Abstracts in English, Afrikaans and Zulu / Assessment is considered as integral to the teaching and learning process of Mathematics where various types of assessment are used to develop feedback for several purposes. Research has highlighted the challenge of the dominance of summative assessment in classroom assessment practices. In recent years, world countries have been acknowledging the use of assessment for learning (AfL) to enhance the learning process and thus improve learner performance. This research explored how Mathematics teachers applied AfL in their classrooms. A theoretical framework to support AfL was presented through an overview of constructivism theory, social justice theory, connectivism theory, TPACK theory and Bloom’s Revised Taxonomy. A qualitative approach and a case study design were applied involving nine Mathematics teachers from nine primary schools. Data, collected through semi-structured interviews, non-participant observation and document analysis, were thematically analysed. The findings show a positive understanding of what AfL is and its importance to the teaching and learning of Mathematics. However, the application of AfL was found to be inconsistent with its purpose of creating an environment conducive to develop feedback that supports the learning process. Challenges that inhibit its application were found to outweigh successes experienced by teachers. Lack of theoretical understanding of the use of AfL, overcrowding, the language of learning and teaching and lack of resources emerged as some of the major challenges. Teachers pleaded for more in-service training opportunities to assist them with managing assessment for learning practices in Mathematics. / Assessering is onlosmaaklik met die onderrig en leer van wiskunde verbind. Wiskunde word op verskeie maniere geassesseer sodat terugvoering om allerlei redes verkry word. Volgens navorsing oorheers summatiewe assessering in klaskamers. In die laaste jare word assessering vir leer (AvL) wêreldwyd aangewend om die leerproses en leerders se prestasie te verbeter. In hierdie studie is nagevors hoe wiskundeonderwysers AvL in die klaskamer toepas. ʼn Teoretiese raamwerk vir AvL is opgestel uit ʼn oorsig van die konstruktivistiese teorie, die sosialegeregtigheidsteorie, die konnektivismeteorie en die TPACK-teorie en Bloom se Hersiene Taksonomie. ʼn Kwalitatiewe benadering en ʼn gevallestudie-ontwerp is gevolg in die verkenning van nege wiskundeonderwysers by nege primêre skole se assessering. Data is deur halfgestruktureerde onderhoude, waarneming sonder deelname en dokumentontledings versamel en tematies geanaliseer. Daar is bevind dat die onderwysers geweet het wat AvL is en die belang daarvan in die onderrig en leer van wiskunde besef het. Die toepassing het egter nie met die oogmerk van AvL gestrook nie. Die oogmerk is om ʼn omgewing tot stand te bring wat assessering bevorder om leer te ondersteun. Die toepassingsprobleme van AvL oorskadu die welslae wat daarmee behaal word. ʼn Gebrekkige teoretiese begrip van hoe AvL gebruik word, oorvol klaskamers, die taal van onderrig en leer, en ʼn gebrek aan hulpbronne is van die grootste uitdagings. Onderwysers bepleit indiensopleiding sodat hulle die assessering van leerpraktyke in wiskunde beter kan bestuur. / Ukuhlola kuthathwa njengento esemqoka ohlelweni lokufundisa nokufunda imethamethiksi lapho izinhlobo ezahlukahlukene zokuhlola zisetshenziswa ukwakha umbiko wakamuva ngesizathu sezinhloso ezimbalwa. Ucwaningo selukhombise inselelo yokuhamba phambili kwenhlobo yokuhlola i-summative assessment lapho kuqhutshwa umsebenzi wokuhlola emagunjini okufunda. Eminyakeni esandakwedlula, amazwe omhlaba kade amukela ukusetshenziswa kohlelo lokuhlola ukufunda (AFL) ukuqinisa uhlelo lokufunda kanti lokhu kuthuthukisa izinga lokufunda lomfundi. Lolu cwaningo beluhlola indlela uthisha wesifundo semethamethiksi ebesebenzisa uhlelo lwe-AFL emagunjini abo okufundisa. Isakhiwo sethiyori esiqonde ukuxhasa uhlelo lwe-AFL lwethuliwe ngamafuphi ngomqondo phecelezi we- -constructivism theory, social justice theory, connectivism theory, TPACK theory kanye ne-Bloom’s Revised Taxonomy. Indlela yocwaningo eyencike kwingxoxo (qualitative approach) kanye nedizayini yocwaningo lotho (case study design) zisetshenziswe kuxutshwa phakathi othisha bemethamethiksi abayisishiyagalolunye abavela ezikoleni zamabanga aphansi. Idatha iqoqwe ngokwenza inhlolovo eyakhiwe kancane, kanti kuye kwabhekisiswa imibono yalabo abangadlalindima kanye nokuhlaziywa kombhalo kuye kwahlaziywa ngokuthi kubhekwe indikimba. . Ulwazi olutholwe wucwaningo lukhombisa ukuthi uhlelo lwe-AFL kanye nokubaluleka kwalo kuzwisiseka kahle kakhulu ohlelweni lokufundisa nokufundwa kwemethamethiksi. . Yize kunjalo, ukusetshenziswa kohlelo lwe-AFL kuye kwatholakala ukuthi akuhambisani nenhloso yalo yokwakha isizinda esifanele sokwakha umbiko wakamuva oxhasa uhlelo lokufunda. Izinselelo eziqukethe ukusetshenziswa kwalo lolu hlelo ziye zatholakala ukuthi zedlula impumelelo eyenziwe ngothisha. Ukwentuleka kokuzwisisa umqondo wokusetshenziswa kohlelo lwe-AFL, inani eliphuphumayo labantwana, ulimi lokufunda nokufundisa kanye nokwentuleka kwemithombo yokufunda kuye kwavela njengezinye izinselelo. Othisha baye bacela ukunikezwa amathuba okuqeqeshwa basebenza ukuze lawo makhono abancede ukuqhuba izinhlelo zokuhlola imisebenzi yokufunda imethamethiksi. / Curriculum and Instructional Studies / D. Phil. (Education (Curriculum Studies))

Online learning through the use of information and communication technology (ICT) features in institutions of higher education globally. If integrated successfully online learning holds many benefits. Research however has highlighted that the focus of online learning is often on the technology, while pedagogical considerations are neglected. As such online learning has not yielded significant changes from a pedagogical perspective. The impetus of this study was driven by the need to find approaches of integrating pedagogically sound online learning in distance education (DE). The study employed a case study research design, and was qualitative in nature. Questionnaires, interviews and documents informed the case study. The findings of the study reveal that online learning should be purposefully planned. In light of the findings, the study presents a framework for the integration of online learning in DE. The framework is built on the concept of awareness and argues that online learning should depart from three types of awareness, i.e. lecturer, student and institutional. The framework is entrenched in theory from both DE and online learning and offers direction for stakeholders at various levels of DE higher education institutions in terms of integrating online learning. / Boithuti ka inthanete ka tšhomišo ya theknolotši ya tshedimošo le kgokagano (ICT) bo hlaga ka go dihlongwa tša thuto ya godingwana lefaseng ka bophara. Ge e le gore di kopantšwe ka katlego, boithuti ka inthanete bo na le mehola ye mentši. Le ge go le bjalo, dinyakišišo, di bontšhitše gore nepišo ya boithuti ka inthanete gantši e ka go theknolotši, mola ditlhoko tša mokgwathuto di hlokomologilwe. Ka fao, boithuti ka inthanete ga se bo tšweletše diphetogo tša go bonagala go tšwa go kgopolo ya mokgwathuto. Tlhohleletšo ya dinyakišišo tše e laolwa ke nyakego ya go hwetša mekgwa ye e kopantšwego ye e kwagalago ya thuto ya boithuti ka inthanete le boithutikgole (DE). Dinyakišišo di šomišitše tlhamo ya dinyakišišo ya tshekatsheko ya maemo, gomme ka tlhago e be e le tša boleng. Mananeopotšišo, dipoledišano le dingwalwa di tsebagaditše tshekatsheko ya maemo . Diphihlelelo tša dinyakišišo di utolla gore boithuti ka inthanete bo swanetše go beakanywa ka maikemišetšo. Go ya ka diphihlelelo, tlhako e hlagišwa ke kopanyo ya boithuti ka inthanete ka go DE. Tlhako ye e theilwe godimo ga kgopolo ya temošo le go hlagiša gore boithuti ka inthanete bo swanetše go tšwa go mehuta ye meraro ya temošo, k.g.r. mofahloši, baithuti le dihlongwa. Tlhako ye e hlalošwa ka botlalo ka go teori go tšwa go DE le boithuti ka bobedi ka inthanete gomme e fa taetšo go baamegi maemong a go fapafapana a dihlongwa tša thuto ya godingwana ya kgole go ya ka boithuti ka inthanete. / Ukufunda ngokuxhumana ngekhompuyutha ngokusebenzisa ubuchwepheshe bolwazi nokuxhumana (i-ICT) kuyinto ekhona ezikhungweni zemfundo ephakeme emhlabeni wonke. Uma kudidiyelwe ngempumelelo, ukufunda ngokuxhumana ngekhompuyutha kunemihlomulo eminingi. Kodwa-ke, ucwaningo luqhakambise ukuthi ukugxila ekufundeni ngokuxhumana ngekhompuyutha kuvame ukuba mayelana nobuchwepheshe, bese kuthi okuphathelene nezindlela zokufundisa kunganakwa. Kanjalo, ukufunda ngokuxhumana ngekhompuyutha akuzanga noshintsho oluningi maqondana nezindlela zokufundisa. Isisusa salolu cwaningo kwaba ngukukhuthazwa yisidingo sokuthola izindlela zokudidiyela izindlela zokufundisa ngokuxhumana ngekhompuyutha ezisebenzayo kwezemfundo yamabanga (i-DE). Lolu cwaningo lusebenzise uhlobo lokucwaninga olubheka izindawo ezithile okugxilwa kuzo kanti luwuhlobo olubheka imininingwane yezinto ezikhona ezingamaqiniso. Amaphephamibuzo, izingxoxiswano kanye nemiqulu yikona okwaholela ocwaningweni olugxila ezindaweni ezithile. Okwatholakala kulolu cwaningo kwaveza ukuthi ukufunda ngokuxhumana ngekhompuyutha kumele kuhlelwe ngendlela. Ngenxa yokutholakele, uhlaka luhlinzekelwa ukuba kudidiyelwe ukufunda ngokuxhumana ngekhompuyutha kwezemfundo yamabanga. Uhlaka lwakhiwe ngomqondo wokuqwashisa futhi lubeka phambili ukuthi ukufunda ngokuxhumana kwekhompuyutha kufanele kusukele ezinhlobeni ezintathu zokuqwashisa, kuthisha wasenyuvesi, kumfundi nakwisikhungo. Uhlaka lugxile emqondweni wezinzululwazi wakona kokubili imfundo yamabanga nokufunda ngokuxhumana ngekhompuyutha futhi luhlinzeka umhlahlandlela kwabathintekayo emazingeni ahlukahlukene ezikhungo zemfundo ephakeme yamabanga maqondana nokudidiyela ukufunda ngokuxhumana ngekhompuyutha. / Educational Studies / Ph. D. (Education)