Thesis (M.Public Hlth.)--Edith Cowan University, 2006. / Submitted to the Faculty of Computing, Health and Science. Includes bibliographical references.

Thesis (M.Sc. (Computer Science)) - Rhodes University, 2008. / A thesis submitted in partial fulfilment of the requirements for the degree of Master of Science.

Thesis (Ph. D.)--Simon Fraser University, 2006. / Theses (Faculty of Education) / Simon Fraser University.

Thesis (Ph. D.)--Ohio University, November, 2003. / Includes bibliographical references (leaves 171-185).

Thesis (M.Ed.)--Memorial University of Newfoundland, 2004. / Bibliography: leaves 133-135.

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

M.Ed. / Information and communication technologies are effecting widespread changes in all spheres of life including the educational context of South African higher education. While a great deal of emphasis is placed on the issue of bandwidth, and rightly so, the broader context in which the mediation of learning with computers takes place is still to a large degree neglected. It is within this context that the learning experiences of first time e-learners who had participated in the online semester course Education 2A at the R.A.U. University were examined. These students initially appeared to experience great difficulty adapting to the mode of participation in e-learning activity, suggesting that there was a mismatch between the values and priorities of learning as mediated by the web medium and the epistemology of learners situated in cultural practice. The initial problem of struggling to adapt to e-learning, was contextualised as a reciprocal process of interactivity in which the e-learner establishes a relationship with the cultural practice as the result of epistemological, methodological and ontological change. Sociocultural and activity theory provided the main theoretical foundation of this inquiry. In this theory there is a distinction between operations, actions and the overall activity that governs these and that situate the actions. The inquiry was therefore motivated by the need to understand and give substance to the learning experiences of first time e-learners within a systemic view of human computer interaction, as opposed to a cognitive approach to systems design (Kapetelinin in Nardi, 1996:46). Consequently, the inquiry examined the dynamic, reciprocal relationship of interactivity as mediated by the web medium, and epistemological, methodological and ontological transformation of the elearner, as she interacts in this ecosocial system. Motivated by the nature of the research problem and the socioconstructivist theoretical framework which framed my thinking around this problem, the inquiry was designed as a component of a larger action inquiry (Henning, Fortuin, Grobler & Brown, in progress), based on the principle of "communicative rationality" as proposed by Habermas (Ewert, 199 I :34) and conducted as qualitative and interpretive research. It was aimed not so much at monitoring and evaluating the course, but more at capturing and assessing the nature of student learning, specifically the processes of student communication and reflection in their lived experience in the course.

This dissertation concerns the evaluation of the utilisation of e-Learning in public Further Education and Training Colleges for the provision of education and training. The literature study investigates the concept e-Learning, related terminology, benefits and drawbacks and their relevance to the FET sector in South Africa. The study identifies basic e-Learning requirements, that is, infrastructure, technical and human resources for the implementation of e-Learning in FET Colleges. Government policy initiatives that seek to assist FET Colleges in the use of Information Communication Technology (ICT), challenges and opportunities for the provision of education and training that FET Colleges have in e-Learning are also investigated. In order to realise the objectives of the study, separate structured pre-coded interviews with three senior managers representing the following Further Education and Training Colleges were held, Central Johannesburg, Ekurhuleni West and Sedibeng. The interviews covered issues relating to policy and availability of infrastructure and other resources for e-Learning. Self-administered questionnaires were also used to capture the views of middle managers on various e-Learning issues. Findings indicate that e-Learning is a superficial matter for FET institutions – a little known phenomenon. The available ICT infrastructure in FET Colleges is mainly used for management and administration. Access to the Internet is mainly for managers and educators and very limited for learners. There are also conflicting views on e- Learning between senior management and middle managers due to miscommunication. There is a skills shortage as far as e-Learning is concerned. / Mr. H.B. Klopper

M.Phil. Information management) / A great deal of research has been conducted on mobile technology globally, however very little research has been conducted on the role of mobile technology in the customisation of the Virtual Learning Environment (VLE) within higher education institutions (HEIs) and in specific within the University of Johannesburg (UJ). This study focuses specifically on the current trends and possible implementation of mobile technology within the learning process of students at HEIs. To date, existing research mostly focuses on the effectiveness of the VLE; very little of the research is dedicated towards asynchronous learning and even less to the possibility of enhancing or customising the VLE towards being available and accessible via mobile devices to end-users who are 'learners on the move'. With its focus on learners on the move, this study follows the Mixed Methods Research (MMR) approach in its research design to investigate the current trends and effectiveness of the VLE within HEIs and in particular at the UJ. It is also aimed at displaying the need for mobile technology to be developed and implemented at UJ. The research findings of this study are important as they provide HEIs generally, and the UJ specifically, a guide as to what appeals to digitally minded students in support of their learning experience through the possibility of mobile technology implementation. The UJ, as with all other HEIs, has a large responsibility in making this happen. HEIs must move forward in customising the VLE and act now to ensure a large acceptance from its end-users to engage in learning through collaboration. HEIs have to meet end-users' needs in order to make the mobile technology venture and m-learning enhancements in the near future successful. In summary, the v findings of this study show a clear demand for all modes of mobile access and learning from HEI students as end-users. M-learning is a new phenomenon; and universities that do not embrace it will soon be left behind if m-technology is not implemented. Keywords Virtual learning environment, higher education institutions, e-learning, mlearning, mobile technology, learning management systems, Blackboard, customisation

The Internet and World Wide Web provides huge amounts of information to individuals with access to it. Information is an important driving factor of education and higher education has experienced massive adoption rates of information and communication technologies, and accessing the Web is not an uncommon practice within a higher educational institution. The Web provides numerous benefits and many students rely on the Web for information, communication and technical support. However, the immense amount of information available on the Web has brought about some negative side effects associated with abundant information. Whether the Web is a positive influence on students’ academic well-being within higher education is a difficult question to answer. To understand how the Web is used by students within a higher education institution is not an easy task. However, there are ways to understand the Web usage behaviour of students. Using established methods for gathering useful information from data produced by an institution, Web usage behaviours of students within a higher education institution could be analysed and presented. This dissertation presents guidance for analysing Web traffic within a higher educational institution in order to gain insight into the Web usage behaviours of students. This insight can provide educators with valuable information to bolster their decision-making capacity towards achieving their educational goals.