a new educational approach.
In this study, the focus is on the creation of a didactically justifiable model [guidelines] for the use of the Internet in a multi-mode educational approach, since the Technikon currently does not have such a model. This model and these guidelines should enable the lecturer, as the teaching-learning manager, to plan, develop, implement and evaluate a multi-mode teaching-learning programme.
However, before any didactic model is, or guidelines are, developed, it is essential to determine the starting point from which the design should be done. In order to arrive at a well-founded starting point, a comprehensive literature study of local and international publications was undertaken, personal interviews were conducted and specialists locally and abroad were visited. In this manner, an illuninating overview was obtained of that which has already been done to deal with the set problem, as described in the previous paragraph.
The research for the development of the model [didactic guidelines] was preceded by a three-year institutional study, in the course of which trends, needs and perceptions were debated at an institutional forum chaired by the researcher, namely, the TLTR [Teaching, Learning and Technology Roundtable].
The report on this study is divided into six chapters and represent the problems identified by the TLTR, which form the foundation [core] on which the model and guidelines are based.
The questions are as follows:
Who are we and how do we currently execute our core task? [How do we teach?]
Who are our clients and what are their needs? [How do they learn and how do they wish to be served?]
How could we use technology to facilitate our task and teach our students effectively without sacrificing quality? [What teaching-learning opportunities are there?]
The theoretical study that provides the answers to the above questions is embodied in a model [guidelines] for the use of the Internet within a multi-mode educational approach.
This model is then evaluated by 106 lecturers and 437 students to:
Determine the lecturer's attitude to the proposed model,
determine the lecturer's perception of the differences between on-line and contact instruction management, and
determine whether there are any differences in the learning experience(s) of students who receive instruction by means of an Internet-supported programme and students who receive contact instruction.
Lastly, attention is given to a number of related findings and recommendations that flow forth from the study. These aspects also lead to recommendations on future research in this field. / Educational Studies / D. Ed. (Didactics)
|
100 |
Die gebruik van die internet as faset van 'n multimodus onderwysbenadering by Technikon PretoriaVan der Merwe, Herman Johan January 2001 (has links)
Text in Afrikaans, abstract in Afrikaans and English / Verskeie tegnologiese ontwikkelings het die afgelope eeu plaasgevind, maar die
meeste daarvan het weinig of 'n minimale invloed op hoer onderwys gehad. Daar is
baie gespekuleer dat die tegnologie die slaagsyfer en die retensie van studente
sal verhoog, maar tot nou toe was dit nie die geval nie. Waar het die tegnologie
gefaal, of het die tegnologie nie gefaal nie, maar die onderwysmodel? Hierdie is
van die vrae waarop in hierdie studie gefokus word. Riegelman, Povat, Ott en Piemme (1985:279) stel dit dat kennis elke 3 - 5 jaar
verdubbel en dat die tyd verby is dat dosente slegs uitdelers van kennis kan wees.
Die hedendaagse student behoort daarom begelei te word om self kennis binne 'n
bree raamwerk te vind, en dit kom daarop neer dat die onderwysmodel van
hoeronderwysinstellings om vernuwing vra. Die tradisionele dosentgesentreerde
onderrigbenadering moet plek maak vir 'n meer studentgesentreerde
leerbenadering. Die probleem is egter dat daar tans nog geen riglyne [of model]
bestaan vir die gebruik van byvoorbeeld die internet binne so 'n nuwe onderwysbenadering
nie. Hierdie studie is daarop gefokus om 'n didakties-verantwoordbare model [riglyne],
vir die gebruik van die internet binne 'n multimodus-onderwysbenadering daar te
stel, aangesien daar tans nie so 'n model by die Technikon is nie. Hierdie model
en riglyne behoort die dosent as onderrig-leerbestuurder in staat te stel om 'n
multimodus onderrig-leerprogram te beplan, te ontwikkel, te implementeer en te
evalueer.
Voordat enige didaktiese model of riglyne egter ontwikkel kan word, is dit
noodsaaklik dat vasgestel word vanuit watter vertrekpunt die ontwerp gedoen
moet word. Ten einde tot 'n gefundeerde vertrekpunt te kom, is 'n omvangryke
literatuurstudie van plaaslike en oorsese publikasies en persoonlike onderhoude
en besoeke aan kundiges plaaslik en internasionaal onderneem. Sodoende is 'n insiggewende oorsig verkry van wat reeds gedoen is om die
probleem, wat in die vorige paragraaf beskryf is, te hanteer.
Die navorsing vir die ontwikkeling van die model [didaktiese riglyne] is deur 'n
driejaarlange institusionele ondersoek voorafgegaan, waartydens tendense,
behoeftes en persepsies op 'n institusionele forum onder voorsitterskap van die
navorser, naamlik die TLTR [Teachning, Learning and Technology Roundtable]
gedebatteer is. Die verslag van hierdie ondersoek word in ses hoofstukke verdeel en
verteenwoordig die probleme wat deur die TLTR ge"identifiseer is en wat die
fondament [kern] vorm waarop die model en riglyne gebaseer is.
Die vrae is soos volg:
• Wie is die Technikon Pretoria en hoe word daar tans aan die Technikon
onderrig?
• Wie is die Technikon se klient(e) en wat is hulle behoeftes? [Hoe leer hulle
en hoe wil hulle bedien word?]
• Hoe kan die akademici van die Technikon, die tegnologie gebruik om hulle
taak te vergemaklik en die studente effektief te onderrig sonder om kwaliteit
in te boet? [Watter onderrig-leergeleenthede bestaan?] Hierdie model is deur 106 dosente en 437 studente geevalueer om:
• die houding van die dosent teenoor die voorgestelde model te bepaal;
• die dosent se persepsie van die verskille tussen aanlyn- en
kontakonderwysbestuur vas te stel; en • te bepaal of daar enige verskille in die leerervaring(s) van studente bestaan
wat onderrig deur middel van 'n internetondersteunde program ontvang, en
studente wat 'n kontakprogram ontvang.
Laastens is aandag aan 'n aantal verbandhoudende bevindings en aanbevelings
wat uit die studie voortvloei, geskenk. Hierdie aspekte het aanleiding tot
aanbevelings vir toekomstige navorsing binne die veld gegee. / Various technological developments have taken place in the last century, but most
of them had very little or a minimal influence on higher education. It has often been
speculated that technology would increase the pass mark and retention of
students, but to date that has not happened. Where has technology failed? Or is it
not technology that has failed, but, rather, the educational model? These
questions will be addressed in this study. Riegelman, Povat, Ott and Piemme (1985:279) state that knowledge doubles
every three to five years and that lecturers can no longer be mere disseminators of
knowledge. Therefore, the present-day student should be guided to find
knowledge him- or herself within a broad framework. This means that the
educational model of higher education institutions needs to be renewed. The
traditional lecturer-centred teaching approach should give way to a more student centred
learning approach. However, the problem is that there are not yet
guidelines [or a model] for the use of, for example, the Internet in such a new
educational approach. In this study, the focus is on the creation of a didactically justifiable model
[guidelines] for the use of the Internet in a multi-mode educational approach, since
the Technikon currently does not have such a model. This model and these
guidelines should enable the lecturer, as the teaching-learning manager, to plan,
develop, implement and evaluate a multi-mode teaching-learning programme. However, before any didactic model is, or guidelines are, developed, it is essential to
determine the starting point from which the design should be done. In order to arrive
at a well-founded starting point, a comprehensive literature study of local and
international publications was undertaken, personal interviews were conducted and
specialists locally and abroad were visited. In this manner, an illuminating overview
was obtained of that which has already been done to deal with the set problem, as
described in the previous paragraph. The research for the development of the model (didactic guidelines) was preceded by
a three-year institutional study, in the course of which trends, needs and perceptions
were debated at an institutional forum chaired by the researcher, namely, the TLTR
[Teaching, Learning and Technology Roundtable). The report on this study is divided into six chapters and represent the problems
identified by the TLTR, which form the foundation [core] on which the model and
guidelines are based.
The questions are as follows:
• Who are we and how do we currently execute our core task? [How do we
teach?]
• Who are our clients and what are their needs? [How do they learn and how
do they wish to be served?] • How could we use technology to facilitate our task and teach our students
effectively without sacrificing quality? [What teaching-learning opportunities
are there?]
The theoretical study that provides the answers to the above questions is embodied
in a model [guidelines] for the use of the Internet within a multi-mode educational
approach. This model is then evaluated by 106 lecturers and 437 students to:
• Determine the lecturer's attitude to the proposed model,
• determine the lecturer's perception of the differences between on-line and
contact instruction management, and
• determine whether there are any differences in the learning experience(s)
of students who receive instruction by means of an Internet-supported
programme and students who receive contact instruction.
Lastly, attention is given to a number of related findings and recommendations that
flow forth from the study. These aspects also lead to recommendations on future
research in this field. / Curriculum and Instructional Studies / D. Ed. (Didactics)
|
Page generated in 0.283 seconds