No description available.

Thesis (M.A. (Educational Psychology))--University of Pretoria, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Aug. 2, 2007). PDF text: viii, 86 p. : ill. UMI publication number: AAT 3257658. Includes bibliographical references. Also available in microfilm and microfiche formats.

Introduction: The use of e-learning in healthcare education is being increasingly advocated and used, but can prove challenging. The need to explore educator’s experience and student perspectives in relation to this area of pedagogy was identified as a relevant area of study Study Aim: To explore and critically analyse the perspectives and experiences of healthcare educators and students regarding e-learning. Design: A mixed methods exploratory case study of one HEI’s use of e-learning. Methods: Quantitative descriptive data was collected through educator and student questionnaires from 34 academics and 127 students across four university departments delivering undergraduate healthcare related programmes. A sample of 12 module web spaces and associated documentation was reviewed. The data sets were considered in relation to the thematic analysis of 16 semi-structured educator interviews and 6 healthcare student focus groups. Results: Educator and student needs are interwoven during undergraduate healthcare provision. Differing educational philosophies, practices and culture across the cases created opportunities and challenges with e-learning. Two differing, yet potentially complimentary definitions of e-learning existed within and across the four departments which produced either congruence or conflict toward the varied e-learning approaches. Student respondents selectively engaged in what was primarily educator controlled e-learning. Conclusions: The findings highlighted the need for agreement and understanding of philosophical and pedagogical underpinnings which define and shape e-learning by educators and students, along with an awareness of differing professional cultures across which e-learning is required to operate. Originality / Value: The findings of this study offer a deeper understanding of the effect on educator and student engagement in e-learning of differing higher education and professional practice education cultures. A model is offered as a response to particular issues faced by the study respondents; whilst non-generalisable the model may serve as an enlightening guide for educators who are introducing or applying constructivist e-learning practices within undergraduate healthcare provision and benefit the student experience.

Thesis (M. Ed.(Educational psychology))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ed. D.)--Oregon State University, 2002. / Typescript (photocopy). Includes bibliographical references (leaves 129-147). Also available on the World Wide Web.

Thesis (Ph. D.)--Open University. BLDSC no. DX216017.

Thesis (M.A.)--Flinders University of South Australia, 1991. / Includes bibliographical references.

The Constitution (1996) of the Republic of South Africa forms the basis for social transformation in our new society. The Constitution (Act 108 of 1996) and the amendments that followed provided a basis for curriculum transformation and development in South Africa. The Department of Education introduced the present curriculum known as the National Curriculum Statement, which is modern and internationally benchmarked, in grade 10 in 2006. It required the learners to do seven subjects in grades 10 to 12 of which mathematics or mathematical literacy was prescribed as compulsory subjects. To attain social transformation, the South African Government attached a great deal of importance to the learning and teaching of mathematics and sciences in the South African schools. This study was undertaken in an effort to improve the understanding of geometry and, consequently, the performance and achievement of senior secondary school learners in geometry. The study was inspired by the van Hiele theory. The study made use of the different levels of the van Hiele theory for the development of an instructional framework for geometry in senior secondary schools. The research was conducted in a previously disadvantaged area in South Africa. Given the setting of this study and the wider application of it, the use of ‘hands-on’ and practical approach to use manipulatives and worksheets to improve the geometric understanding was tried and tested in this study. The assumption was that such experiences would make the learning of geometry more relevant and enjoyable for learners from limited financial and underprivileged circumstances. A quasi-experimental design was chosen. A total of 359 learners from five purposively selected schools in Mthatha district in the Eastern Cape Province participated in this study. Qualitative data through interviews were gathered. The data were analysed using IBM SPSS Version 19 and Microsoft Excel. Findings indicated that there was a notable improvement in the performance of learners who were taught by the application of the van Hiele theory. The results revealed that most of the learners were not ready for the application of deductive principles of geometry in terms of formal proof in senior secondary school geometry. Based on the results, some recommendations are made to enhance the teaching and learning of geometry in senior secondary schools.