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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

Using diffusion of innovation theory to understand how technology is adopted in mathematics at a South African higher education institution

Chizwina, Sabelo R January 2016 (has links)
The issue of students enrolling who are ill prepared in mathematics for university studies has been an area of concern for some time in South Africa. Various universities tried different interventions to address this problem. One example is the establishment of a bridging programme at an institution of higher learning. Technology has been discussed as support that can be provided to students. This study therefore sought to understand the adoption of technology in the teaching of mathematics at an institution of higher education in South Africa. Using Roger's diffusion of innovation theory, this study sought to understand how technology is adopted by mathematics teachers in the bridging programme. Whilst the results of the study show that some teachers have adopted technology at different scales to provide access, to supplement instruction and to encourage interaction, the results also show that some teachers are uncertain of the benefits that technology has to teaching and learning in the programme. The current talk and chalk method is seen as being essential as it is tried and tested. The study also showed that teachers did not receive support from the institution resulting in them seeking assistance from outside of the university. The study recommends that higher education institutions should provide instructional design support to ensure that teachers are not overburdened with developing technology interventions where they have little or no expertise in.

An investigation of third-year multimedia students' use of the web to supplement and enhance formal course work and skills

Swanepoel, Hannelie January 2011 (has links)
Includes bibliographical references (leaves 115-124). / Many studies have shown that, despite, the initial hype about how the world wide web would change learning, young people and, especially, students are not necessarily inclined to use the web for learning, simply because it is available. In this dissertation, I investigate third-year multimedia students' use of the web to supplement and enhance formal course work and skills. The study investigates the use of the web for academic self-study that is not linked to direct assessment such as assignments. The dissertation is based on the premise that even where students choose technology as a career and have relatively good access to it, they do not necessarily make high use of it for learning.

Applying the Stages of Concern Theory to Understanding of Faculty Perceptions of Online Teaching

Alaa, Nyazi 29 August 2019 (has links)
No description available.


Braswell, Khalia, 0000-0002-5839-0078 January 2023 (has links)
Several studies have focused on how in-person informal CS learning programs like summer camps and after-school programs impact Black girls' intent to persist in Computer Science; however, virtual informal CS learning programs remain to be studied. This mixed-methods study uses Intersectional Computing and Social Cognitive Career Theory to examine the impact of four virtual CS summer camps on Black middle school girls' intent to persist in CS. Key to the approach of the camps is the recognition that intersectional representation in the camp's community of attendees, teachers, and guest speakers and the content fosters confidence for Black girls in computing. Findings of a pre-and post-survey study of 108 camp attendees show that participating in the camps increased computing confidence and outcome expectations among Black girls at the camps. Semi-structured interviews (n=10) revealed how Black girls' intersectional identities influence their attitudes towards learning CS, both in-person at school and virtually at camp. Implications will help expand or improve virtual informal CS experiences for Black girls to reduce the barriers that may prevent them from learning CS at an early age. / Educational Administration

The Effects of Guided Discovery and Example-Based Instruction on the Cognitive Consequences of Logo Programming

Zirkler, Dieter January 1988 (has links)
No description available.

Investigating faculty-based communities of practice for technology-augmented pedagogical practices at Eduardo Mondlane University: A case of innovators and adopters

Miguel, Elódia Júlia da Graça 30 March 2023 (has links) (PDF)
Institutional inhibiting factors, and lack of motivation and support at the University of Eduardo Mondlane (UEM) result in lecturers not teaching using technology-augmented approaches. This research study investigates how a faculty-based EdTech-UEM professional development model could potentially foster Communities of Practice (CoPs) for technology-augmented pedagogical practices in UEM faculties. One way of addressing the technology-augmented pedagogical practices is to understand motivations, pedagogical practices, support and barriers of lecturers to adopt them. Lecturers (innovators and adopters: early adopters and late majority adopters) who participated in the four workshops on EdTech professional development, reported instances of innovators exhibiting peer leadership in group-learning activities during the workshops. The CoPs theoretical framework was used to investigate social learning and support among the innovators and adopters. After the workshops, which coincided with the beginning of the pandemic, 18 lecturer participants of the workshops were purposefully selected, and semi-structured interviews were conducted with the goal of better understanding the support needs among lecturers (innovators and adopters) after the workshops as well as discussing the best ways to overcome potential barriers and challenges in technology-augmented pedagogical practices and provide a conducive environment for the emergence of CoPs in the adoption of technology-augmented pedagogical practices. The workshops were before the pandemic and lecturers implemented what they learnt during the pandemic. It was serendipitous as the workshops helped them to prepare for ERT even it was not the aim of the initiative that completed before the pandemic started. The interviews were recorded and transcribed, and the empirical data was analysed through an interpretive approach. The interpretive method looks at how people make sense of their experiences, as well as how they construct and attribute meaning to their worlds. The result of the interpretive analysis was based on the description of qualitative themes formed and related from each other in multiple case studies of both innovators and adopters. The anonymity of their responses was guaranteed.

Second Grade Student Perceptions of Online vs. Paper Text Reading

Widmyer, Loren A. 08 July 2011 (has links)
No description available.

Implications of Using a Technology Integration Model

Farmakidis, Constantine G. January 2013 (has links)
No description available.

The Role of Socio-Cultural Factors in Faculty Members’ Acceptance of Moodle at GUST

Aljeeran, Reham January 2016 (has links)
No description available.

Enhancing Student Teacher Awareness of Classroom Activity through a Computerized Supervisory Feedback System

Didham, Cheryl K. January 1987 (has links)
No description available.

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