Digital games and simulations are receiving considerable notice within the Library and Information Science (LIS) community. This study adds to the depth of knowledge in this area by providing research on the likelihood a hypothetical digital game delivery method for library instruction achieves sufficient adoption to justify its development. Furthermore, this knowledge will assist decision making processes for individuals debating the current or potential role of digital gaming at their institutions. In this mixed methods study, over 300 undergraduates were surveyed about their technology preferences, including digital gaming, for delivery of two forms of academic library instruction. The two forms of library instruction were (a) providing users with spatial information on physical library layout, and (b) educating users on information literacy topics and skills. Observational data was collected during the survey sessions, occurring at face-to-face library instruction sessions. Self-selected survey participants were also interviewed to further probe their survey responses. Rogers' Diffusion of Innovations was the theoretical foundation to this research. The primary innovation of study was the digital game delivery method. Detailed analysis of the survey-based data set included three nonparametric scaling methods: 1) rank-sum scaling; 2) circular triad analysis; and 3) multidimensional preference mapping. Content analysis of the observations and semi-structured interviews also occurred. Major outcomes were 1) the digital game delivery method achieved mediocre preference across both questions; 2) the audiovisual delivery method received the highest overall preference ranking; and 3) overall preference for the audio-only delivery method was remarkably low. The most important theme across the observational data was the participants' waning attention during the face-to-face library instruction sessions. The most important outcome from the semi-structured interviews was interviewees' stated appreciation for useful technologies. Over 95% of participants were so-called digital natives, that is, born post-1980. Rogers' assertion that age plays a minor role in predicting technology adoption appears warranted, since the more innovative digital game delivery method achieved mediocre overall preference.

This study seeks to explore, using an interpretivist phenomenological approach, how humor may impact rapport, engagement, and motivation in graduate online learning environments. Through detailed qualitative analysis of semi-structured interviews, direct observation, and demographic survey data, emergent themes were identified that support the use of appropriate humor to create a positive online environment in which learning can take place. Evidence indicates that humor, when used purposefully and appropriately, is a valuable tool for promoting rapport and engagement amongst course members through community-building and enhanced interpersonal connections. The results of this study reveal the importance of finding common ground and shared experiences to improve the overall social and communicative culture of an online course. The results also support the idea that online instructors should make a great effort in connecting with students in online courses and must make a greater effort to appropriately engage in their online courses. Appropriate recommendations are made for practical application of humor to support pedagogy, as well as recommendations for future research on humor in educational environments.

This study applied the stages of transformative learning to faculty perceptions and application of best practices to online learning. Research questions included: Can transformative learning theory constructs be used to identify potential barriers in faculty development and delivery of online instruction?; How does the stage of transformative learning of online faculty relate to their perceptions about online learning and their application of best practices?; Is there a correlation between stage of transformative learning and the amount of experience with online instruction a faculty member has? Principal component analysis and cluster analysis support a four-component solution. The four constructs equate to Mezirow's four stages of learning: transforming frames of reference through critical reflection of assumptions, validating contested beliefs through discourse, taking action on one's reflective insight, and critically assessing it. Multiple regression analyses were run to predict faculty perceptions on the identified components. Three of these were statistically significant based on years of experience teaching online, the number of professional development workshops taken on online teaching, or both. While the instrument appears to be a valid measurement of transformation of frame of reference, examination of previously contested beliefs, and critical assessment of action, further efforts will be needed before this is a fully validated instrument.

Academics encounter problems with the selection, evaluation, testing and implementation of e-assessment software tools. The researcher experienced these problems while adopting e-assessment at the university where she is employed. Hence she undertook this study, which is situated in schools and departments in Computing-related disciplines, namely Computer Science, Information Systems and Information Technology at South African Higher Education Institutions. The literature suggests that further research is required in this domain. Furthermore, preliminary empirical studies indicated similar disabling factors at other South African tertiary institutions, which were barriers to long-term implementation of e-assessment. Despite this, academics who are adopters of e-assessment indicate satisfaction, particularly when conducting assessments with large classes. Questions of the multiple choice genre can be assessed automatically, leading to increased productivity and more frequent assessments. The purpose of this research is to develop an evaluation framework to assist academics in determining which e-assessment tool to adopt, enabling them to make more informed decisions. Such a framework would also support evaluation of existing e-assessment systems. The underlying research design is action research, which supported an iterative series of studies for developing, evaluating, applying, refining, and validating the SEAT (Selecting and Evaluating an e-Assessment Tool) Evaluation Framework and subsequently an interactive electronic version, e-SEAT. Phase 1 of the action research comprised Studies 1 to 3, which established the nature, context and extent of adoption of e-assessment. This set the foundation for development of SEAT in Phase 2. During Studies 4 to 6 in Phase 2, a rigorous sequence of evaluation and application facilitated the transition from the manual SEAT Framework to the electronic evaluation instrument, e-SEAT, and its further evolution. This research resulted in both a theoretical contribution (SEAT) and a practical contribution (e-SEAT). The findings of the action research contributed, along with the literature, to the categories and criteria in the framework, which in turn, contributed to the bodies of knowledge on MCQs and e-assessment. The final e-SEAT version, the ultimate product of this action research, is presented in Appendix J1. For easier reference, the Appendices are included on a CD, attached to the back cover of this Thesis.. / Computing / PhD. (Information Systems)

Online learning is a rapidly growing phenomenon in post-secondary education. Institutions of higher learning have embraced online learning for its perceived merits, but without the consideration of how instructors deal with this different learning medium. Little is known of the extent to which different disciplines are suited to the online medium; this is pertinent to disciplines that rely on spontaneous in-person discussion. Furthermore, as colleges continue to invest heavily in online learning, instructors who only possess face-to-face teaching experience may begin teaching online. This poses a pedagogical challenge for instructors who are unfamiliar with the medium. This qualitative, in-depth interview study with ten social science instructors elucidates the process of transition from face-to-face teaching to online teaching. Through grounded analysis, a few key themes emerged. Respondents explain that teaching in the online classroom is qualitatively different from teaching in-person. The asynchronisity of the online classroom - which means students do not "meet", discuss, or learn at the same time - is a subtle yet significant difference between the two mediums. The asynchronous classroom means instructors relinquish control of when and where students will engage in study and discussion, and this requires students to have especially high self-regulatory skills. Respondents also explained that their online courses were several times larger than their in-person ones, with some courses allowing over twice as many students as an in-person course. Consequently, instructors must find new ways to approach teaching in the online medium. This pitfall of relying on old, obsolete methods in the online medium can be avoided if instructors are provided with the peer and pedagogical support of their professional peers, and access to teaching assistants to manage the greater time commitment of teaching online. In order to have a positive experience, online teachers must be willing to take on an intellectual challenge that may defy how they perceive themselves and their role in higher education. If instructors are open to a new intellectual challenge and possess the proper resources, they will become committed to teaching online and perceive the advantages of the medium to outweigh the disadvantages.

Recent accessibility drives and price wars between the major South African (SA) cell phone companies suggest that the landscape for the adoption of mobile learning (m-learning) at the Higher Education Institution (HEI) level may be changing. As such, there is a need to gauge the current mobile readiness of students for m-learning. Mobile technology readiness refers to the extent to which students have access to mobile devices (not only handsets), and can afford data bundles that meet or exceed the requirements of a base set of currently available m-learning applications (Naicker and Van der Merwe 2012). Mobile operational readiness refers to students’ awareness of, attitude towards, support and training that is required for m-learning. This study conducted an assessment of the technology and operational readiness of students at a SA HEI. An in-depth literature survey was undertaken to delineate technology and operational readiness of students for m-learning. For technology readiness, an investigation was conducted on m- learning applications that are currently available and the technology requirements of these mobile applications. This was undertaken to determine the extent that the current student mobile handset profile match these requirements. The literature review also included a search for mobile opeeratratiioonnaall ffaactorctorss ssuuchch aass ssttuuddeennttss’’ aawwaarenerenessss ooff aanndd aattttiittuuddee ttoowwaarrddss mm--lleaearrnininngg as well as m-learning support and training that students require. The philosophical underpinning of this study was based on Activity Theory. The strategy of inquiry employed was a case study approach. Data was collected from students at the Durban University of Technology, a resident based SA HEI. A mixed methods data collection strategy was employed. The researcher used a field survey questionnaire as the primary research instrument to assess mobile technology and operational readiness. Focus group interviews were used as a secondary data gathering tool to triangulate and strengthen the results. The results were presented using descriptive and inferential statistics and were analyzed using the lens of activity theory. In terms of technology readiness, despite a high level of ownership and reasonable compliance with application requirements, data costs remain prohibitive. In assessing operational readiness, despite a positive attitude, the majority of the students require awareness, ongoing support and training. Several recommendations based on the findings are offered. For example, one of the findings showed that mobile connectivity affordability was low amongst students and it is recommended that the HEI work around exorbitant connectivity costs by combining m-learning technologies to form meaningful m-learning approaches at a minimum v cost. Another finding showed low awareness of m-learning at the HEI. A recommendation advanced to combat this finding is for the HEI to encourage and support dialogue among key stakeholders. This study concludes that any m-learning endeavour to implement m-learning at this HEI is bound to fail as only a small percentage of students are aware of m-learning and can afford data bundles to implement m-learning in its true sense. As an implication of this study to other HEI’s, the researcher suggests that regular mobile readiness surveys be conducted. / Science and Technology Education / M. A. (Information Systems)

Technology and globalisation has shaped the experiences and expectations of adult learners in the 21st century. How adults learn and what they want to learn is highly influenced by the world they live in at any given time. The need for customisation, extending traditional learning experiences into new learning experiences will address the quality and value of higher education learning in South Africa. Restructuring of current programmes to be more flexible, accessible, interactive, that supports collaboration of learning activities and accommodates different learning styles, will enrich the adult learners’ learning experience and quality of learning. In suggesting the use of an alternative learning strategy, the use of a hybrid study approach (HSA) has been suggested and investigated. Limited research has been conducted in the use of a hybrid study approach (HSA) and more on what has been said was conducted on pure online learning, therefore this study focused on managing the quality of learning in higher education through a hybrid study approach (HSA). Since the researcher’s interest was to gain insight and understanding of learners’, tutors’ and institutional managements’ perceptions, understanding, concerns and experiences in their real world conditions when using a hybrid study approach (HSA), the qualitative research method was applied. The researcher focused on the micro-level of managing quality of learning by assessing the ‘learning’ when learning with technology. The study adhered to ethical principles and techniques to enhance the validity of the findings. The study found that a need for redress and reform of training and education in South Africa, especially with the integration of technology in higher education, extending into a hybrid study approach (HSA), which is in harmony with international standards of academic quality, knowledge, expertise and skills is needed in a changing global economy. A one-for-all learning approach was found not well suited for the needs of society today and does not foster an all-inclusive learning approach. The move to a knowledge society where learners are interconnected and where information circulate around the world faster than ever, it is evident that much learning occurs in a social environment and does not happen in splendid isolation. It was found evident that life demands and other different roles adult learners need to fulfill, adults intentionally search for educational settings that support their way of learning. / Education Leadership and Management / M. Ed. (Education Management)

In higher education institutions, virtual learning systems (VLSs) have been adopted, and are becoming increasingly popular among educators. However, despite this ubiquity of VLS use, there has not been widespread change in pedagogic practice to take advantage of the functionality afforded by VLSs. Knowledge of the actual usage of e-learning systems is limited in terms of what specific feature sets are deemed useful, and how this influences system usage. VLSs have a suite of tools with associated functions/features and properties, as well as non-functional system characteristics. In addition, these systems incorporate pedagogic features to cater for online teaching. Educators in higher education, who are the chief agents of e-learning, are confounded by system-related, pedagogic, organisational, user difference and demographic factors that influence VLS usage. Virtual learning system usage involves system feature usage extent and frequency, total system usage and usage clusters. The aim of this study is to develop a model representing the factors that influence usage of VLSs in higher education. The links between system usage and system-related factors, pedagogic factors, organisational factors, user-difference and demographic factors is researched. This research incorporated a literature study, a pilot study, interviews and surveys. A case study research strategy was combined with a mixed methods research design. The results of the qualitative analysis was triangulated with the findings of the quantitative analysis and compared to the findings of the literature study. The study was conducted at two residential higher education institutions (HEI), namely, University of KwaZulu-Natal and Durban University of Technology. The main contribution of this study is the Virtual Learning System Usage Model (VLSUM) representing the factors that influence VLS usage in residential higher education institutions. The proposed VLSUM is based on the empirical results of this study. VLSUM can be used by managers of educational technology departments and instructional designers to implement interventions to optimize usage. The constructs of VLSUM confirmed existing theories, replicated and synthesised theories from different fields, and extended existing models to produce a new model for understanding the factors that influence VLS usage in higher education. / Computing / D. LITT. et. Phil. (Information Systems)

In TVET colleges, the traditional face-to-face mode of knowledge delivery appears to be the norm. Knowledge is often shared in a teaching space during a particular period of time. Students and a lecturer need to be in a specified venue during an allocated time slot for the learning process to take place which includes obtaining knowledge from the lecturer, sharing views and storing knowledge in their minds. There is often no interaction with the lecturer beyond the classroom. As such, learners with learning difficulties have no alternative platform into which they can get support; which compromises the quality of education and students’ success rate. The use of e-learning permits students to finalise a course in their own time and at their own location. It also implies that students are at an advantage as they do not need to go to a particular learning institution, and they can proceed with the training at their own pace. This research investigated how e-learning may be used as an enabler of learning by overcoming barriers associated with face-to-face learning. This was achieved through the development of a proposed e-learning framework based on the existing literature. The proposed framework was then tested through a survey distributed among TVET stakeholders to offer an improved framework. Furthermore, the improved framework was used to develop an e-learning architecture and prototype which can help guide institutions who wish to adopt e-learning. / Information Technology / M. Tech. (Information Technology)

In higher education institutions, virtual learning systems (VLSs) have been adopted, and are becoming increasingly popular among educators. However, despite this ubiquity of VLS use, there has not been widespread change in pedagogic practice to take advantage of the functionality afforded by VLSs. Knowledge of the actual usage of e-learning systems is limited in terms of what specific feature sets are deemed useful, and how this influences system usage. VLSs have a suite of tools with associated functions/features and properties, as well as non-functional system characteristics. In addition, these systems incorporate pedagogic features to cater for online teaching. Educators in higher education, who are the chief agents of e-learning, are confounded by system-related, pedagogic, organisational, user difference and demographic factors that influence VLS usage. Virtual learning system usage involves system feature usage extent and frequency, total system usage and usage clusters. The aim of this study is to develop a model representing the factors that influence usage of VLSs in higher education. The links between system usage and system-related factors, pedagogic factors, organisational factors, user-difference and demographic factors is researched. This research incorporated a literature study, a pilot study, interviews and surveys. A case study research strategy was combined with a mixed methods research design. The results of the qualitative analysis was triangulated with the findings of the quantitative analysis and compared to the findings of the literature study. The study was conducted at two residential higher education institutions (HEI), namely, University of KwaZulu-Natal and Durban University of Technology. The main contribution of this study is the Virtual Learning System Usage Model (VLSUM) representing the factors that influence VLS usage in residential higher education institutions. The proposed VLSUM is based on the empirical results of this study. VLSUM can be used by managers of educational technology departments and instructional designers to implement interventions to optimize usage. The constructs of VLSUM confirmed existing theories, replicated and synthesised theories from different fields, and extended existing models to produce a new model for understanding the factors that influence VLS usage in higher education. / Computing / D. LITT. et. Phil. (Information Systems)