Thesis (Ph.D.)--University of Pittsburgh, 2007. / Title from t.p. of pdf file (viewed on Apr 30, 2008). Includes bibliographical references (leaves 136-144). Available online.

Thesis (M.S.)--Missouri University of Science and Technology, 2008. / Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed June 18, 2009) Includes bibliographical references.

This study was undertaken in an attempt to improve the vocational training in Electrical Systems and Construction done at the Sedibeng Further Education and Training Colleges. The development of vocational training in South Africa, as well as different approaches to effective teaching and learning, were investigated by doing a literature study. It was determined that a constructivist approach to teaching and learning that advocates an active, learner-centred approach to teaching and learning appears to be the most effective for vocational training. An empirical investigation was conducted to determine possible shortcomings in the current way of teaching, learning and assessment at Sedibeng Further Education and Training College. For this purpose, mixed method research with a triangulation design was employed. The quantitative part of the study utilized descriptive survey research with a questionnaire to establish Level 3 educator and learner viewpoints regarding the current nature of teaching, learning and assessment. A phenomenological strategy was used for the qualitative part of the study, which involved the use of semi-structured interviews with the management staff at the college, to obtain their perspectives regarding training at the college. The quantitative and qualitative data indicated weaknesses in the current approach to teaching, learning and assessment, and that teaching, learning and assessment practices could become more effective by incorporating constructivist teaching, learning and assessment principles that encourage active and interactive learning. Furthermore, a lack of teacher training and a lack of practical experience among educators, as well as inadequate infrastructure and ill-equipped facilities, are major contributing factors to ineffective vocational training. The practical contribution of the study is found in the teaching and learning programme for Electrical Systems and Construction based on constructivist principles that was developed to assist educators to improve the effectiveness of vocational training. / Thesis (PhD (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013

This study was undertaken in an attempt to improve the vocational training in Electrical Systems and Construction done at the Sedibeng Further Education and Training Colleges. The development of vocational training in South Africa, as well as different approaches to effective teaching and learning, were investigated by doing a literature study. It was determined that a constructivist approach to teaching and learning that advocates an active, learner-centred approach to teaching and learning appears to be the most effective for vocational training. An empirical investigation was conducted to determine possible shortcomings in the current way of teaching, learning and assessment at Sedibeng Further Education and Training College. For this purpose, mixed method research with a triangulation design was employed. The quantitative part of the study utilized descriptive survey research with a questionnaire to establish Level 3 educator and learner viewpoints regarding the current nature of teaching, learning and assessment. A phenomenological strategy was used for the qualitative part of the study, which involved the use of semi-structured interviews with the management staff at the college, to obtain their perspectives regarding training at the college. The quantitative and qualitative data indicated weaknesses in the current approach to teaching, learning and assessment, and that teaching, learning and assessment practices could become more effective by incorporating constructivist teaching, learning and assessment principles that encourage active and interactive learning. Furthermore, a lack of teacher training and a lack of practical experience among educators, as well as inadequate infrastructure and ill-equipped facilities, are major contributing factors to ineffective vocational training. The practical contribution of the study is found in the teaching and learning programme for Electrical Systems and Construction based on constructivist principles that was developed to assist educators to improve the effectiveness of vocational training. / Thesis (PhD (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 76-86).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 76-86). Also available in print.

Die uitdagings wat in skare ontstaan het as gevolg van transformasie plaas die moderne skoolhoof se bestuursleierskap onder die vergrootglas. Skoolhoofde benodig radikale metodes van benadering in hul bestuurstyle en fokus. Die interpretering en implementering van transformasie gee aanleiding tot onduidelikheid en verrykende kompieksiteit. Van skoolhoofde word verwag am antwoorde en oplossings te vind vir transformasie en terselfde tyd word van hulle verwag am effektiewe en doeigerigte onderrig en leer daar te stel. Hoofstuk 1 handel kortliks oar die bree probleemvrae van transformasie wat in skole plaasvind. Die benadering en gevolge, direk of indirek, wat met die skoal hoof se bestuurstyl gepaard gaan word bestudeer. Die bestuurstyl, benadering en veranderings wat met transformasie gepaard gaan en hoe skoolhoofde hulself moet herontwerp, te same met hulle skoal am aan die behoeftes en else van transformsasie te voldoen word bestudeer. Verder wys dit daarop dat 'n gedeeltelike en algehele persoonlike transformasie benodig word am transformasie te laat plaasvind vir mod erne skole van die een-twintigste-eeu. Daar word oak aandag geskenk aan die doel en metode van die navorsing. Verder word daar oak aandag gegee aan probleemvrae wat met behulp van die Iiteratuurstudie en empiriese ondersoek beantwoord sal word. 'n Suid-Afrikaanse perspektief en die invloed, gevolge van transformasie word in die daaropvolgende hoofstuk (hoofstuk 2) bestudeer. Hoewel baie klem op transformasi~ geplaas word, dui die hoofstuk aan dat transformasie onderwys vanaf Jan van Riebeeck se tyd met ons is, verskans onder verskeie name en benaderings. Verskeie filosofiese benaderings word ondersoek en hoe dit in 'n mod erne era toegepas kan word. Minder bekend, maar met ononderhandelbare gevolge is die Suid-Afrikaanse Grondwet en beleidsraamwerk rakende die onderwys. Ten einde word verskeie implikasies van transformasie in die onderwys ondersoek. Hoofstuk 3 word gewy aan die bestuursleierskap van die moderne skoolhoof. Aandag word geskenk aan die sieninge rakende wat leierskap is en wat verwag word van 'n leier asook die kompleksiteit van moderne leierskap. Verder word 'n verskeidenheid van leierskapmodelle en dimensies bestudeer en bespreek wat bydra tot die kompleksiteit van bestuursleierskap. Omdat leierskap nie vir aile persone 'n eenstyl kan wees nie word verskillende leierskapstyle bestudeer wat afsonderlik en gekombineerd in suksesvolle bestuursleierskap situasies gebruik kan word. Transformasie bring mee dat moderne skoolhoofde sekere karaktereienskappe moet he en stel gevolglik sekere en uitdagende professionele eise aan die skoolhoof. Transformasie het ook tot gevolg dat die rol van die skoolhoof in SuidAfrika drasties verander, wat meebring dat hoofde hul benadering tot skoolbestuur en spesifiek hul benadering tot transformasie onderwys indringend moet hersien. Ten einde bestudeer hoofstuk 3 sekere uitdagings wat aan die skoolhoof in 'n moderne onderwysmilieu gerig word. In hoofstuk 4 is gepoog om die navorsingsontwerp deeglik te beskryf. Die meetinstrument (vraelys) is 'n selfontwerpte vraelys wat uit vrae bestaan wat deur respondente beantwoord moes word. Die ontwerp van die vraelys vir skoolhoof en onderwyser respondente is van so aard dat dit met mekaar ooreenstem. In die beantwoording van die vraelyste het respondente vier keuses van antwoorde gehad. Die administratiewe prosedures wat gevolg is met die vraelyste is ook aangedui. Die statistiese tegnieke en prosedures is ook volledig uiteengesit en verduidelik. Die hoofstuk sluit ook in die uiteensetting van die faktoranalise, bepaling van betroubaarheid van die vraelyste en die bepaling van effekgroottes van verskille tussen die groepe respondente. In die volgende hoofstuk is die empiriese ondersoek en resultate verder verduidelik word. In hoofstuk 5 is die resultate van die inligting wat in die vraelyste verkry is asook die statistiese ontleding daarvan volledig weergegee. Bepaling van frekwensies en gemiddeldes van vraelyste aan skoolhoofde en personeel word weergegee. Die bevindinge van die vraelyste vir beide skoolhoofde en personeel dui slegs die hoogste en laagste uitvalle aan. Vergelyking tussen die hoogste en laagste uitvalle van die vraelyste aan skoolhoof en personeel respondente word ook aangedui. Met 'n faktoranalise is die verskillede faktore uit skoolhoof en personeel vraelyste aangedui. 'n Betroubaarheids toets is gedoen met behulp van die Cronbach-Alfa Koeffisient . Verder is die gemiddeldes en standaardafwykings van die items van skoolhoof en personeel vraelyste bepaal. Die statistiese verskille tussen skoolhoof en personeel met betrekking tot elke faktor is ook bepaal. Statistiese verskille tussen hoer-en laerskole en verskille tussen verskillende ouderdomsgroepe met betrekking tot die 6 faktore is ook gedoen. In die volgende hoofstuk is gevolgtrekkings uit die resultate van die navorsing gemaak word. Daar is gepoog word om aanbevelings uit die gevolgtrekkings aan die hand te doen. Verder is gepoog word om rigting vir verdere navorsings aan die hand te doen. In hoofstuk 6 is die probleem en doelstelling kortliks bespreek. Dit word opgevolg deur te kyk na die literatuurstudie en bevindinge met betrekking tot die literatuurstudie. Daar is ook aandag gegee aan bevindinge met betrekkinge tot navorsingsdoelwite. Verder is die empiriese navorsing en bevindinge met betrekking tot die empiriese ondersoek aangedui. Riglyne vir die verbetering van die rol van die skoolhoof word ook in hierdie hoofstuk aangedui. Die hoofstuk sluit ook in aanbevelings wat gedoen is aan die hand van bevindinge wat gemaak is. Ten einde is aanbevelings gemaak vir verdere navorsing. / ABSTRACT: The management leadership of the modern principal has been placed under the magnifying glass due to the challenges brought about in schools by transformation. School principals are in need of radical methods of approach to their management styles and focus. Interpretation and implementation of transformation lead to obscurity and far reaching complexity. School principals are expected to provide answers and solutions for transformation while at the same time putting effective and purposeful education in place. Chapter 1 gives a brief overview of the broader problem of transformation in schools. The approach and results, either direct or indirect, that are linked to the management style of the principal are studied. The management style, approach and changes due to transformation, has principals need to re-invent themselves and their schools to fulfil the needs of transformation, are also studied. It points out that a partial or even complete personal transformation in modern schools of the twenty first century. Attention is given to afforded problematic questions that will be answered by means of the literature study and empirical investigation. A South African perspective and the influence and consequences of transformation are discussed in the subsequent chapter (chapter 2). Although transformation is emphasized, this chapter reveals that diverse teaching and education have been with us since the time of Jan van Riebeeck, entrenched by various names and approaches. Various philosophical approaches and their applications in the modern era are investigated. Perhaps not as well-known, but with non-negotiable results, is the South African Constitution and Management framework regarding education. Therefore various implications of transformation for diverse education are investigated. Chapter 3 is dedicated to leadership in management of modern school principals. Attention is given to views as to what leadership is, what is expected of a leader as well as the complexities of modern leadership. A number of leadership models and dimensions that add to the complexity of leadership in management are studied as leadership can never be the same for all people. These varying styles of leadership can be used separately or in combination for successful management leadership. Transformation has resulted in school principals having to possess certain characteristics. This results in specific and challenging professional demands on the school principal. Transformation has brought about dramatic changes to the role of school principals in South Africa. This in turn has caused principals to revise their approach to diverse and transformation education. To this end chapter 3 studies certain challenges to the school principal in the modern education milieu. In chapter 4 the research concept has been explained. The measuring instruments (questionnaires) is a self conducted questionnaire that consist of questions that must be answered by the respondents. The questionnaire concept for principals and teachers is of such a nature that it is corresponding with one another. In answering the questions the respondents have four possible answers to choose from. The administrative procedures that was followed are also indicated. Statistic techniques and procedures are explained and set out in detail. The chapter include the layout of the factor analysis, reliability of the factors and the determining of effect valuation between different groups of respondents. The empirical investigation and its results will be explained in the next chapter. In chapter 5 the results of the information from the questionnaires are given. There is a detailed statistical analysis of all information. The frequency and averages of questionnaires completed by principals and educators are determined and explained. Findings indicate only the highest and lowest fall-outs of the questionnaires of principals and educators respondents. The factor analysis is an indication of the different factors from principal and educator questionnaires. A reliability test was done by means of the Cronbach Alpha Coefficient. The averages and standard deviations of the items of principals and educators questionnaires were determined, as were the statistical differences between high and primary schools and the differences between age groups with reference to the six factors. In the next chapter conclusions are drawn from the results of the research. Recommendations were suggested with reference to the conclusions. Possible areas for future research are also be suggested. The problem and objectives of the study were briefly discussed in chapter 6. The literary study and its results were discussed. Attention was also be focused on the results with reference to the research objectives. The empirical research and its results have also been discussed in detail. Guidelines for the improvement of the role of the principal are given in this chapter. Recommendations which have been made with reference to the findings of the study are included and finally recommendations for further research have been suggested. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

Die uitdagings wat in skare ontstaan het as gevolg van transformasie plaas die moderne skoolhoof se bestuursleierskap onder die vergrootglas. Skoolhoofde benodig radikale metodes van benadering in hul bestuurstyle en fokus. Die interpretering en implementering van transformasie gee aanleiding tot onduidelikheid en verrykende kompieksiteit. Van skoolhoofde word verwag am antwoorde en oplossings te vind vir transformasie en terselfde tyd word van hulle verwag am effektiewe en doeigerigte onderrig en leer daar te stel. Hoofstuk 1 handel kortliks oar die bree probleemvrae van transformasie wat in skole plaasvind. Die benadering en gevolge, direk of indirek, wat met die skoal hoof se bestuurstyl gepaard gaan word bestudeer. Die bestuurstyl, benadering en veranderings wat met transformasie gepaard gaan en hoe skoolhoofde hulself moet herontwerp, te same met hulle skoal am aan die behoeftes en else van transformsasie te voldoen word bestudeer. Verder wys dit daarop dat 'n gedeeltelike en algehele persoonlike transformasie benodig word am transformasie te laat plaasvind vir mod erne skole van die een-twintigste-eeu. Daar word oak aandag geskenk aan die doel en metode van die navorsing. Verder word daar oak aandag gegee aan probleemvrae wat met behulp van die Iiteratuurstudie en empiriese ondersoek beantwoord sal word. 'n Suid-Afrikaanse perspektief en die invloed, gevolge van transformasie word in die daaropvolgende hoofstuk (hoofstuk 2) bestudeer. Hoewel baie klem op transformasi~ geplaas word, dui die hoofstuk aan dat transformasie onderwys vanaf Jan van Riebeeck se tyd met ons is, verskans onder verskeie name en benaderings. Verskeie filosofiese benaderings word ondersoek en hoe dit in 'n mod erne era toegepas kan word. Minder bekend, maar met ononderhandelbare gevolge is die Suid-Afrikaanse Grondwet en beleidsraamwerk rakende die onderwys. Ten einde word verskeie implikasies van transformasie in die onderwys ondersoek. Hoofstuk 3 word gewy aan die bestuursleierskap van die moderne skoolhoof. Aandag word geskenk aan die sieninge rakende wat leierskap is en wat verwag word van 'n leier asook die kompleksiteit van moderne leierskap. Verder word 'n verskeidenheid van leierskapmodelle en dimensies bestudeer en bespreek wat bydra tot die kompleksiteit van bestuursleierskap. Omdat leierskap nie vir aile persone 'n eenstyl kan wees nie word verskillende leierskapstyle bestudeer wat afsonderlik en gekombineerd in suksesvolle bestuursleierskap situasies gebruik kan word. Transformasie bring mee dat moderne skoolhoofde sekere karaktereienskappe moet he en stel gevolglik sekere en uitdagende professionele eise aan die skoolhoof. Transformasie het ook tot gevolg dat die rol van die skoolhoof in SuidAfrika drasties verander, wat meebring dat hoofde hul benadering tot skoolbestuur en spesifiek hul benadering tot transformasie onderwys indringend moet hersien. Ten einde bestudeer hoofstuk 3 sekere uitdagings wat aan die skoolhoof in 'n moderne onderwysmilieu gerig word. In hoofstuk 4 is gepoog om die navorsingsontwerp deeglik te beskryf. Die meetinstrument (vraelys) is 'n selfontwerpte vraelys wat uit vrae bestaan wat deur respondente beantwoord moes word. Die ontwerp van die vraelys vir skoolhoof en onderwyser respondente is van so aard dat dit met mekaar ooreenstem. In die beantwoording van die vraelyste het respondente vier keuses van antwoorde gehad. Die administratiewe prosedures wat gevolg is met die vraelyste is ook aangedui. Die statistiese tegnieke en prosedures is ook volledig uiteengesit en verduidelik. Die hoofstuk sluit ook in die uiteensetting van die faktoranalise, bepaling van betroubaarheid van die vraelyste en die bepaling van effekgroottes van verskille tussen die groepe respondente. In die volgende hoofstuk is die empiriese ondersoek en resultate verder verduidelik word. In hoofstuk 5 is die resultate van die inligting wat in die vraelyste verkry is asook die statistiese ontleding daarvan volledig weergegee. Bepaling van frekwensies en gemiddeldes van vraelyste aan skoolhoofde en personeel word weergegee. Die bevindinge van die vraelyste vir beide skoolhoofde en personeel dui slegs die hoogste en laagste uitvalle aan. Vergelyking tussen die hoogste en laagste uitvalle van die vraelyste aan skoolhoof en personeel respondente word ook aangedui. Met 'n faktoranalise is die verskillede faktore uit skoolhoof en personeel vraelyste aangedui. 'n Betroubaarheids toets is gedoen met behulp van die Cronbach-Alfa Koeffisient . Verder is die gemiddeldes en standaardafwykings van die items van skoolhoof en personeel vraelyste bepaal. Die statistiese verskille tussen skoolhoof en personeel met betrekking tot elke faktor is ook bepaal. Statistiese verskille tussen hoer-en laerskole en verskille tussen verskillende ouderdomsgroepe met betrekking tot die 6 faktore is ook gedoen. In die volgende hoofstuk is gevolgtrekkings uit die resultate van die navorsing gemaak word. Daar is gepoog word om aanbevelings uit die gevolgtrekkings aan die hand te doen. Verder is gepoog word om rigting vir verdere navorsings aan die hand te doen. In hoofstuk 6 is die probleem en doelstelling kortliks bespreek. Dit word opgevolg deur te kyk na die literatuurstudie en bevindinge met betrekking tot die literatuurstudie. Daar is ook aandag gegee aan bevindinge met betrekkinge tot navorsingsdoelwite. Verder is die empiriese navorsing en bevindinge met betrekking tot die empiriese ondersoek aangedui. Riglyne vir die verbetering van die rol van die skoolhoof word ook in hierdie hoofstuk aangedui. Die hoofstuk sluit ook in aanbevelings wat gedoen is aan die hand van bevindinge wat gemaak is. Ten einde is aanbevelings gemaak vir verdere navorsing. / ABSTRACT: The management leadership of the modern principal has been placed under the magnifying glass due to the challenges brought about in schools by transformation. School principals are in need of radical methods of approach to their management styles and focus. Interpretation and implementation of transformation lead to obscurity and far reaching complexity. School principals are expected to provide answers and solutions for transformation while at the same time putting effective and purposeful education in place. Chapter 1 gives a brief overview of the broader problem of transformation in schools. The approach and results, either direct or indirect, that are linked to the management style of the principal are studied. The management style, approach and changes due to transformation, has principals need to re-invent themselves and their schools to fulfil the needs of transformation, are also studied. It points out that a partial or even complete personal transformation in modern schools of the twenty first century. Attention is given to afforded problematic questions that will be answered by means of the literature study and empirical investigation. A South African perspective and the influence and consequences of transformation are discussed in the subsequent chapter (chapter 2). Although transformation is emphasized, this chapter reveals that diverse teaching and education have been with us since the time of Jan van Riebeeck, entrenched by various names and approaches. Various philosophical approaches and their applications in the modern era are investigated. Perhaps not as well-known, but with non-negotiable results, is the South African Constitution and Management framework regarding education. Therefore various implications of transformation for diverse education are investigated. Chapter 3 is dedicated to leadership in management of modern school principals. Attention is given to views as to what leadership is, what is expected of a leader as well as the complexities of modern leadership. A number of leadership models and dimensions that add to the complexity of leadership in management are studied as leadership can never be the same for all people. These varying styles of leadership can be used separately or in combination for successful management leadership. Transformation has resulted in school principals having to possess certain characteristics. This results in specific and challenging professional demands on the school principal. Transformation has brought about dramatic changes to the role of school principals in South Africa. This in turn has caused principals to revise their approach to diverse and transformation education. To this end chapter 3 studies certain challenges to the school principal in the modern education milieu. In chapter 4 the research concept has been explained. The measuring instruments (questionnaires) is a self conducted questionnaire that consist of questions that must be answered by the respondents. The questionnaire concept for principals and teachers is of such a nature that it is corresponding with one another. In answering the questions the respondents have four possible answers to choose from. The administrative procedures that was followed are also indicated. Statistic techniques and procedures are explained and set out in detail. The chapter include the layout of the factor analysis, reliability of the factors and the determining of effect valuation between different groups of respondents. The empirical investigation and its results will be explained in the next chapter. In chapter 5 the results of the information from the questionnaires are given. There is a detailed statistical analysis of all information. The frequency and averages of questionnaires completed by principals and educators are determined and explained. Findings indicate only the highest and lowest fall-outs of the questionnaires of principals and educators respondents. The factor analysis is an indication of the different factors from principal and educator questionnaires. A reliability test was done by means of the Cronbach Alpha Coefficient. The averages and standard deviations of the items of principals and educators questionnaires were determined, as were the statistical differences between high and primary schools and the differences between age groups with reference to the six factors. In the next chapter conclusions are drawn from the results of the research. Recommendations were suggested with reference to the conclusions. Possible areas for future research are also be suggested. The problem and objectives of the study were briefly discussed in chapter 6. The literary study and its results were discussed. Attention was also be focused on the results with reference to the research objectives. The empirical research and its results have also been discussed in detail. Guidelines for the improvement of the role of the principal are given in this chapter. Recommendations which have been made with reference to the findings of the study are included and finally recommendations for further research have been suggested. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2016 / Some teamwork in learning are effective and others are not. There are a number of factors or attributes that are needed for the implementation of an effective teamwork. The aim of this study was to describe how learners grapple with the use of teamwork for effective teaching and learning in impoverished rural secondary schools. A case study research design was adopted to gather data. The study was conducted in Luthuli Park Combined School in Limpopo Province. The research participants were learners from this school. The study was oriented in an interpretive paradigm following mixed methods approach. Multiple methods of data collection were used. First, data were collected through individual interviews with learners. Second, questionnaires were distributed to the learners to gather quantitative data. Finally, an observation method was used to collect data such as time management by learners, their behavioural patterns and the way they team themselves in the classroom. The study found that the majority of the learners did not listen to suggestions from their team members; they lacked listening skills. In particular, the study indicated that 46% of the learners listened to each other’s suggestions while 54% reported that they did not listen to each other’s suggestions. The main finding of the study is that teamwork among learners is still problematic. The conditions within the classroom prohibited the effectiveness of teamwork. For example, lack of textbooks, physical resources (chairs, desks, data projectors, et cetera). The findings of the study reveal an indecisive and autocratic mind-set among learners regarding the involvement of teamwork. The study recommends that the implementation of effective teamwork will play a vital role in improving performance of the learners.

Tertiary institutions in South Africa are currently faced with several challenges: Student numbers are increasing, funding is not necessarily sufficient and the type of student who enters Higher Education is part of a generation which grew up with technology (Prensky, 2001). Expectations are that tertiary education institutions need to keep up with the changing environment, whilst still maintaining high standards. Interaction within the learning environment is essential, both from an academic, as well as a social point of view. Students who leave the institution need to be able to function in a working environment, with all the challenges that accompany it, as well as be academically qualified for their careers. Universities, and specifically Economics departments, are often accused of being ivory towers with no regard for the real world (Fullbrook, 2003). The design for this study is a case-study within a qualitative research design. The study focuses on the use of an LMS to aid the learning process in a blended learning environment at the department of Economics, at the University of the Free State. In this study, several tools were used to support students and add another dimension to learning economics. Data-collection instruments include a literature review, focus group meetings, semi-structured questionnaires and observations. The value of this study is that it forms a basis for lecturers in other disciplines to include aspects of blended learning in their courses. The findings of the research include the usability of the different LMS tools, students’ experiences of these tools and the effect that these tools have on their understanding and integration of economics. The rationale of this study is based on the fact that students who attend university come from a generation identified as Digital Natives (Prensy, 2001) and have certain methods of data integration. The purpose of this study is, therefore, to focus and analyse students’ experiences of using WebCT tools as an additional aid to the course. The target group for the study was the Economics firstyear, second semester, English medium of instruction students. The course runs over a full semester, with two traditional facetoface classes, as well as tutor groups. In addition to two semester tests and an examination, students had to participate in a biweekly discussion forum, based on economic events and four online, multiple choice quizzes. They also had access to class notes, additional readings, informal discussions and a forum for questions. This research makes use of a qualitative approach and a casestudy, because it studies a “…human activity embedded in the real world which can only be studied or understood in context … which exists in the here and now that merges in with its context so that precise boundaries are difficult to draw” Gillham (2000). This study falls within the Interpretivist paradigm (Burrel and Morgan). Data were collected by means of focus group meetings, informal discussions, openended questionnaires, observations and a course evaluation. In this way, students’ attitudes towards the LMS could be gauged. Three categories were identified during the data analysis and coding process. The first category relates to interaction between students and lecturers (or tutors), the second to peerinteraction and the last category refers to contentstudent interaction. The findings of this study concludes that students need interaction with lecturers, peers and content in order to make sense of what they are learning, to link the theory with realworld issues and to enhance generic skills. Lecturers should consider making use of a hybrid learning system, but must consider their specific course content before deciding which of the available tools to use. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted