Thesis (Ph.D.)--Ohio University, June, 2005. / Includes bibliographical references (leaves 180-191)

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, in 50% fulfilment of the requirements for the degree of Master of Education (in the field of Educational Technology). / Online learning has been identified as a growing area in the education sector and many educational institutions are expanding their offering of online courses. When designing online courses, there are several design considerations and decisions that need to be made. Despite the development of various instructional design literature and the potential of online courses to support learning, there exists a gap between theoretical knowledge (theory) and practice (reality). The objective of the current research study is to determine the effectiveness of the design of online courses for teaching and learning, and what designers and instructors of online learning environments should collectively consider in terms of the quality of the design for online courses. The current study found the dimensions (1) course information, course structure and course organisation, (2) interaction and communication, (3) multimedia design, (4) assessment and feedback, and (5) effective use of technology of online courses to be important contributors towards the quality design of online courses. Using these dimensions, a valid and reliable evaluation instrument was developed – a rubric. In the current study, the rubric is used as an evaluation tool to evaluate three online short courses at a university level. The current study uses a quantitative instrument design methodology as it involves measuring by scoring various criterion on the developed rubric. These scores were measured and analysed using simple descriptive statistics. Qualitative descriptive evaluations of the online short courses were also done. Both the quantitative and qualitative aspects of the online course analysis were integrated to ascertain a summative conclusion of the three online courses and whether the rubric, as a design framework, needed further improvement or not. The current study provides a contribution towards literature by advancing the development of best practices in terms of quality design and evaluation of online courses. The rubric offers a framework to determine what components contribute towards quality design in online courses. This framework contains a set of benchmarks that will assist instructors and course designers in one of two ways; (1) as a self-evaluation tool for an online course thus advising the appropriate stakeholder on how to revise their current online course, and (2) as a best practice guideline to design a new course within the online environment. / NG (2020)

A dissertation submitted in partial fulfillment of the requirements for the award of a degree of Masters of Arts in Library and Information Science from the Department of Information Studies at the University of Zululand, 2002. / The Internet has been described as a collection of sprawling computer networks that link millions of computers used by tens of millions of people all over the world (Leedy 1997:66). From an initial few hundred computers, the Internet has grown exponentially enabling users to communicate with each other and share information. Libraries have embraced the Internet in order to deliver improved services and extend and expand the scope of what they offer. The purpose of this study was to explore and examine, through a comparison, the use of the Internet for teaching, learning and research by academics and students at the Universities of Zimbabwe and Zululand. It was also to explore how their libraries could contribute towards achieving this aim. The survey method was largely used in which both qualitative and quantitative data was collected. Two sets of questionnaires were distributed, one to academics and students, and the second to professional librarians in the two institutions. Interviews were also conducted with IT divisions. Data was then analysed using the SAS programme and Microsoft Excel. The study found out that there were high computer and Internet skills among the respondents, both among academics and students, and librarians. The Internet was used in both institutions, for study and work purposes. Among the resources used, e-mail and the web were the most used by the majority of respondents. The study found out that there was no recognisable difference between Internet use and academic discipline, between and within the two institutions. This was contrary to studies in literature reviewed where Sciences were found to use the Internet more than Humanities. No significant differences were also noticed when Internet use was analysed by level of study and status of faculty academics. The study however established that the Internet had changed the information seeking behaviour of the majority of respondents in all categories. There was evidence of use of others services like telnet, electronic journals and other library OPACs by librarians for work purposes. There was however a poor link between librarians and their users with regards to use of Internet resources. The study also highlighted rather similar problems facing the two institutions in terms of Internet accessibility. Access was a major concern, due to inadequate provision of computers and existing connection to the Internet. The need for more formalised training in the use of Internet resources and the creation of awareness among academics and other potential users were also highlighted. Despite these problems, the study revealed that there is a great potential for Internet use and appreciation among academic librarians and users in the two institutions. Recommendations were put forward, among them, the need for management in the two institutions to make resources, both financial and materially available in order to sustain Internet use programmes and initiatives that are already in place.

This study was planned to explore “the role of e-learning on the professional development of student-teachers in Cameroon”. The researcher’s concern with elearning was sanctioned by the need for a teaching and learning strategy that can help institutions of learning address their problems and improve on their outcome. Seven (7) specific hypotheses were formulated to guide the study. The study also sought to find out challenges faced by student-teachers in the implementation of e-learning. The study involved a mixed methodological approach. In this respect, a survey of 796 student-teachers drawn from eight (8) Primary Government Teacher Training Colleges and three (3) Higher Teacher Training Colleges was carried out. Also, an experiment with 191 student-teachers of the Higher Teacher Training College was conducted using blended learning. Purposive sampling, cluster sampling, simple random sampling and systematic random sampling techniques were applied where necessary to obtain the sample. Moreover, in the survey, data was collected using a questionnaire while the experimental phase generated data in terms of scores from the first and second test respectively. The student t-test, One-way ANOVA, and Correlation Coefficient were used to test the research hypotheses. Findings of this study offer new evidence that elearning has a significant influence on the professional development of studentteachers in Cameroon. Findings revealed that slow Internet lines or access speed constitute a serious challenge to effective e-learning in Cameroon (Mean = 3.2852). Findings further suggest that Internet-Based Problem Solving and Computer-Based Direct Instruction have an unprecedented role in fostering the professional development of student teachers in Cameroon. Based on this result, recommendations are made to training institutions to embrace ICTs and become more flexible by adopting learning approaches that are dynamic and multi-dimensional as problems in education are becoming more complex. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Background to the study: The Internet is rapidly becoming an important learning tool in academic institutions and workplaces. In academic institutions it plays a pivotal role in meeting information and communication needs of students, academics and researchers. Despite internet becoming an important information gathering and dissemination tool, literature reflects under-utilization both in academic and in practice settings for a number of reasons. This study therefore described the utilization of internet as an academic tool among undergraduate nursing students in a selected University in KwaZulu Natal in order to establish ways of enhancing its utilization. Methodology: A quantitative, non-experimental, descriptive design was used in this study. The population of the study was 222, and the the sample size was 141 of undergraduate nursing students which was calculated using Raosoft sample size calculator. The sample was stratified according to the percentages of the population in the Nursing program and the year of the study of the respondents. However, only 115 agreed to participate in this study and the response rate was rate therefore 81.1%. Data was collected using a survey after obtaining ethical clearance from the university and were analyzed descriptively. Findings: The findings revealed that participants perceived themselves to be at different levels of utilizing the Internet; intermediate level (32.2%) advanced level (19.1%) competent level (29.6%), beginner level (17.4%) and expert level (1.7%). The results reflected traditional university students as better equipped to use the Internet than non-traditional university students. The Internet was used for different purposes including; academic (96.5%); communication (82.6%), pleasure (71.3%), work related activity (53.9%) and shopping (13.9%). Facebook (77.4%) was the most commonly used social network followed by the twitter (24.3%). Challenges cited covered restricted access to certain sites (62.6%), very slow internet connection (55.7%), limited training in the use of the Internet (38.3%), limited number of computers (37.4%). The majority of the participants (89%) singled out training on internet use as priority with specific focus on basic IT skills (72.2%), accessing academic related material (70.4%), using Moodle (51.3%), Turnitin (35.7%) and endnote (33.9%). Conclusion: Contrary to other studies, this study reflected that students do use the Internet for a number of reasons. They however recommend structured support on how to use internet for academic purposes. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2013.

There has been a long history of studying library users and their information seeking behaviors and activities. Researchers developed models to better understand these information seeking behaviors and activities of users. Most of these models were developed before the onset of the Internet. This research project studied faculty members' use of and their information seeking behaviors and activities on the Internet at Angelo State University, a Master's I institution. Using both a quantitative and qualitative methodology, differences were found between tenured and tenure-track faculty members on the perceived value of the Internet to meet their research and classroom information needs. Similar differences were also found among faculty members in the broad discipline areas of the humanities, social sciences, and sciences. Tenure-track faculty members reported a higher average Internet use per week than tenured faculty members. Based on in-depth, semi-structured interviews with seven tenured and seven tenure-track faculty members, an Internet Information Seeking Activities Model was developed to describe the information seeking activities on the Internet by faculty members at Angelo State University. The model consisted of four basic stages of activities: "Gathering," "Validating," "Linking" with a sub-stage of "Re-validating," and "Monitoring." There were two parallel stages included in the model. These parallel stages were "Communicating" and "Mentoring." The Internet Information Seeking Activities Model was compared to the behavioral model of information seeking by faculty members developed by Ellis. The Internet Model placed a greater emphasis on validating information retrieved from the Internet. Otherwise there were no other substantive changes to Ellis' model.

This research study was an investigation of current faculty development practices for alternative delivery systems. Attention was given to faculty development in general as well as specific facets of faculty development for alternative delivery systems. Future or intended faculty development practices were pursued, along with factors that influence decisions related to faculty development practices for alternative delivery systems at Christian graduate institutions of higher education. The examination of the precedent literature presented theological foundations for the study, current research on faculty development, and current research on alternative delivery systems. The concepts revealed in the literature review focused the structure of the research design and instrumentation. The presentation of the methodological design included the primary research questions, an overview of the research design and coding criteria, discussion of the research population, samples and delimitations, and the limitations of generalization. This section also discussed instrumentation and procedural processes guiding the research. The research then offered a summary and analysis of the data, organized according the order of the research questions. Conclusions based upon the research findings included a number of insights. The principal type of faculty development for alternative delivery systems was consulting or help desk support. The interviewees stated that faculty learned the most from one-on-one sessions tailored to faculty members' specific topics when faculty need "just in time" assistance. The distance education coordinators were available for a faculty "crisis," and many coordinators would venture out into the faculty hallways to offer their services. The second-most common type of faculty development for alternative delivery systems was the initial training session. Multiple institutions offered (and some required) a 1-3 day faculty boot camp in order to teach online, hybrid, or blended courses. These courses were followed up with journal articles, one-on-one meetings, and other resources. Institutions provided web sites and comprehensive printed notebooks to assist the faculty in their transition to alternative delivery systems. Hands-on training in a lab setting, with small groups of up to four professors, was communicated as the preferred training environment to provide both technical and pedagogical development. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

This study was planned to explore “the role of e-learning on the professional development of student-teachers in Cameroon”. The researcher’s concern with elearning was sanctioned by the need for a teaching and learning strategy that can help institutions of learning address their problems and improve on their outcome. Seven (7) specific hypotheses were formulated to guide the study. The study also sought to find out challenges faced by student-teachers in the implementation of e-learning. The study involved a mixed methodological approach. In this respect, a survey of 796 student-teachers drawn from eight (8) Primary Government Teacher Training Colleges and three (3) Higher Teacher Training Colleges was carried out. Also, an experiment with 191 student-teachers of the Higher Teacher Training College was conducted using blended learning. Purposive sampling, cluster sampling, simple random sampling and systematic random sampling techniques were applied where necessary to obtain the sample. Moreover, in the survey, data was collected using a questionnaire while the experimental phase generated data in terms of scores from the first and second test respectively. The student t-test, One-way ANOVA, and Correlation Coefficient were used to test the research hypotheses. Findings of this study offer new evidence that elearning has a significant influence on the professional development of studentteachers in Cameroon. Findings revealed that slow Internet lines or access speed constitute a serious challenge to effective e-learning in Cameroon (Mean = 3.2852). Findings further suggest that Internet-Based Problem Solving and Computer-Based Direct Instruction have an unprecedented role in fostering the professional development of student teachers in Cameroon. Based on this result, recommendations are made to training institutions to embrace ICTs and become more flexible by adopting learning approaches that are dynamic and multi-dimensional as problems in education are becoming more complex. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2018. / Although the use of mobile technology features prominently in all walks of life, learning and teaching supported by its ad hoc use in higher education contexts is an under-researched topic. Moreover, elements constituting best practices for quality improvement and aimed at informing decision-making stakeholders, are spread across disparate frameworks, reported in literature. The study aimed to meet the following objectives: • O1: To identify the elements that inform strategic decisions for ad hoc mobile technology-enhanced learning. • O2: To inform the structure of the framework, defined by its constituent components. These objectives were associated with two main research questions, addressed via five secondary research questions that guided the exploration of elements associated with the ad hoc use of mobile technology-enhanced learning in a specific higher education environment. The study consequently proposed a consolidated and synthesised set of theoretically based and empirically determined elements, leading to a framework of interrelated guidelines. A moderate constructionist approach adapted from Järvensivu and Törnroos (2010) underpins the dual-purpose research design. At first, a systematic literature review explored existing frameworks applicable to e-learning, m-learning, technology-enhanced learning and blended-learning modalities. The review was subsequently expanded to include additional sources that addressed diverse aspects of mobile technology-enhanced learning. I undertook an extensive qualitative data analysis of the 55 articles resulting from the systematic literature review. Analysis techniques incorporated open, axial and selective coding, memoing, thematic analysis and the construction of network maps using ATLAS.ti V8.0, a CAQDAS tool. Outcomes of the analysis established an initial set of theoretically grounded elements, comprising a hierarchy of 11 constructs, five categories, 16 sub-categories and 60 items. Network maps demonstrated the interlinking of elements for each of the five categories titled: A. Enablement, B. Environment, C. Interactivity, D. Dynamics and E. Mobility. A final network map consolidated these individual maps, presenting the foundations for a framework for the ad hoc use of mobile technology-enhanced learning in higher education contexts. The theoretically based elements established foundations for the empirical portion of the study – a single exploratory case study defined by an architectural technology domain. The case study supported the inclusion of multiple perspectives and complex, natural contexts where mobile technology usage by stakeholders was the focus of the study. Empirical data was collected during six studies from purposively selected faculty respondents. Qualitative data analysis of collected data yielded additional empirically determined elements namely: eight constructs, eight sub-categories and 35 items. These empirically determined elements augmented findings of the systematic literature review. Additional categories did not emerge; however support for theoretically based elements was demonstrated via network maps.

In recent times, there has been a strong push for higher education institutions to offer more online courses to cater for students who otherwise would be denied university education. While this may benefit the many distance education students, the take-up rate of totally online education by current on-campus students remains uncertain. At the same time, many lecturers have started to design and develop online teaching material for their courses; many do so without the support of their employer - the university that they work in. The purpose of this study is two-fold. Firstly, to gain an insight into how on-campus students perceive online learning and to examine their readiness and willingness to make the shift from conventional classroom learning to online learning with no face-to-face contact. Secondly, to gain an insight into how lecturers approach online teaching; so as to better understand the problems they face when switching to a teaching mode that is quite different from the classroom teaching they are familiar with. The outcomes of this study will provide us with a better understanding of how lecturers and on-campus students perceive online teaching and learning. Understanding students' level of readiness to take part in online learning and their willingness to switch from the conventional classroom to cyberspace will assist universities in making decisions on the future direction of online courses. This is particularly important to those universities that intend to replace conventional classroom teaching with online courses. A better understanding of the problems faced by students and lecturers in online teaching and learning will also enable university administrators to ensure adequate resources are being allocated and the right level of support is provided. / Lecturers' experiences in designing and developing online courses also assist in forming guidelines, policies and procedures for others to follow. An exploratory study was carried out on five groups of students and their lecturers to investigate their perceptions of online teaching and learning. Each group of students was enrolled in a specific subject unit when the study was carried out. All of the students were studying on-campus pursuing bachelor or postgraduate qualifications in various disciplines across the university. Students from each group were asked to complete a questionnaire during one of their lecture sessions. Their lecturers were interviewed individually. Both quantitative and qualitative analyses were applied on the collected data. Results of the study found that the majority of the students had sufficient knowledge at using the Internet and were very positive about online teaching and learning. While they would have liked to see more online teaching and learning used in their courses, they would not want it to replace classroom teaching and learning. The lecturers felt that online teaching - the development of online course material and the constant monitoring of students progress, was a time consuming but rewarding task. They would like to see their efforts in taking up such challenges recognised and rewarded by their institution and more resources be provided to assist them in further development in the area. / In conclusion, the outcomes of this study show that if given the choice, not all oncampus students would like to enrol in online courses. The majority of them would still prefer classroom learning supplemented by online learning. Universities should invest in online teaching and learning with more resources allocated to assisting lecturers in online teaching. However, universities contemplating using online courses to replace traditional classroom teaching may find themselves losing their existing on-campus students.