D.Ed. / The increase in internal and external communication has brought about a radical change in organisation and has left its mark on education. Information remains the facilitator's most important aid. At present information is stored in textbooks, facilitator's notes, audiocassettes, sources of reference, videos and curriculum guides. Facilitators and learners obtain information from these sources and process it in various ways. By means of digital technology it has become possible both to keep all these sources up to date and to establish a direct link with other sources. The question arises as to how education can make use of this extensive aid. This research poses the question whether education can be advanced through the effective use of electronic communication such as videos, computers and, more specifically, the Internet. With a view to the utilisation of electronic communication for education, an Internet module as an example was designed, in order to determine which application possibilities exist in electronic communication, more specifically the Internet, and how they can be utilised for the dissemination of information. The research has attempted to provide guidelines for the effective utilisation of an Internet module applied as learning content. A qualitative, exploratory and descriptive research design is followed within contextual setting to achieve the aims of the study. In Phase One of the research a relevant study of literature on electronic communication, the Internet, and education was undertaken in order to design and apply an Internet module. The research method consists of interviews with media experts, focusing on the application possibilities and the establishment of guidelines for an Internet module. A group interview with principals was held mainly for verification and triagulatory purposes. The results of the study were compared with existing literature on the subject. The conclusions, findings and recommendations resulting from the research were presented for consideration and further research. Some of the most important findings and recommendations follow.

by Ka-Po Ma. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 97-105). / Abstracts in English and Chinese. / Acknowledgments --- p.ii / Abstract --- p.iii / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Web-based Education --- p.1 / Chapter 1.2 --- Customized Web-based Learning --- p.3 / Chapter 1.3 --- Thesis Overview --- p.6 / Chapter 2 --- Web-based Education --- p.7 / Chapter 2.1 --- Impact on Traditional Learning --- p.8 / Chapter 2.2 --- Theoretical Perspectives on Teaching and Learning --- p.9 / Chapter 2.2.1 --- Behaviorism Versus Constructivism --- p.10 / Chapter 2.2.2 --- "Categorization of Individual, Group and Collaborative Learn- ing" --- p.12 / Chapter 2.3 --- On-line Eduation and Web-based Learning System --- p.15 / Chapter 2.4 --- Technologies used in Web-based Learning --- p.17 / Chapter 3 --- General Automated Timetabling --- p.21 / Chapter 3.1 --- Timtabling Problem --- p.21 / Chapter 3.2 --- Formulation and Solution Approaches --- p.22 / Chapter 4 --- "Virtual Campus, Customized Web-based Learning Environment" --- p.25 / Chapter 4.1 --- Changing Trend in Learning Process --- p.25 / Chapter 4.2 --- System Design Issue --- p.26 / Chapter 5 --- System Architecture Issue --- p.31 / Chapter 5.1 --- Client-server Model --- p.31 / Chapter 5.1.1 --- Server Side --- p.33 / Chapter 5.1.2 --- Client Side --- p.34 / Chapter 5.2 --- Functional-oriented Design --- p.35 / Chapter 5.3 --- Private Functionality Issue --- p.37 / Chapter 5.3.1 --- Access Authorizing --- p.37 / Chapter 5.3.2 --- Availability Updating --- p.40 / Chapter 5.3.3 --- Personal Information Querying and Modifying --- p.42 / Chapter 5.3.4 --- Status Selecting --- p.42 / Chapter 5.3.5 --- Current Online User Querying --- p.43 / Chapter 5.4 --- Lecture Functionality Issue --- p.44 / Chapter 5.5 --- Personal Scheduling Functionality Issue --- p.45 / Chapter 5.6 --- Collaboration Functionality Issue --- p.50 / Chapter 5.6.1 --- Chatting Room --- p.50 / Chapter 5.6.2 --- Discussion Board --- p.56 / Chapter 5.6.3 --- Personal URL-bookmark Keeping and Sharing --- p.57 / Chapter 6 --- Web-based Learning Scheduler (WL-Scheduler) --- p.59 / Chapter 6.1 --- "Web-based Customized Timetabling Problem, WCTP" --- p.60 / Chapter 6.2 --- Solution Approach - Local Search --- p.61 / Chapter 6.3 --- Algorithm for Approaching Feasible Timetables --- p.63 / Chapter 6.4 --- Evaluating The Best Timetable --- p.66 / Chapter 7 --- Multimedia Web Presentation System (MWPS) --- p.67 / Chapter 7.1 --- Overview --- p.67 / Chapter 7.2 --- System Components --- p.68 / Chapter 7.2.1 --- The MWPS Server Machine --- p.69 / Chapter 7.2.2 --- The MWPS Client Machine --- p.69 / Chapter 7.2.3 --- The Student Machine --- p.69 / Chapter 7.3 --- Presentation Flow --- p.69 / Chapter 7.4 --- Highlighed Features --- p.72 / Chapter 7.4.1 --- Slides Sequence Capturing --- p.72 / Chapter 7.4.2 --- Audio/Video Capturing --- p.72 / Chapter 7.4.3 --- Script-Text On Playback --- p.72 / Chapter 7.4.4 --- Student Feedbacking --- p.73 / Chapter 7.4.5 --- White Board Facility --- p.73 / Chapter 8 --- Illustration via Screen-shots --- p.74 / Chapter 8.1 --- Login Screen --- p.74 / Chapter 8.2 --- Functionality provided for Students --- p.75 / Chapter 8.2.1 --- Personalized Learning Timetable --- p.76 / Chapter 8.2.2 --- Lecture Delivery --- p.78 / Chapter 8.2.3 --- Checking active users in Virtual Campus --- p.78 / Chapter 8.2.4 --- View and Update Personal Information --- p.79 / Chapter 8.2.5 --- Taking An Entry Test for Interesting Subject --- p.81 / Chapter 8.2.6 --- Changing Current State --- p.84 / Chapter 8.2.7 --- Discussion Board --- p.84 / Chapter 8.2.8 --- Chatting Room --- p.85 / Chapter 8.3 --- Functionality provided for Teachers --- p.85 / Chapter 8.4 --- Functionality provided for Administrators --- p.92 / Chapter 9 --- Conclusion --- p.94 / Appendix --- p.106 / Chapter A --- Appendix --- p.106 / Chapter A.1 --- Internet Technology --- p.106 / Chapter A.2 --- Web Server --- p.107 / Chapter A.3 --- Web Client/Server Example --- p.108

The twenty-first century has found education at the crossroads of change. There are burgeoning challenges facing the modern educator. To rise to the importuning, educators find themselves turning to Information Technology for the answers. The technologies utilised in attempts to overcome the challenges often include the Internet and electronic educational resources. Although the Internet is not unduly called the Information Highway, it is also fraught with misleading and incorrect information. Educators’ arduous searches result in few good and useable resources. Thus, to store, organise and efficiently retrieve the discovered resources is a matter of time-saving. The aim of the study was to develop a method to organise and retrieve educational resources in an efficient and personalised manner. In order to do this, an exploration into pedagogy and educational paradigms was undertaken. The current educational paradigm, constructivism, proposes that each learner is an individual with unique learning and personal needs. To develop a new model, the current models need to be understood. The current solutions for the organising of educational resources are realised as several software packages, also called e-learning packages. A list of criteria that describes the essential requirements for organising educational resources was established. These criteria were based upon the pedagogical principles prescribed by educators and the practical technological frameworks necessary to fulfil the needs of the teaching/learning situation. These criteria were utilised to critique and explore the available solutions. It was found that although the available e-learning packages fulfil a need within their genre, it does not meet with the core requirements of constructivism. The resource base model seeks to address these needs by focussing on the educational aspects of resource delivery over an Intranet. For the purposes of storing, organising and delivering the resources, a database had to be established. This database had to have numerous qualities, including the ability to search and retrieve resources with great efficiency. Retrieving data in an efficient manner is the forte of the star schema, while the storing and organising of data is the strength of a normalised schema. It is not standard practice to utilise both types of schemas within the same database. A star schema is usually reserved for data warehouses because of its data retrieval abilities. It is customary to utilise a normalised schema for operational databases. The resource base model, however, needs both the storage facilities of an operational database and the efficient query facilities of a data warehouse. The resource base model, therefore, melds both schemas into one database with interlinking tables. This database forms the foundation (or the back-end) of the resource base. The resource base model utilises web browsers as its user interface (or front-end). The results of the study on the pedagogy, the current e-learning solutions and the resource base were written up within this dissertation. The contribution that this dissertation makes is the development of a technique to efficiently store, organise and retrieve educational resources in such a manner that both the requirements of constructivism and outcomes-based education are fulfilled. To this end, a list of technological and pedagogical criteria on which to critique a resource delivery technique has been developed. This dissertation also elaborates on the schema designs chosen for the resource base, namely the normalised schema and the star schema. From this schema, a prototype has been developed. The prototype’s function was two-fold. The first function is to determine the feasibility of the technique. Secondly, to determine the success of the technique in fulfilling the needs expressed in the list of criteria

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The publication of the Report of the National Commission on Higher Education (NCHE) in 1996, the White Paper on Higher Education (1997) and the Size and Shape Report (2000) has profoundly changed the landscape of Higher Education in South Africa. Institutions of Higher Education have to re-think, among others, their teaching and learning strategies including the integration and use of technology. Although the use of technology in higher education is still in the early stages, the use of Information and Communication Technologies (ICTs) is growing rapidly. The University of Stellenbosch started to integrate the Internet in their teaching in 1998. Research was undertaken to find a suitable on-line course management system and Web Course Tools (WebCT) was chosen for this purpose. Since it was implemented, the use of WebCT has grown exponentially, although in most cases only as an add-on to classroom lectures. The World Health Organisation (WHO) Mental Health Disorders in Primary Care programme was the first programme developed as a full distance education course, delivered completely by means of WebCT and making use of the team approach to programme development. This programme was therefore chosen as the case study for this research. The purpose of this study is to apply 24 internationally developed benchmarks for quality on-line distance education to the WebCT component of the WHO programme in order to determine the applicability of these benchmarks for World Wide Web (WWW) programmes at the University of Stellenbosch. The research strategy for this study is a qualitative case study. Qualitative data was obtained by conducting semi-structured interviews with the individuals involved in the design, development and implementation of the WHO course. The study concludes that the 24 benchmarks cannot be applied to the current University of Stellenbosch context. The systems at the US will either have to be adapted, or established to meet the requirements of the international benchmarks. Another option for the US could be to develop their own benchmarks, taking international guidelines into account. / AFRIKAANSE OPSOMMING: Die publikasie van die Nasionale Kommissie vir Hoër Onderwys se verslag in 1996, die Witskrif vir Hoër Onderwys 1997 en die onlangse "Size and Shape" Verslag, het die scenario vir Hoër Onderwys in Suid-Afrika onherroeplik verander. Hoër Onderwys instellings is besig om, onder andere, die strategieë wat leer en onderrig bevorder, in heroorweging te neem en dit sluit die integrasie of gebruik van tegnologie as een van die belangrikste punte in. Alhoewel die gebruik van tegnologie in Suid-Afrika nog in 'n beginstadium is, groei die gebruik hiervan ongekend. Die Universiteit van Stellenbosch het sedert 1998 begin om die Internet in leer en onderrig te benut. Navorsing is gedoen oor 'n geskikte elektroniese kursusbestuurstelsel en die keuse het op "Web Course Tools (WebCT)" geval. Sedert die implementering hiervan het die gebruik eksponensiële groei beleef. In die meeste gevalle word WebCT bykomend tot klaskameronderrig gebruik. Die "World Health Organisation (WHO) Mental Health Disorders in Primary Care" programme was een van die eerste, volledige afstandsonderwysprogramme wat van die spanbenadering tot programontwikkeling gebruik gemaak het. Die program is daarom ook as gevallestudie vir hierdie navorsing gekies. Die doel van hierdie navorsing is om 24 internasionale kriteria vir kwaliteit Internet afstandsonderrig, toe te pas op die WebCT komponent van die bogenoemde WHO kursus, ten einde te bepaal of die kriteria toepaslik is vir Internetkursusse binne die Universiteit van Stellenbosch konteks. Die navorsingstrategie wat aangewend is om die doel van hierdie navorsing te bereik, is 'n kwalitatiewe gevallestudie. Kwalitatiewe data is verkry deur semi-gestruktureerde onderhoude met die persone te voer wat betrokke was by die ontwerp, ontwikkeling en implementering van die WHO program. Die afleidings wat deur hierdie studie gemaak word, is dat die 24 kriteria nie toepaslik is vir die huidige Universiteit van Stellenbosch konteks nie. Die US sal dus die huidige sisteme moet verander of sisteme vestig ten einde aan internasionale standaarde te voldoen. 'n Ander opsie sou wees om 'n eie stel kriteria, gebaseer op die internasionale kriteria, te ontwikkel.

Thesis (MTech (Information Technology))--Peninsula Technikon, 2004 / This dissertation was written in fulfillment of the requirements for the degree Master of Technology in the Faculty of Information Technology at the Peninsula Technikon in South Africa. The dissertation covers the introduction of the study; the reviews of the case, Free and Open Source Software; the discussion of methodology of software project management in terms of software engineering; the analysis of assessment methods; the techniques of using PHP, MySQL, Apache and CVS; and the implementation of a test module. The research represents the consideration of the problem, namely that there are few free assessment manager programmes that can be used for the quick and efficient deployment of academic assessments. An experimental research method was used to with the aim of solving the above problem. In other words, a test management system module had to be designed and implemented to function within the architectural constraints of a developing Open Source Software (OSS) Learning Management System (LMS), which is called Knowledge Environment for Web-based Learning Next Generation (KEWL.NextGen). The test management system is a module developed on Object-Oriented Programming (OOP) in PHP and MySQL application. The scripts of this test module are written under the KEWL.NextGen' application framework, which is based on a close approximation of model, view and controller (MVC) design III pattem. Now the entire source coding of the test module has been uploaded to Web site http://kngforge.uwc.ac.za. This test module can be used for the creation and management of an online test. It provides facilities to create a new test, and to preview, edit, delete and mark an existing test. Three question types have been achieved, namely multiple-choice, true/false and short answer.

Thesis (MTech (Information Technology))--Peninsula Technikon,Cape Town, 2004 / Higher education and online discussions are an integral part of collaboratively based e-Learning systems. However, there problems can be associated with current online discussion models. For example, it can be easy to set open-ended discussions which attract little participation and to assess contributions can be difficult or time-consuming. Students may not achieve the expected learning outcomes without proper structure and management in online discussions. This paper proposes to design and implement a discussion forum object to function within the architectural constraints of an existing Oss learning management system (to meet target user requirements) that is a web-based environment for online discussions where the facilitator can structure each discussion according to its nature and where learning requirements are using already designed templates.

Thesis (MTech (Information Technology))--Peninsula Technikon, Cape Town, 2004 / This document describes the design and implementation of an Assignment Management Module (AMM) to function within the architectural constraints of an eXisting open-source software (OSS) Leaming Management System (LMS). The project is established for Infonmation Technology Department Master Degree Project of the Peninsula Technikon. The Assignment Management Module will be constructed in orders to make it easier to create, mark, and manage assignments and record individual student perfonmances. The design entailed work on different function blocks like a user's authorisation, files uploadfdownload and mailing reminder unit as well as writing and testing of the application code on the intemet/intranet. The development process of the project to explore how to fu lfi11 software engineering methodology in an open-source environment, also presents details of the design architecture and technologies to be used, as well as being mindful of its future directions. The target audience of this document is anyone with an interest in an open-source software project in general, and in a Learning Management System in particular. If the reader has also been a contributor to Learning Management System, and especially to the management of assignments, this document may provide additional value, in that it strives to present a new approach to the understanding of such a module.

The purpose of this project was to develop a WebQuesst investigation that would facilitate student Internet usage. A WebQuest investigation is an inquiry-oriented activity in which most or all of the information that learners interact with comes from resources on the Internet.

The primary purpose of this project is to develop an online forum to facilitate communication among educators, parents, and students resulting in an open environment for more informed decisions by all those involved in the educational process. The second purpose is the personal development of an electronic learning application using online tools needed for an effective online learning environment that will cost the school district little or nothing.

Thesis (Ph. D. (Media Studies)) -- University of Limpopo, 2021 / This study focuses on the use of the internet for students’ academic performance at institutions of higher learning. Various internet applications including search engines, online library resources and social media are evaluated to explore how best they can be used to enhance students’ performance at institutions of higher learning. This is critical to ensure that students maximise the use of technology specifically for academic purposes. Generally, students are constant users of the internet at institutions of higher learning, hence it is cardinal to examine their internet use patterns for academic purposes. Institutions of higher learning have invested in advanced technology through the internet to enhance student academic purposes. Therefore, one would expect students to use various internet applications effectively for the betterment of their studies. In this study, the researcher used both qualitative and quantitative research methodologies. The researcher also employed exploratory and descriptive designs. These methodologies and designs are appropriate for this study because they allow data to be collected through focus group interviews and questionnaires. Focus group interviews were employed to collect qualitative data and questionnaires were used to collect quantitative data. The researcher conducted six focus groups from three institutions of higher learning, namely the University of Limpopo, University of Venda and Tshwane University of Technology, Polokwane campus. Three hundred and forty-three (343) questionnaires were analysed for this study. These data collection tools were pertinent for this study since they assist to determine factors that influence the attitudes, opinions and behavior of the participants. Online library resources play a cardinal role in enhancing the learning process for students by providing online content which could have been difficult to access without the internet. Social media improve and enhance students’ academic performance, but students do not know how best to use it for academic purposes. Proper integration of social media into education is needed. In contrast, students prefer to use social media purely for socialising and entertainment. Despite their ability to assist students in enhancing and improving learning process, social media are, mostly not used for academic purposes. xiv Additionally, students’ use of internet search engines exposes them to an array of information which require critical online information literacy in order to choose the best information. Lastly, the study contributes to the existing body of knowledge by creating a model which will enhance and assist students to easily access academic information through the use of a mobile application. The study also provides significant information which could be used to amend and draft new ICT policies within institutions of higher learning, taking into consideration the adoption of online learning through the use various technologies including social media. / The National Institute for the Humanities and Social Sciences (NIHSS)