The diploma thesis deals with e-learning in the sense of using online tools, programmes and websites in the English language teaching. In the current modern society we use internet and electronic devices on daily bases and it is only natural that such trend is infiltrating also the field of education. The aim of this thesis is to provide the teachers, who would like to use e- learning in their lessons, with theoretical background and inspiration. The thesis is divided into two parts - a theoretical part and a practical part. The theoretical part is divided into several chapters, each of them focuses on some theoretical aspect of e-learning. The term can be seen from more points of view, this thesis understands e-learning as any programme, tool, platform or website that needs to be used online - using an internet connection. The next chapters of the theoretical part deal with the advantages and limits that are connected with using e-learning, itsʼ history or place in the Framework Educational Programme. To put together the practical part, which is supposed to be something like a catalogue of the particular e-learning programmes, I decided to use a questionnaire as the main source of the programmes. Apart from the questionnaire my sources were literature on given topic or my own internet search....

Retention in the field of adventure-based experiential learning (AEL) is a question that remained over decades. This study focuses on the challenge of evaluating the retention of the outcomes of AEL programmes over the long-term. The purpose of the study is to determine whether multiple AEL interventions will significantly increase the long-term retention of the outcomes thereof or not. Programme leaders can gain a better understanding of the roles that people play within combined teams as well as the functioning of people within such teams by studying the theories and models that relate to the field of AEL. Within the training situation a range of learning preferences can be catered for as the AEL facilitator can make use of different methods of transfer that can be changed and interchanged depending on the methods that the learners are most comfortable with. By using different activities boredom under learners is reduced and the learning takes place without the learners really realising it. AEL also helps the learner to process the learning quicker and easier, and to internalise it because the learning is linked to an experience. Different psychology and experiential learning theories and how these theories support one another in order to make learning easier for the individual, and to even use it for longer and more focussed behavioural changes, are described in this study. By making use of the existing teaching system and combining it with AEL, the learning process can be improved in terms of retention of the outcomes and the learning that took place. By combining both these educational methods the cognitive, affective, sensory and the behavioural development of the learners will take place. A strong theoretical basis can be very successfully supplemented by an AEL experience, consisting of frequent training sessions or interventions in line with the learning methods theory, which in turn will assist to internalise the theoretical learning methods theory. The study is conducted on two levels, i.e. a qualitative case study, which aims to describe the complexity and specificness of the situation as observed by the researcher, as well as a quantitative statistical analysis which aims to determine whether multiple AEL programmes significantly increase the retention of the desired outcomes or not. In terms of the qualitative case study, an AEL programme implemented over a six month period proved to have a meaningful impact on the hearing impaired learners which took part in this study and that progress made by the learners was observed easily. The hearing impaired community is a very closed-off community and strangers are not easily welcomed into the group, but despite this the learners still built a meaningful relationship with the researcher. This in itself proves that changes took place. The quantitive statistical part of the study shows that the number of programmes presented does not necessarily increase the retention, but that the quality and the length of these programmes do play a role. It also proved that the retention does not necessarily improve in terms of all the desired outcomes. The limitations of this study include the limited language proficiency of the learners, the school and group sizes that were fairly small, and the facilitation techniques and activities that did not always allow sufficiently for the learners’ hearing disability. It is recommended that a certain level of language proficiency be required of both facilitators and learners in order to be included on AEL programmes, that the programmes be presented at a venue away from the learners’ normal school environment, and that facilitation techniques and activities be found or adapted in order to sufficiently allow for the learners’ hearing disability. / Dissertation (MA (Human Movement Science))--University of Pretoria, 2007. / Biokinetics, Sport and Leisure Sciences / MA / unrestricted

Magister Artium - MA / Chapter 1 deals with the theoretical issues involved in the study of language as a social phenomenon. It traces the development of the sub-discipline of sociolinguistics and the contribution of sociologists and anthropologists to the study of the relation between society and language.

Philosophiae Doctor - PhD / This study investigates the relevance of quality measurement indicators at higher education libraries for faculty academics, librarians, and students. The study followed a mixed-method design with a mixture of quantitative and qualitative data collection. Faculty academics, librarians and students ranked the existing quality measurement indicators for South African higher education libraries. The findings revealed that for library quality measures to meet the needs of faculty academics, librarians, and students, the resources must be accessible both physically and virtually, and staff should be accountable and willing to offer services responsive to the users' needs and expectations of a safe, secure, and comfortable library space, be it physical or virtual. The qualitative data highlighted the importance of adequate resources and the adoption of new developments as measures for quality. Quality measurement indicators must include elements such as adequate funding; relevant resources aligned with teaching and learning programmes; programmes that are integrated into teaching plans; effective supplier collaboration with respect to the process of acquiring relevant learning materials; effective student training; communication of the value of library services and alignment with the student learning outcomes; research support in a digital environment with e-tools and website navigability; research data management; and open access, which is a prominent role of the library. Based on the data, there was a quality measure (process) that was commendable even though it did not form part of the existing quality measures nor a service whose relevance was assessed. The separation of undergraduate and postgraduate learning spaces was amongst those services that ranked quite high from the students' responses (qualitative data). Even though there were differences emphasized on each indicator by either faculty academics or students, there were also discrepancies in the interpretation of what each quality indicator means to each study population group. As the study of this nature has recommendations and gaps identified in terms of research findings, it is quite important to record that there was a series of gaps that were identified in terms of library expectations and perceptions. These gaps were suggested as part of further research that must be conducted to fill the void in terms of library users’ voices in the development of higher education library measurement indicators.

The researcher thinks that there is a need to assess learning programmes for the Senior Phase learners at Environmental Education Centres (EEC' s) in Mpumalanga in order to ensure that resources provided by the Department of Agriculture Conservation and Environment in Mpumalanga(DACEM) are utilized for what they are intended. Thus the dissertation investigation is about whether learning programmes for the Senior Phase learners in Mpumalanga are assessed for their quality, namely, effectiveness and relevancy within the Outcomes-Based Education (OBE) system. Each directorate or section of the Mpumalangas' Department of Agriculture Conservation and Environment is obliged to ensure that appropriate policy guidelines are put in place to assist Environmental Officers (EO' s) to implement the Core Functions of the Environmental Education (EE) Directorate. Sometimes EO's need assistance in implementing policy guidelines. In this investigation EO' s were provided with an opportunity to translate policy into action by participating in the workshops conducted by the researcher. The participation of the EO' s meant that they had to learn how to develop learning programmes that are strongly guided by the EE Directorate's policy guidelines and Core Functions. / Educational Studies / M. Ed. (Environmental Education)

This study investigated whether skills development learning programmes specifically internship programme in the public service sector are effective in improving interns’ emotional intelligence competences. A convenience sample of 66 interns was obtained. The interns, two peers and a mentor assessed the intern’s emotional intelligence competencies twice, at the beginning and towards the end of the internship programme with the aid the 360° Emotional and Social Intelligence Inventory (ESCI). A total of 264 participants completed the inventory. Mean competency ratings were compared to determine if there were differences between the first and the second assessments. There were statistically significant differences for Organisational Awareness, Adaptability, Influence, Teamwork, Empathy, Emotional Self Awareness, Conflict Management and Inspirational Leadership. No statistically significant differences were found in the overall development of emotional intelligence based on gender. However, female interns improved more in Emotional Self-Awareness while males improved more in Inspirational Leadership and Coaching. Skills development internship learning programme in the public service appear to be effective in furthering interns’ emotional intelligence competencies at work. / Psychology / M.A. (Psychology with Specialisation in Research Consultation)

The aim of this study was to assess the effective functioning of the Middle Management Learning Programme (MMLP) within the South African Police Service (SAPS), as well as evaluate the performance and effectiveness of employees who were sent for training to enhance their skills and develop their capacity in order to improve service delivery within the broader South African society. The research focused specifically on middle managers who had completed the MMLP. The MMLP was presented at the SAPS Academy in Thabong from 2007 to 2011. According to Meyer et al. (2004:225), a learning programme is a coordinated combination of learning activities, methodologies, processes and other elements of learning, crafted to assist learners to acquire the required knowledge, skills and attitudes. The primary objective of this study was, therefore, to evaluate the effective functioning of the MMLP within the SAPS and to provide sound recommendations based on the empirical findings. Semi-structured interviews and questionnaires were used to determine the effectiveness of the MMLP and obtain information from the respondents who completed the programme during the 2007/8 and 2009/10 financial years. The literature review, interviews and completion of the questionnaires by respondents confirmed the objectives of this study. The overall results indicated that the MMLP had a positive impact on middle managers in the SAPS. The middle managers appear to be driven by a need for recognition, and authorities could exploit this to its advantage by providing a reward system for good performance. The study concludes by, inter alia, recommending that the SAPS review its military culture or style, because the managers who attended the MMLP are unable to advise their seniors, respondents feel overwhelmed, powerless, and helpless and this leads to ineffectiveness in their performance. The requirements to attend the MMLP should be placed on record and should not be compromised to suit particular individuals. The MMLP should also be made a prerequisite for promotion as invaluable skills are transferred to course attendees. / Thesis (Master of Development and Management)--North-West University, Potchefstroom Campus, 2013

The aim of this study was to assess the effective functioning of the Middle Management Learning Programme (MMLP) within the South African Police Service (SAPS), as well as evaluate the performance and effectiveness of employees who were sent for training to enhance their skills and develop their capacity in order to improve service delivery within the broader South African society. The research focused specifically on middle managers who had completed the MMLP. The MMLP was presented at the SAPS Academy in Thabong from 2007 to 2011. According to Meyer et al. (2004:225), a learning programme is a coordinated combination of learning activities, methodologies, processes and other elements of learning, crafted to assist learners to acquire the required knowledge, skills and attitudes. The primary objective of this study was, therefore, to evaluate the effective functioning of the MMLP within the SAPS and to provide sound recommendations based on the empirical findings. Semi-structured interviews and questionnaires were used to determine the effectiveness of the MMLP and obtain information from the respondents who completed the programme during the 2007/8 and 2009/10 financial years. The literature review, interviews and completion of the questionnaires by respondents confirmed the objectives of this study. The overall results indicated that the MMLP had a positive impact on middle managers in the SAPS. The middle managers appear to be driven by a need for recognition, and authorities could exploit this to its advantage by providing a reward system for good performance. The study concludes by, inter alia, recommending that the SAPS review its military culture or style, because the managers who attended the MMLP are unable to advise their seniors, respondents feel overwhelmed, powerless, and helpless and this leads to ineffectiveness in their performance. The requirements to attend the MMLP should be placed on record and should not be compromised to suit particular individuals. The MMLP should also be made a prerequisite for promotion as invaluable skills are transferred to course attendees. / Thesis (Master of Development and Management)--North-West University, Potchefstroom Campus, 2013

The researcher thinks that there is a need to assess learning programmes for the Senior Phase learners at Environmental Education Centres (EEC' s) in Mpumalanga in order to ensure that resources provided by the Department of Agriculture Conservation and Environment in Mpumalanga(DACEM) are utilized for what they are intended. Thus the dissertation investigation is about whether learning programmes for the Senior Phase learners in Mpumalanga are assessed for their quality, namely, effectiveness and relevancy within the Outcomes-Based Education (OBE) system. Each directorate or section of the Mpumalangas' Department of Agriculture Conservation and Environment is obliged to ensure that appropriate policy guidelines are put in place to assist Environmental Officers (EO' s) to implement the Core Functions of the Environmental Education (EE) Directorate. Sometimes EO's need assistance in implementing policy guidelines. In this investigation EO' s were provided with an opportunity to translate policy into action by participating in the workshops conducted by the researcher. The participation of the EO' s meant that they had to learn how to develop learning programmes that are strongly guided by the EE Directorate's policy guidelines and Core Functions. / Educational Studies / M. Ed. (Environmental Education)

This study investigated whether skills development learning programmes specifically internship programme in the public service sector are effective in improving interns’ emotional intelligence competences. A convenience sample of 66 interns was obtained. The interns, two peers and a mentor assessed the intern’s emotional intelligence competencies twice, at the beginning and towards the end of the internship programme with the aid the 360° Emotional and Social Intelligence Inventory (ESCI). A total of 264 participants completed the inventory. Mean competency ratings were compared to determine if there were differences between the first and the second assessments. There were statistically significant differences for Organisational Awareness, Adaptability, Influence, Teamwork, Empathy, Emotional Self Awareness, Conflict Management and Inspirational Leadership. No statistically significant differences were found in the overall development of emotional intelligence based on gender. However, female interns improved more in Emotional Self-Awareness while males improved more in Inspirational Leadership and Coaching. Skills development internship learning programme in the public service appear to be effective in furthering interns’ emotional intelligence competencies at work. / Psychology / M.A. (Psychology with Specialisation in Research Consultation)