This research was aimed at the optimisation of the usability of content-rich computer and mobile based e-learning material. The goal was to preserve the advantages of paper based material in designing optimised modules that were mobile and computer-based, but at the same time avoiding the pitfalls of converting traditional paper based learning material for use on screen. A mobile eye tracker was used to analyse how students studied similar course content on paper, and on mobile device. Screen based eye tracking was also used to analyse how participants studied corresponding content on a desktop screen. Eye movements which were recorded by an eye tracker revealed the sequences of fixations and saccades on the text that was read by each participant. By analysing and comparing the eye gaze patterns of students reading the same content on three different delivery platforms, the differences between these platforms were identified in terms of their delivery of content rich, text based study material. The results showed that more students read online content on a computer screen than on mobile devices. The inferential analysis revealed that the differences in reading duration, comprehension, linearity and fixation count on the three platforms were insignificant. There were significant differences in saccade length. This analysis was used to identify strong aspects of the respective platforms and consequently derive guidelines for using these aspects optimally to design content rich material for delivery on computer screen and mobile device. The limitations of each platform were revealed and guidelines for avoiding these were derived / Computing / M.A. (Computing)

Access to safe water and improved sanitation remains threatened by the ever increasing demand in urbanised cities of the world. Adequate management of this problem could not be achieved through technical and regulatory methods alone. A human values-based education approach, namely the Human Values Water, Sanitation and Hygiene Education (HVWSHE) programme, was considered a suitable intervention strategy to bring about the desired changes in attitude and behaviour by the water users. This research involves an empirical case study approach that explores the experiences of Laotian teachers as adult learners of the HVWSHE intervention as well as a literature study on adult education, adult learning facilitation, human values-based education and teacher beliefs. Focus group meetings, lesson observations, participant observation, field notes and a researcher journal was used to collect data. This study revealed that the HVWSHE training programme had a positive effect on the adult learners’ attitude and behaviour towards a better water-use and sanitation-friendly ethic. / Educational Studies / M. Ed. (Adult Education)

Made available in DSpace on 2016-04-04T18:32:39Z (GMT). No. of bitstreams: 1 ANTONIO CARLOS SILVA MOURA.pdf: 541052 bytes, checksum: d1f869d689bf0cbb5911b727574b03a2 (MD5) Previous issue date: 2007-06-20 / This piece of work aims to show the results of a research on learning evaluation in graduation courses. It was carried out at the State University of Londrina, July 2006 through May 2007, and is chiefly linked up to a research type named as Studies on Education. Firstly, one presents both a historical approach on the city and on the State University of Londrina. Secondly, one salvages not only some important features about the history of learning evaluation, learning-based theories, background-related evaluation into university teaching, but also an analysis regarding Political/Pedagogical Projects and courses selected. Thirdly, one shows the results of questionnaires which were applied to the graduation-spanning faculty of the university and based upon the National Center for Researches. Through the institution s documents and the professors? research replies scrutinized, one could dwell upon hurdles over the research referred to as how close the university s and the faculty s points of view may be. One also aims to verify any possible changes between graduation background and professors? evaluation practice and what theories are the basis for such a practice. Thus, this research ends up being important due to its bethink-causing elements on learning evaluation into university teaching, ways to enrich the subject analyzed as well as other views that may arise in order to develop new researches on learning evaluation. / Este trabalho apresenta resultados de pesquisa sobre a avalia??o da aprendizagem em cursos de gradua??o, desenvolvida na Universidade Estadual de Londrina, entre julho de 2006 a maio de 2007 e inserida na linha de pesquisa denominada Estudos em Avalia??o. Apresentam-se, primeiramente, um hist?rico da cidade e da Universidade Estadual de Londrina. Em seguida, resgatam-se alguns aspectos relevantes da hist?ria da avalia??o da aprendizagem, seguido de um resgate de teorias relacionadas com a aprendizagem e com a avalia??o formativa no ensino superior, juntamente com an?lise dos Projetos Pol?tico-Pedag?gicos Institucional e dos cursos investigados. Apresentam-se, em seguida, o resultado da an?lise de question?rios aplicados aos docentes de cursos de gradua??o da universidade, abrangendo as diferentes ?reas, segundo a classifica??o do Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq). Os problemas de pesquisa referem-se ao grau de proximidade entre os discursos da Institui??o e os dos docentes, revelados, respectivamente, nos documentos investigados e nas respostas obtidas dos sujeitos de pesquisa. Procura-se verificar se houve ou n?o mudan?as entre a forma??o acad?mica dos sujeitos e suas pr?ticas avaliativas enquanto docentes na educa??o superior e que teorias pedag?gicas e epistemol?gicas embasam essas pr?ticas. A contribui??o desta pesquisa torna-se relevante por fornecer elementos para a reflex?o sobre a avalia??o da aprendizagem na educa??o superior, apontando caminhos para o crescimento dentro da tem?tica pesquisada e suscitar outras quest?es que possibilitem o desenvolvimento de novas pesquisas e novos avan?os nas discuss?es sobre a avalia??o da aprendizagem.

The quality of mathematics knowledge attained by students entering university in Science, Technology, Engineering and Mathematics (STEM) fields has been decreasing. There is a need to enhance students’ mathematical knowledge in order to maintain the standards of STEM curriculum at university. The rationale of this study was to investigate the influence of Pre-Calculus Mathematics Refreshment module taught using Meta-cognitive skills and Co-operative Learning (MCL), or Co-operative Learning (CL) only, or Traditional lecture (T) intervention method to First Year pre-engineering Students on their Applied Calculus 1 in an Ethiopian university. The study further investigated the influence of Pre-Calculus Mathematics Refreshment module for MCL, or CL, or T intervention method on male and female students’ achievement. The refreshment module and Applied Calculus 1 scores were measured through posttest and normal class room score of Applied Calculus 1 result. The dependent variables were student achievement in pre-calculus refreshment Module and Applied Calculus 1. Out of 29 universities in Ethiopia only four were selected to participate in this study. Population of this study was all pre-engineering first year students in those universities in 2016/2017. The sample consisted of 200 pre-engineering university students who studied in four of Ethiopian universities and one class was randomly selected by lottery method from existing pre-engineering classes in each university. Two experimental groups which were taught MCL and the other CL intervention method and two of them were control groups upon whom the control novice with traditional lecture method and control without intervention was applied. In each group 50 students of 25 males and 25 females were purposely selected from sampled class. A pre-calculus mathematics Pre-test was administered first, where the average scores of all students Pre-test result was below 33%. Then, first MCL and CL intervention methods were discussed and exercised for one week before implementing the study. For the study, selected pre-calculus mathematics topics was taught in all classrooms for 32 periods i.e. 50min x32= 26.7hrs at the beginning of the first semester parallel with Applied Calculus 1 for the academic year 2016 / 2017. The statistical tools used under this procedure include descriptive statistics percentage, mean and standard deviation and inferential statistics, T-test, and one-way analysis of variance (one-way ANOVA). The results show statistically significant differences (Sig 0.00) at the significance level (0.05) between students that learnt pre-calculus refreshment module and control group which did not. Among the students those learned pre-calculus refreshment module through MCL, CL and T method students in the MCL and CL groups’ posttest scores significantly different from T group in pre-calculus results both with Sig of 0.00. But there was no significant difference between MCL & CL groups were Sig is 0.97. Additionally, the female students in the MCL group was not significant different from CL and T group, on an impact of refreshment module, in Applied Calculus 1 mathematics where Sig is 0.994 and 0.237 respectively, and CL female group scores significantly different from T group in Applied Calculus 1 results with Sig 0.042. The male students in the MCL and CL groups were significantly different from T group in Applied Calculus 1with Sig of 0.07 and 0.012 respectively. Also, there was a positive correlation between Pre-Calculus refreshment module and Applied Calculus 1 with correlation coefficient of 0.835. Lastly, the result of pre-calculus mathematics posttest scores with the female students in MCL relatively increased than male students, than in CL and T groups, which indicated that MCL benefit more female students than male students. The differences were more in favor of pre-calculus mathematics refreshment with MCL intervention method. To improve success in engineering participation of all students, recommended that a pre-calculus module should be offered by all universities for first year engineering students, structured co-operative learning with purpose has significant gains for effective instruction, and to increase the success rate of female students this study has proven that they are trainable and therefore, meta-cognition skills have to be nurtured for female students. / Mathematics Education / D. Phil (Mathematics Education in Science and Technology)

The use of Information and Communication Technology (ICT) in teaching and learning is of significant importance to a country’s development and the social growth of individuals. As a result, ICT usage is gaining momentum in world schooling systems. Cognisant of the benefits of ICTs in teaching and learning, South African schools have introduced ICTs in schools and teachers are compelled to adopt and integrate technology to improve their pedagogic activities. The purpose of this research was to explore South African teachers’ experience in using ICT in the schooling system. This study was underpinned by the Network Society theoretical framework that endorses the use of ICTs in teaching and learning environments. The research method used in the study followed a qualitative interpretative approach and data collection methods included a literature study, non-participant observation and semi-structured interviews with a purposefully selected sample of teachers and school principals and analysis of documents on ICTs in teaching and learning. Findings indicated that ICT integration in teaching and learning is endorsed by teachers and principals who understand the benefits of ICT in enabling better methodological strategies, greater collaboration among teachers, improved access to the required information and the ability to cater for learners with different potential and learning styles. However, a number of factors that hinder the successful ICT integration in urban schools were identified as inadequate ICT infrastructure, teachers’ lack of ICT skills and low level of ICT proficiency, inadequate training, negative attitudes and poor teacher confidence. Other factors included lack of ICT leadership, funds and technical support. These findings indicated poor implementation of policy and a lack of connection between theory and practice. It was concluded that all education stakeholders, including parents, should work together in securing an ICT infrastructure that will accommodate all learners. It was recommended that more regular workshops which focus on the development of ICT skills in accordance with the proficiency levels required to effect successful integration of ICTs by teachers, be conducted. Moreover, principals should attend training workshops to learn about their responsibilities as ICT leaders at school. Technological pedagogical and content knowledge (PACK) together with CRAR3FS2 principles could provide a crucial framework for training South African teachers to overcome their ICT skill challenges. The ultimate goal of this study is to analyse factors that both hinder and enable the integration of ICTs into teaching practice in South Africa and to contribute to the body of literature on ICT integration in South African urban schools. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Access to safe water and improved sanitation remains threatened by the ever increasing demand in urbanised cities of the world. Adequate management of this problem could not be achieved through technical and regulatory methods alone. A human values-based education approach, namely the Human Values Water, Sanitation and Hygiene Education (HVWSHE) programme, was considered a suitable intervention strategy to bring about the desired changes in attitude and behaviour by the water users. This research involves an empirical case study approach that explores the experiences of Laotian teachers as adult learners of the HVWSHE intervention as well as a literature study on adult education, adult learning facilitation, human values-based education and teacher beliefs. Focus group meetings, lesson observations, participant observation, field notes and a researcher journal was used to collect data. This study revealed that the HVWSHE training programme had a positive effect on the adult learners’ attitude and behaviour towards a better water-use and sanitation-friendly ethic. / Educational Studies / M. Ed. (Adult Education)

Main topic of this thesis is evaluation of user interfaces of learning management systems (LMS). It is the users and their interaction with the system who are the focus of user interface design within the field of Human Computer Interaction (HCI), and that is why user experience was taken into account for interface evaluation. The aim of the thesis was proposition of function criteria field that reflect users' requirements on the system and that can therefore serve as a basis for partial LMS evaluation. Within the scope of HCI interdisciplinarity, we focused on technical-psychological view (computer - human), complemented by the field that reflects the very purpose of LMS - pedagogical process. We believe that combination of general function criteria, which can be applied to any system, and learning content criteria is crucial for LMS evaluation, together with criteria concerning distribution forms and work methods. Based on defined areas, LMS Unifor courses from 2012- 2014 period of time and LMS Moodle courses from 2015-2017 period of time were evaluated using qualitative and quantitative research methods. The output of the research is a set of function criteria, which we regard to be elementary and suggest to be taken into account when considering a LMS.

This research was aimed at the optimisation of the usability of content-rich computer and mobile based e-learning material. The goal was to preserve the advantages of paper based material in designing optimised modules that were mobile and computer-based, but at the same time avoiding the pitfalls of converting traditional paper based learning material for use on screen. A mobile eye tracker was used to analyse how students studied similar course content on paper, and on mobile device. Screen based eye tracking was also used to analyse how participants studied corresponding content on a desktop screen. Eye movements which were recorded by an eye tracker revealed the sequences of fixations and saccades on the text that was read by each participant. By analysing and comparing the eye gaze patterns of students reading the same content on three different delivery platforms, the differences between these platforms were identified in terms of their delivery of content rich, text based study material. The results showed that more students read online content on a computer screen than on mobile devices. The inferential analysis revealed that the differences in reading duration, comprehension, linearity and fixation count on the three platforms were insignificant. There were significant differences in saccade length. This analysis was used to identify strong aspects of the respective platforms and consequently derive guidelines for using these aspects optimally to design content rich material for delivery on computer screen and mobile device. The limitations of each platform were revealed and guidelines for avoiding these were derived / Computing / M. Sc. (Computing)

Abstract in English, Afrikaans and Xhosa / Blended learning is referenced as the “best of both worlds” (Snart, 2010:xvi), which integrates Face-to-Face instruction with online learning. With interest in incorporating blended learning within the higher education curricula expanding, many private higher education institutions seek to understand how they can use educational technology effectively in blended learning to enhance undergraduate students’ learning engagement. This study investigated the nature and extent of private higher education students’ learning engagement in blended learning programmes within a private higher education provider. Through the lens of Bandura's (2000:121, 2009:180) Social Cognitive Theory, the study investigated private higher education students’ learning engagement in blended learning during the completion of their qualification and how it impacted teaching and learning. A descriptive quantitative research design was adopted, coupled with a positivist paradigm of inquiry. Utilising a cross-sectional survey it acquired descriptive data from a sample population of 567 respondents who answered the study’s research questions. The study found that student orientation programmes are associated with students’ perceived self-efficacy, subsequently affecting their engagement in blended learning programmes directly, and through the impact on outcome expectations, goals and socio-structural impediments. Additionally, socio-structural facilitators impacted outcome expectations and student engagement. The study’s results established a new framework, namely Social Cognitive Student Engagement in Blended Learning. / Gemengde leer word dikwels die “beste van twee wêrelde” genoem (Snart, 2010:xvi) aangesien onderrig nie alleen van aangesig tot aangesig nie, maar ook aanlyn geskied. Gesien die stygende belangstelling in die inskakeling van gemengde leer by hoëronderwysleerplanne, ondersoek talle private hoëronderwysinstellings maniere om opvoedkundige tegnologie in gemengde leer te gebruik om voorgraadse studente se leerbetrokkenheid te verbeter. In hierdie studie is ondersoek ingestel na die aard en omvang van studente se leerbetrokkenheid in die gemengdeleerprogramme wat by ʼn private verskaffer van hoër onderwys aangebied word. Hierdie studie het deur die lens van Bandura se sosiaal-kognitiewe teorie (2000:121, 2009:180) gekyk na studente se leerbetrokkenheid by gemengde leer in die verwerwing van ʼn kwalifikasie, en die uitwerking daarvan op onderrig en leer. Die navorsingsontwerp was deskriptief-kwantitatief en die ondersoekparadigma positivisties. Aan die hand van ʼn dwarssnitopname is beskrywende data by ʼn steekproefbevolking van 567 respondente ingewin. In die studie is bevind dat oriënteringsprogramme op studente se siening van hul eie selfwerksaamheid gemik is, hulle betrokkenheid by gemengdeleerprogramme verbeter, en daardeur hul uitkomsverwagtings, mikpunte en die mate waarin hulle sosiaal-strukturele struikelblokke oorkom, bepaal. Afgesien hiervan het sosiaal-strukturele fasiliteerders ʼn gunstige uitwerking op studente se uitkomsverwagtings en betrokkenheid gehad. ʼn Raamwerk is opgestel, naamlik die Sosiaal-Kognitiewe Betrokkenheid van Studente by Gemengde Leer. / Uhlelo lwemfundo ehlanganisiwe lubizwa, phecelezi nge “best of both worlds” (Snart, 2010:xvi), ukuhlanganisa umyalelo okhishwa ngendlela yokubhekana kwabantu ubuso nobuso kanye nohlelo lokufunda nge-inthanethi. Njengoba uthando lokufaka phakathi uhlelo lokufunda oluhlanganisiwe ngaphakathi kohlelo lwemfundo emazikweni aphakeme lya ngokuya lukhula nje, amaziko emfundo ephakeme amaningi angasese afuna ukuzwisisa ukuthi ngabe angabusebenzisa kanjani ngempumelelo ubuchwepheshe bethekinoloji bezemfundoi ohlelweni lwezokufunda oluhlanganisiwe ukuze kuqiniswe uhlelo lokufunda ngokuxoxisana nabafundi abasafundela iziqu zesigaba sokuqala. Lolu cwaningo luye lwaphenya ubunjalo kanye nezinga lokufunda kwabafundi ngokuxoxisana ezinhlelweni zokufunda okuhlanganisiwe ngaphakathi kweziko langasese lemfundo ephakeme. Ngokusebenzisa iso lomqondo wokufunda kaBandura (Bandura's social cognitive theory (2000:121, 2009:180), ucwaningo luye lwaphenya uhlelo lokufunda ngokuxoxisana nabafundi ohlelweni lokufunda ngokuhlanganyela ngesikhathi bephothula iziqu zabo kanye nangendlela lolu hlelo lunomthelela ngayo kwezokufundisa nokufunda. Idizayini yocwaningo oluchazayo olwencike kumanani luye lwamukelwa, ngokuthi luhambisane nohlelo lwe-positivist paradigm of inquiry. Ngokusebenzisa isaveyi i-cross-sectional survey, idatha echazayo yaqoqwa kwisampuli yenani lonke labaphenduli abayi-567. Ucwaningo luye lwathola ukuthi izinhlelo zokwamukela abafundi zihlobene nemiqondo yabafundi (students’ perceived self-efficacy), bese kulandelise ngokuthinta ngqo ukuxoxisana kwabo kwizinhlelo zokufunda ezihlanganisiwe. Ukwengeza, abahlanganisi besakhiwo somphakathi babe nomthelela phezu kwemiphumela elindelwe kanye nokuxoxisana nomfundi. Kuye kwasungulwa isakhiwo esisha, sona yilesi esilandelayo, phecelezi, Social Cognitive Student Engagement in Blended Learning. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Since 1994 South African classrooms have become more culturally diverse. In order to teach effectively in such an environment, teachers need to use strategies which meet the needs of all the students. One way of addressing this challenge is to consider learning styles theory. Teachers need to understand how individual students of all cultures learn, and which specific learning styles are significantly related to academic achievement. In order to investigate this relationship, a study was conducted at an independent multicultural senior school in the North West Province of South Africa. The aim of the research was to gather information on the learning style preferences of the students at the school; the relationship between the students’ academic achievements in English and mathematics and their learning style; and finally, the relationship between the students’ nationality, gender, form and age and their learning styles as well as their academic achievements in English and mathematics. A mixed methods research design was used. Data was collected by means of a structured questionnaire that was completed by a sample of 240 students of different forms, genders and nationalities. This was followed by individual interviews with ten top achieving students. The study found that the predominant learning style amongst the students in the school was individual learning. This particular learning style was also most significantly related to academic achievements in English and mathematics. The study further determined that nationality did not significantly influence students’ learning styles but gender and age did. Female students were found to be more inclined to be individual learners. Younger students were also found to be auditory learners to a greater extent than older students. Regarding the studying of English and mathematics, it was found that female students generally used auditory learning styles whilst male students preferred kinaesthetic learning styles. Lastly, the study found that the average achievements in mathematics deteriorated as the students got older and the worst performing form was the Form 6s. To this end, various suggestions were made as to how learning styles could be considered to improve learning. Recommendations for further study were highlighted along with the limitations of this research. / Psychology of Education / D. Ed. (Psychology of Education)