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This study investigates the effects of the switch to online instruction in higher education in Sri Lanka after the COVID-19 outbreak. The study examines different aspects of the move to online education using a mixed-methods methodology that combines quantitative analysis of student satisfaction surveys and qualitative analysis of educator interviews. Qualitative study highlights the difficulties educators have in adjusting to digital platforms, the methods they use to improve student learning outcomes, and the advantages and disadvantages they see in online learning. A quantitative analysis looks at how satisfied students are with their online learning experiences and identifies the main variables that affect their engagement and academic success. For online education to be as effective as possible, the results highlight the necessity of continuous professional development for teachers, fair access to technology for students, and creative pedagogical strategies. In the context of post-pandemic higher education in Sri Lanka, the study adds to the body of literature by providing insights into the intricate interactions among technology, pedagogy, and social behaviors. Future study should focus on comparative evaluations of various online learning platforms, long-term studies to evaluate the effects of online learning, and examinations of challenges related to inclusion and digital equity.

The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study recognizes the new assessment approach as an important component in the teaching and learning process because assessment provides teachers with information that is significant in decision making in the classroom. The study also discusses the launch of the modern standards movement and its roots in the back-to-basics movement and the reasons behind its formation. It also discusses the concept of alignment and its links with the two well-known taxonomies of learning. The study also embarks on data v analysis which brings forth findings that help develop recommendations and future research possibilities. / Linguistics / M. Ed. (Didactics)

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)

Η παρούσα διατριβή αναδεικνύει τα πλεονεκτήματα της διδακτικής στρατηγικής της Μάθησης Βασισμένης σε Προβλήματα (ΜΒΠ), αλλά και των περιορισμών που υπάρχουν στην εφαρμογή της στην εργαστηριακή εκπαίδευση. Τα Εικονικά Περιβάλλοντα Πολλών Χρηστών (Multi-User Virtual Environments - MUVEs) όπως το Second Life (SL) είναι τρισδιάστατα συνεργατικά εικονικά περιβάλλοντα τα οποία θα μπορούσαν να αποτελέσουν συμπληρωματικούς ή και εναλλακτικούς κόσμους για την υλοποίηση εργαστηριακών δραστηριοτήτων ΜΒΠ με χαμηλό κόστος, υψηλή διαθεσιμότητα και ασφάλεια. Ο στόχος της παρούσας διατριβής ήταν ο σχεδιασμός και η εμπειρική αξιολόγηση μιας απλής δραστηριότητας ΜΒΠ τόσο στον εικονικό όσο και στον πραγματικό κόσμο. Η εμπειρική αξιολόγηση περιλάμβανε μια περιγραφική (Ν=30) και μια ημι-πειραματική έρευνα (Ν=150) με φοιτητές Πανεπιστημίου. Τα αποτελέσματα υποδεικνύουν ότι δεν υπάρχουν στατιστικά σημαντικές διαφορές μεταξύ των περιβαλλόντων στο μαθησιακό αποτέλεσμα, την ευχρηστία, την ικανοποίηση από τη συνεργασία και την ευχαρίστηση από την εμπειρία. Ωστόσο υπάρχουν ενδείξεις ότι το SL εκλαμβάνεται ως πιο ευχάριστο και άτυπο περιβάλλον μάθησης. Η ικανοποίηση συσχετίζεται θετικά με την αίσθηση παρουσίας. Η δραστηριότητα διαρκεί περισσότερο στο SL λόγω των διαδικασιών χειρισμού και της μειωμένης μη λεκτικής επικοινωνίας, παράγοντες που φαίνεται να «επιβάλλουν» ένα πιο κατακερματισμένο μοτίβο ομιλίας. / This dissertation identifies the advantages of the Problem-Based Learning (PBL) instructional strategy and acknowledges the limitations of classic laboratory education to support it. Multi-User Virtual Environments (MUVEs) like Second Life (SL) are 3D collaborative virtual environments that could act as complementary or alternative worlds for the implementation of PBL activities offering low cost, safe and always available environments. The aim of this dissertation was to design and empirically evaluate a simple PBL activity in both the real and virtual worlds, by carrying out a descriptive study (N=30) and a quasi-experimental study (N=150) with University students. The results showed that the MUVE provided similar learning outcomes, engagement, usability and satisfaction to the real world condition. SL is perceived as more pleasurable and informal learning environment than reality. Satisfaction is positively correlated with presence. The PBL activity tends to last longer in SL that in real world, mainly due to control procedures and reduced nonverbal communication, that also “impose” a more fragmented pattern of verbal communication.

English is the second language of almost 89,9% of all South Africans (Bull, 1990:3). A concern about the low levels of proficiency in English in South African primary schools prompted this study. The majority of pupils (both in schools that use English as medium of instruction and schools that offer English as a subject only), as well as many teachers of English are not proficient in English. The aim of this study is to design a task-based syllabus for English in South African primary schools that will address this problem through its potential to provide extensive support for the teaching and learning of English. The syllabus is the single most influential document all English Second Language (ESL) teachers receive, as it directs and guides teaching. In order to propose a syllabus for ESL in primary schools, the following aspects were investigated in this study: the teaching and learning of ESL in the primary school approaches to syllabus design, task-based approaches to syllabus design, current language syllabuses and the present situation in South African primary schools. Task-based approaches to language learning are increasingly proposed as a viable option for syllabus design. There is a firm theoretical rationale for task-based approaches to language learning. Task-based models proposed by Prabhu, Breen and Candlin and Long and Crookes have been influential in the design of task-based syllabuses for language learning. A survey was undertaken to ascertain to what extent language syllabuses from various countries can be regarded as task-based, and what information they specify. Seven representative task-based syllabuses were studied, namely Graded Levels of Achievement for Foreign Language Learning (GLAFLL), the Alabama Course of Study - English Language Arts and the Alaska Model Curriculum Guide: Language Arts (both for English as L1), and the Dutch Syllabus for ESL, the Botswana Syllabus for ESL, the Australian Language Levels (ALL) Project and the Target Oriented curriculum (TOC) of Hong Kong. The Target Oriented Curriculum (TOC) of Hong Kong is regarded as the most suitable model on which to base a task-based model for language teaching and learning in South African primary schools. Not only does it provide firm support for classroom practice in a teacher-friendly and concise manner, but it also provides examples of how the various components of the syllabus can be integrated in the planning of a scheme of work. A core task-based syllabus for English in South African primary schools is proposed. It consists of a situation analysis, the aims and objectives of the course, its content, teaching-learning opportunities and guidelines for assessment. / Proefskrif (PhD (Vakdidaktiek))--PU vir CHO, 1997

English is the second language of almost 89,9% of all South Africans (Bull, 1990:3). A concern about the low levels of proficiency in English in South African primary schools prompted this study. The majority of pupils (both in schools that use English as medium of instruction and schools that offer English as a subject only), as well as many teachers of English are not proficient in English. The aim of this study is to design a task-based syllabus for English in South African primary schools that will address this problem through its potential to provide extensive support for the teaching and learning of English. The syllabus is the single most influential document all English Second Language (ESL) teachers receive, as it directs and guides teaching. In order to propose a syllabus for ESL in primary schools, the following aspects were investigated in this study: the teaching and learning of ESL in the primary school approaches to syllabus design, task-based approaches to syllabus design, current language syllabuses and the present situation in South African primary schools. Task-based approaches to language learning are increasingly proposed as a viable option for syllabus design. There is a firm theoretical rationale for task-based approaches to language learning. Task-based models proposed by Prabhu, Breen and Candlin and Long and Crookes have been influential in the design of task-based syllabuses for language learning. A survey was undertaken to ascertain to what extent language syllabuses from various countries can be regarded as task-based, and what information they specify. Seven representative task-based syllabuses were studied, namely Graded Levels of Achievement for Foreign Language Learning (GLAFLL), the Alabama Course of Study - English Language Arts and the Alaska Model Curriculum Guide: Language Arts (both for English as L1), and the Dutch Syllabus for ESL, the Botswana Syllabus for ESL, the Australian Language Levels (ALL) Project and the Target Oriented curriculum (TOC) of Hong Kong. The Target Oriented Curriculum (TOC) of Hong Kong is regarded as the most suitable model on which to base a task-based model for language teaching and learning in South African primary schools. Not only does it provide firm support for classroom practice in a teacher-friendly and concise manner, but it also provides examples of how the various components of the syllabus can be integrated in the planning of a scheme of work. A core task-based syllabus for English in South African primary schools is proposed. It consists of a situation analysis, the aims and objectives of the course, its content, teaching-learning opportunities and guidelines for assessment. / Proefskrif (PhD (Vakdidaktiek))--PU vir CHO, 1997

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)

When delivered well, education is key to addressing a host of individual and societal ills, from poverty and disease to crime and poor voter engagement. India has demonstrated considerable progress in improving various aspects of its primary education system, including infrastructure and buildings, teacher-student ratios, and school enrollment. However, student learning outcomes remain consistently low across the country. A review of the literature surrounding learning outcomes has highlighted gaps in school instruction and has shown the dire need for innovations in pedagogy and curriculum to improve student learning. This paper assesses the long-term impact of one such pedagogy, called Teaching at the Right Level (or TaRL), in the districts of five states of India via an ordered probit model and linear regressions. The quantitative model shows a positive and significant effect of TaRL exposure on learning levels and income, as hypothesized throughout this paper. Additionally, case studies of two students exposed to TaRL are explored to illustrate individual effects of the pedagogy.