No description available.

No description available.

No description available.

This dissertation is a multi-disciplinary study, which integrates a software engineering approach with instructional factors in the decision-making, analysis, design and development processes of instructional software. Software engineering models, tools and representations are used in the process of software construction. With reference to the fundamental characteristics of the software product, several disciplines and factors, from both instructional and computing perspectives are considered, and the most appropriate approach/es selected. Software engineering, instructional design and instructional theory are considered as pillars of courseware engineering. The object-oriented design paradigm and a prototyping life-cycle model are found to be most suitable for development of computer-aided instruction. The conceptual study is illustrated by prototype development of a component-based multi-activity practice environment in theoretical Computer Science. It offers perusal or practice, in various instructional modes, according to the user's preferred learning style or need. / Computing / M. Sc. (Information Systems)

Adjunct faculty comprise a large percentage of part-time faculty for many colleges and universities today. Adjunct faculty are hired because they are experts in their content areas; however, this does not guarantee that they are skilled in effective classroom management. These instructors can become bewildered and frustrated because they lack the knowledge and skills that are needed to run an effective classroom. While educational organizations have adopted blended learning environments as an effective delivery method for their students, this method has not gained much traction as a way to deliver instruction to their own employees. Thus, there are opportunities to use blended learning as a strategy for professional development in the workplace. What is more common in the workplace is the application of knowledge management (KM). KM is used in organizations to identify, share, and validate knowledge in order to improve individual and organizational performance. Blended learning combined with KM strategies, can leverage face-to-face and online instruction delivery methods to give adjunct faculty real-time support as they learn to implement specific instructional methods and classroom management techniques into their face-to-face classrooms. The goal was to construct and validate a blended learning professional development course for adjunct faculty. Design and development research methods were used to conduct the study in four phases. In phase one, a course design framework that integrated the four modes of the SECI KM model (i.e., socialization, externalization, internalization, and combination) was developed. Included with the framework was a mapping of the learning outcomes, knowledge type, and activities associated with each SECI mode. In phase two, an expert panel reviewed the framework and mapping. The Delphi technique was used to capture panel members’ feedback. Revisions to the framework and mapping were made based on the results of the expert review. In phase three, the framework was used to develop the course within the Desire2Learn learning management system. In phase four, a formative evaluation of the course was conducted using focus groups with key stakeholders including faculty, staff, and administrators. The sequential nature of the phases in which the professional development course was designed and developed resulted in a refined instantiation of the course, which was received positively by key stakeholders; however, summative and confirmative evaluations would be needed to determine the effectiveness of the course delivery and content, as well as, whether the course is viable over time. The incorporation of the SECI principles for faculty professional development was also determined to be worthy of continued consideration. Future research focusing on the implementation of SECI principles to guide instructional design in various online and blended learning contexts is recommended.

In the aviation industry, digitally produced and presented flight, navigation, and aircraft information is commonly referred to as glass flight decks. Glass flight decks are driven by computer-based subsystems and have long been a part of military and commercial aviation sectors. Over the past 15 years, the General Aviation (GA) sector of the aviation industry has become a recent beneficiary of the rapid advancement of computer-based glass flight deck (GFD) systems. While providing the GA pilot considerable enhancements in the quality of information about the status and operations of the aircraft, training pilots on the use of glass flight decks is often delivered with traditional methods (e.g. textbooks, PowerPoint presentations, user manuals, and limited computer-based training modules). These training methods have been reported as less than desirable in learning to use the glass flight deck interface. Difficulties in achieving a complete understanding of functional and operational characteristics of the GFD systems, acquiring a full understanding of the interrelationships of the varied subsystems, and handling the wealth of flight information provided have been reported. Documented pilot concerns of poor user experience and satisfaction, and problems with the learning the complex and sophisticated interface of the GFD are additional issues with current pilot training approaches. A case study was executed to explore ways to improve training using GFD systems at a Midwestern aviation university. The researcher investigated if variations in instructional systems design and training methods for learning glass flight deck technology would affect the perceptions and attitudes of pilots of the learnability (an attribute of usability) of the glass flight deck interface. Specifically, this study investigated the effectiveness of scenario-based training (SBT) methods to potentially improve pilot knowledge and understanding of a GFD system, and overall pilot user experience and satisfaction. Participants overwhelmingly reported positive learning experiences from scenario-based GFD systems flight training, noting that learning and knowledge construction were improved over other training received in the past. In contrast, participants rated the usability and learnability of the GFD training systems low, reporting various problems with the systems’ interface, and the learnability (first-time use) of the complex GFD system. However, issues with usability of the GFD training systems did not reduce or change participant attitudes towards learning and mastering GFD systems; to the contrary, all participants requested additional coursework opportunities to train on GFD systems with the scenario-based flight training format.

This dissertation is a multi-disciplinary study, which integrates a software engineering approach with instructional factors in the decision-making, analysis, design and development processes of instructional software. Software engineering models, tools and representations are used in the process of software construction. With reference to the fundamental characteristics of the software product, several disciplines and factors, from both instructional and computing perspectives are considered, and the most appropriate approach/es selected. Software engineering, instructional design and instructional theory are considered as pillars of courseware engineering. The object-oriented design paradigm and a prototyping life-cycle model are found to be most suitable for development of computer-aided instruction. The conceptual study is illustrated by prototype development of a component-based multi-activity practice environment in theoretical Computer Science. It offers perusal or practice, in various instructional modes, according to the user's preferred learning style or need. / Computing / M. Sc. (Information Systems)

No description available.

No description available.

The main purpose of this research is to establish whether ICT models as implemented in distance education do help to render desirable results (increment in throughput, meeting clientele expectations, and reduction in learner drop-outs). If it is not the case, what could be done to overcome the established hindrance? The researcher employed programme evaluation (PE) which integrates both the positivistic and phenomenological aspects of research. The samples were drawn from the population group through probability and non-probability techniques. Different research strategies within PE such as discovery, inspection and auditing were at first employed to gauge the physical presence of what is being achieved by Unisa through use of myUnisa & DVC; followed by the use of the surveys (personal interviews, administered questionnaires, focus group interviews). The ultimate outcomes of the said research activities are audiovisual recordings, statistically analysed transcripts and questionnaire data. The researcher employed the following key questions in grappling with issues in this area; their findings are also given: i. Does the application of ICTs facilitate and enhance flexible learning at Unisa? With reference to flexible delivery as it relates to aspect of teaching and learning in Engineering, it has been established that minimal use is made of ICTs. Are the technologies correctly applied for teaching and learning? Based on the evidence of research findings it has been established that technology application is mainly used for administrative support rather than for teaching and learning. iii. Do the instructional design and technological applications meet the needs of their users? As matters stand, the study suggests that users' expectations through rating their perceptions and attitudes (academics, tutors, instructional designers, multimedia developers and learners), are far from being met (as all the critical parts of the models are not yet in place regarding the Engineering and other departments). According to the main finding, while there is some evidence of efforts aimed at proper implementation, underutilisation of the ICTs appears to be the main problem, as established at Unisa and elsewhere. The research is concluded through a number of recommendations based on the established findings. / Educational Studies / (D. Ed. (Curriculum Studies))