Magister Educationis - MEd / This research study, which is a case study, investigates strategies employed by educators to enhance the culture of teaching, learning and values in a Grade 12 Geography classroom in a secondary school in the Western Cape. In the contemporary school context educators are experiencing an increasingly challenging time to ensure learner achievement, participation and general interest in their school work. As Geography educator, I often grappled with the issues of low achievement and interest levels among learners. I realised that unless educators • employ effective strategies to develop resilient learners; • change their classroom practice to suit learner needs; • involve learners in decisions regarding their education; and • show a genuine interest in learners the demands and challenges would not be diminished. I conducted a local and global literature review on enhancing a culture of teaching and learning in the Geography classroom as well as a case study carried out by Grade 12 educators and learners at a secondary school in the Western Cape. The research study was an attempt to explore possible solutions to the challenges in the classroom. It focused on an initiative by the Grade 12 educators and learners in pursuit of more creative ways of dealing with Geography content. The research study was qualitative in nature and aimed to investigate strategies educators could employ to enhance a culture of teaching, learning and values in the Geography classroom. The research approach was interpretive and the design was a case study. Interviews, questionnaires and observations were used to collect the required data. The data collected shows that through this project, learners were sensitized on human rights and values issues. They discovered that learning could be an enjoyable experience. The skills, knowledge and values emerging from this project were invaluable, since it changed the way learners viewed the learning experience. The focus was particularly on the Further Education and Training Geography curricular experience. Over the past decade, challenges pertaining to learners’ attitudes to education have intensified. The factors impacting on learner achievement and attitudes are extensive, especially in impoverished and historically deprived communities. In modern society social evils like alcoholism, drug abuse, gangsterism and the associated violence and criminal behaviour are taking their toll. A direct consequence of societal moral decay manifests itself in behavioural problems e.g. aggressive behaviour, vandalism and general ill-discipline. The implementation of the new National Curriculum Statement has also impacted extensively on educators and learners alike. For many educators who were set in conventional methodologies, the process was complicated and difficult to adapt to. The new curriculum poses unique challenges with regard to planning, self discipline and work ethos. It has been associated with a total change in the approach towards teaching and learning. Many educators found it difficult to adapt to the new way of managing the curriculum. Evidence from the data confirmed that educators were willing to employ different strategies to address and improve learner performance. However, the appropriate conditions of teaching and learning are often non-existent. Barriers to teaching and learning need to be addressed efficiently to ensure a supportive and enabling learning environment. The data also showed that educators achieved more through this strategy than initially envisaged. This would pave the way for other initiatives and strategies to ensure improved classroom practice and subsequently enhance the culture of teaching, learning and values.

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This study explored undergraduate and graduate students' attitudes toward the pleasurability of educational gamification in online learning environments. The study is a sequential explanatory mixed-methods research that investigated students' attitudes quantitatively, then qualitatively. In the quantitative phase, an online survey, the Pleasurable Learning Experiences scale (PLLEXs), was administrated at one of the largest public southwestern universities in the U.S. (N = 119). The qualitative phase involved conducting eight semi-structured interviews with selected participants. The PLLEXs uses a 4-point Likert scale that encompasses 4 subscales: (a) Preferences for Instructions, (b) Preferences for Instructors' Teaching Styles, (c) Preferences for Activities, and (d) Preferences for Learning Effectiveness. A series of analyses of variances (ANOVAs) were used to identify predictors of students' overall attitudes toward educational gamification. The main findings were: (a) students had strong preferences toward educational gamification with Preferences of Instructions rated the highest subscale and Preferences for Activities rated the lowest subscale, (b) major was a statistically significant predictor of students' attitudes toward educational gamification, (c) international students had statistically significant lower preferences toward educational gamification compared with U.S. domestic students, (c) online learning experiences measured by the number of previous online courses and the number of hours spent weekly on computers for academic-related work were statistically significant predictors of students' attitudes toward educational gamification, (d) instructor's feedback was the most important aspect and online collaboration was the most challenging aspect in online learning environments, and (e) the use of multimedia in LMSs can support or hinder teaching and learning activities.

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Att effektivisera byggproduktionen är idag en högst relevant fråga då västvärldens länder har satt upp stränga miljömål för de kommande decennierna. Byggsektorn står för en oproportionerligt stor del av miljöbelastningen i dag och en effektivisering av branschen skulle utöver miljöaspekterna även leda till tids- och kostnadsbesparingar, något som det anses finnas stor potential till. En annan del i effektiviseringsarbetet är digitaliseringen som i samband med den rådande pandemin av SARS-CoV-2 har ökat inom produktionen med lösningar som digitala möten. Detta är ett steg i samma riktning som branschen sakta har gått åt den senaste tiden med en ökad användning av digitala hjälpmedel. Syftet med examensarbetet är att i samarbete med M3 Bygg AB ta reda på hur man kan effektivisera ROT-produktionen. Arbetet behandlar ämnen som slöserier, S-kostnader och planering för att identifiera eventuella brister som påverkar produktionen. Utöver detta så undersöks digitaliseringen och vilken påverkan den har haft på produktionen samt om den bör utökas i framtiden. Arbetet undersöker även hur erfarenhetsåterföringen kan förbättras inom M3 Bygg. Allt detta kulminerar i ett kapitel med rekommendationer på hur produktionen kan förbättras och sist görs även reflektioner på vad rekommendationerna skulle få för miljömässiga påföljder. Rekommendationerna är baserade på omfattande litteraturstudier inom produktionseffektivisering, digitalisering och miljö samt utskickade frågeformulär och intervjuer genomförda på M3 Bygg. Den huvudsakliga filosofin för produktionseffektivisering som behandlas är Lean. Resultaten från frågeformulären har avslöjat att de mest kritiska slöserierna är onödiga transporter, onödigt arbete, väntetider och onödiga förflyttningar. Det har även framkommit hur respondenterna på M3 Bygg ställer sig kring frågor angående bland annat planeringsarbetet, S-kostnader, väderberoende, erfarenhetsutbyte och digitalisering. Intervjuerna har sedan gett mer fördjupade resonemang kring detta där orsaker, konsekvenser och lösningsförslag legat i fokus. Åtgärdsförslag och andra rekommendationer för att effektivisera produktionen samt slutsatser presenteras i slutet. Dessa omfattar samtliga ämnen som behandlas i rapporten och förhoppningen är att de ska kunna hjälpa M3 Bygg och andra företag inom ROT-branschen att effektivisera sin produktion i takt med att vi rör oss mot ett hållbarare samhälle. / Due to the fact that the western world has set up strict environmental goals for the coming decades it is now more important than ever for the construction industry to make its production more efficient. The construction industry is responsible for an unproportionally large environmental impact and even if we put that fact aside, making the industry more efficient would still be of benefit due to the time and money it would save. Another aspect related to efficiency is digitization which is something that has become more prevalent than ever in the wake of the current SARS-CoV-2 pandemic with things like digital meetings. This is in line with the overarching trend where digitization has become more widespread in recent times. The aim of this thesis is to elucidate how the construction industry can become more efficient. This is being done in collaboration with M3 Bygg AB. The thesis deals with topics like waste and planning in order to identify potential deficiencies that can affect the production. Beyond that the thesis examines the way digitization has impacted the construction industry so far and how it could impact it in the future. Lastly it also examines how learning experiences can be more efficiently transmitted within the company of M3 Bygg and beyond. All of this will culminate in a chapter where recommendations are presented concerning how the production can become more efficient and lastly in what way the recommendations may have an impact on our environment. The recommendations are based on extensive research regarding production efficiency, digitization and environmental impact as well as questionnaires and interviews with employees on M3 Bygg. The main philosophy for production efficiency that was studied and used for this thesis is Lean. The results from the questionnaires have revealed that the most critical types of waste are unnecessary transportation, unnecessary work, waiting and unnecessary motion. They have also revealed how the employees on M3 Bygg think regarding topics like planning, weather dependency, exchange of learning experiences and digitization. The interviews that followed engaged these topics on a deeper level where cause and effect was discussed as well as solution proposals. Lastly the thesis presents a range of recommendations and conclusions regarding how the production can become more efficient. The recommendations encompass all of the topics described above and the hope is that they will aid M3 Bygg and other construction companies in their endeavors to become more efficient so that we as a society can move towards a more tenable future.

Technology and globalisation has shaped the experiences and expectations of adult learners in the 21st century. How adults learn and what they want to learn is highly influenced by the world they live in at any given time. The need for customisation, extending traditional learning experiences into new learning experiences will address the quality and value of higher education learning in South Africa. Restructuring of current programmes to be more flexible, accessible, interactive, that supports collaboration of learning activities and accommodates different learning styles, will enrich the adult learners’ learning experience and quality of learning. In suggesting the use of an alternative learning strategy, the use of a hybrid study approach (HSA) has been suggested and investigated. Limited research has been conducted in the use of a hybrid study approach (HSA) and more on what has been said was conducted on pure online learning, therefore this study focused on managing the quality of learning in higher education through a hybrid study approach (HSA). Since the researcher’s interest was to gain insight and understanding of learners’, tutors’ and institutional managements’ perceptions, understanding, concerns and experiences in their real world conditions when using a hybrid study approach (HSA), the qualitative research method was applied. The researcher focused on the micro-level of managing quality of learning by assessing the ‘learning’ when learning with technology. The study adhered to ethical principles and techniques to enhance the validity of the findings. The study found that a need for redress and reform of training and education in South Africa, especially with the integration of technology in higher education, extending into a hybrid study approach (HSA), which is in harmony with international standards of academic quality, knowledge, expertise and skills is needed in a changing global economy. A one-for-all learning approach was found not well suited for the needs of society today and does not foster an all-inclusive learning approach. The move to a knowledge society where learners are interconnected and where information circulate around the world faster than ever, it is evident that much learning occurs in a social environment and does not happen in splendid isolation. It was found evident that life demands and other different roles adult learners need to fulfill, adults intentionally search for educational settings that support their way of learning. / Education Leadership and Management / M. Ed. (Education Management)

The goal of this research was to explore how students with blindness (SwBs) use information and communication technology (ICT) for learning at the University of South Africa (UNISA). To do this the critical paradigm was used as a way of viewing the educational world. Underpinned by Transactional Distance Theory, Cultural Historical Activity Theory, Universal Design for Learning and Critical Theory, the study was qualitative and used narrative inquiry. The selection of the participants was made through purposive and snowball sampling and data collected through life stories, in-depth and telephonic interviews. The findings culminated in two major findings: 1) the use of ICT for learning; and 2) inclusive digital approaches. The first has emerging themes, for instance, (a) challenges with mathematical, scientific and accounting signs; (b) inability to access graphic learning material; (c) incompatibility of software; (d) lack of timely access to electronic learning materials; (e) high cost of ICT tools; (f) personal computers and laptops; (g) myUnisa and myLife; (h) voice recorders, Brailler, screen readers and videoconferencing; (i) electronic mail (e-mail); and (j) mobile telephones. The themes for the second major finding include: (a) authentic use of student-centred approaches; (b) inconsistency between policy and practice; (c) testing and re-testing of assessment tools; and (d) regular seeking of students‘ views and experiences. The proposed ‗Inclusive Critical use of Technology‘ (ICuT) framework was developed to and can be used as an effective guide if it is foregrounded by applicable distance learning theories and appropriate technologies. The study recommends the use of inclusive and critical approaches when integrating ICT into teaching and learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Transformation of the higher education system has come under the spotlight recently. At the core of this debate are issues pertaining to access and throughput rates at universities. Although access has improved significantly, throughput rates remain relatively low especially amongst black students (Council on Higher Education, 2017). The current study aims to explore the learning experiences and academic performance of postgraduate black students at the university of South Africa. Through a qualitative approach that included interviews, a phenomenological research design and critical race theory to gain an insiders perspective. This approach is chosen for its ability to generate rich descriptive and interpretive accounts of events based on the participant’s narratives. The findings revealed that the variation in learning experiences and academic performance was accounted for by background factors rather than student’s own intellectual or academic competencies. / Psychology / M.A. (Psychology with specialisation in Research Consultation)

Despite a growing body of research on trainee teachers’ learning during pre-service programs, intensive introductory TESL training courses are still designed to instruct a “standard” type of trainee teacher. This research study investigates the factors that mediate trainee teachers’ learning process as well as the interaction between these factors, which either facilitate and/or hinder trainee teachers’ success during an intensive introductory TESL training course. Using a qualitative holistic single-case study, informed by an interpretivist perspective, this study explores how three trainee teachers learned how to teach during a course in Southern Ontario, Canada. An integrated conceptual framework, formed by a sociocultural perspective of teacher learning, a holistic view of curriculum, and transformative pedagogy was employed and the findings include four major factors that mediated trainee teachers’ teacher learning process and three types of interaction that facilitated and/or hindered their success during the program.

Despite a growing body of research on trainee teachers’ learning during pre-service programs, intensive introductory TESL training courses are still designed to instruct a “standard” type of trainee teacher. This research study investigates the factors that mediate trainee teachers’ learning process as well as the interaction between these factors, which either facilitate and/or hinder trainee teachers’ success during an intensive introductory TESL training course. Using a qualitative holistic single-case study, informed by an interpretivist perspective, this study explores how three trainee teachers learned how to teach during a course in Southern Ontario, Canada. An integrated conceptual framework, formed by a sociocultural perspective of teacher learning, a holistic view of curriculum, and transformative pedagogy was employed and the findings include four major factors that mediated trainee teachers’ teacher learning process and three types of interaction that facilitated and/or hindered their success during the program.