The teaching model in Open Distance Learning is moving towards fully integrated information and communication technology applications, therefore, academic lecturers need to have a strong comfort level with the use of technology tools. The academic lecturers are qualified and experienced subject matter experts but this does not translate to having the necessary technical competencies to do online teaching. They consequently could experience feelings of incompetency to facilitate courseware on a technology platform. The study identified the factors that influence the user experience when using a Learning Management System (LMS) in an academic institution. The research design comprises a convergent, parallel design mixed-method case study. A literature review was conducted to abstract the factors that influence the user experience into a conceptual framework. An expert review was conducted to validate the conceptual framework and then a questionnaire-driven survey was performed. The quantitative analysis of the survey results revealed that eight of the nine factors proposed in the conceptual framework do have an influence on the perceived user experience of the academic when using the LMS. The qualitative analysis revealed that all nine of the identified factors do have an influence on the perceived user experience of the academic when using the LMS. The contribution of this study is to present a conceptual framework of the factors that influence the user experience of the academic when using an LMS to improve our understanding of the experience of the academic and the practical challenges involved for academics that have to facilitate learning in an online environment The findings should be of interest to developers of LMSs and to institutions in support and training of academics that have to use the LMS. / School of Computing / M. Sc. (Computing)

Higher education has been challenged to respond to the inequalities of the past. This required an education system that is more responsive to the needs of underprepared students. The question that arises is whether Higher Education Institutions (HEIs) curricula create opportunities for students to adhere to the demands of the world of work and to assist students to take responsibility for their own learning. The purpose of this study is to investigate the role of a responsive curriculum in optimising learning in higher education. An interpretative and descriptive qualitative approach was used in which semi-structured interviews and document analysis served as data collection techniques enabling the researcher to gain more depth in understanding the reality of the responsiveness of curricula used in the Department of Informatics at a Higher Education Institution in Gauteng. The study revealed that there is a dynamic but complex relationship between a responsive curriculum and optimisation of learning. Although the investigated curricula, responds to aspects of the knowledge domain, the findings seemed to indicate that there was not always a clear indication that the curricula fully respond to the needs of the students and industry. The findings further suggest that although content knowledge of the curricula plays a crucial role in the development of students, the needs of industry, society and students should also be met. Although the study’s results cannot be generalised due to the small sample, the researcher is of the opinion that more can be done to improve the state of the current curricula. Inclusive curriculum development training should be provided to all stakeholders (lecturers, students and industry). This descriptive study concludes with the suggestion of using a responsive curriculum model that would enable curriculum developers to design a responsive curriculum allowing students to experience optimal learning in higher education. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Summaries in English And Afrikaans / Text in Afrikaans / The biography focused on the life and work of Evert Philippus Groenewald in church historical perspective within the context of the twentieth century. It endeavoured to make a contribution to a period in the history of the Dutch Reformed Church (DRC) against the background of strife in matters related to the church, politics and other areas. Groenewald taught New Testament subjects as professor at the Faculty of Theology (Section 8 - DRC) at the University of Pretoria for 33 years. As one of the first four professors of the new Faculty of Theology he helped to lay a sound foundation. He served as dean of the Faculty for 21 years (1948 - 1969). As administrator and lecturer he played an important role in the establishment, recognition and development of the Faculty. He was a born exegete, the Nestor of New Testament science in SA. He is regarded as a great theologian and the doyen of New Testament research and exegesis in SA. As writer of Afrikaans theological literature Groenewald undeniably fulfilled the role of a pioneer. This was recognised by the award of the Stals-prize for Theology to him, the first time in history. Apart from this he received four honourary doctorates and various other important awards. He made an important contribution to Bible translation and translatory science. As church and cultural leader he strove to find solutions for the problems of his church and people. He made a significant contribution in the ecumenical field. Apartheid was given its biblical foundation by Groenewald during the forties. His intention was to stimulate thought in the search for a solution to the serious racial problem. Further facets of Groenewald's work await research in order to paint a representative theological portrait of him. / Die studie fokus op die lewe en werk van Evert Philippus Groenewald in kerkhistoriese perspektief binne die konteks van die twintigste eeu. Die klem het op die periode tussen die dertiger- en tagtigerjare geval. Daar is gepoog om 'n bydrae te lewer tot 'n tydperk in die geskiedenis van die NGK teen die agtergrond van die stryd wat op vele gebiede gevoer is. Die invloed van vroom ouers, 'n aantal ingrypende gebeurtenisse in sy lewe en die eise van die tyd het hom ge·inspireer. Hy was kind en teoloog van sy tyd, egter ook van sy kerk. Wat hy verwoord het was deel van die NGK se Calvinistiese en gereformeerde historiese erfenis en die NGK se beleid. Hy het sy eie teologiese stempel egter ongetwyfeld daarop afgedruk. Hy onderrig vir 33 jaar (1938 tot 1970) Nuwe Testamentiese vakke as professor aan die Teofogiese Fakulteit (Afd 8) van UP. As een van die eerste vier professore help hy om 'n stewige grondslag te le. Hy was vir 21 jaar (1948-1969) dekaan van die Fakulteit. In 1970 het hy geemeriteer. Hy het nie die akademie as sy enigste roeping beskou nie. Hy het sy kerk, volk en die gemeenskap gedien. Na sy aftrede lewer hy sy belangrikste bydraes tot Bybelvertaling, die NAV (gepubliseer in 1983), en die vertaalwetenskap. Hy het wat sy lewenstaak betref sy belangrikste bydrae as dosent gelewer. As administrateur het hy die Fakulteit help vestig en uitbou. Hy was 'n gebore eksegeet, die Nestor van die Nuwe Testamentiese wetenskap in SA. Hy word beskou as 'n belangrike teoloog, die doyen van die Nuwe Testamentiese navorsing en eksegese in SA. Die tradisie van die N T eksegese wat hy in die beoefening van die teologie gevestig het, kan as sy heel belangrikste bydrae beskou word. Hy word ook as volksteoloog getipeer. As skrywer het Groenewald 'n pioniersrol vervul vanwee sy groot bydrae tot die ontluikende Afrikaanse teologiese literatuur. Hy het die prestasie behaal dat die Stals-prys vir Teologie, die eerste keer in die geskiedenis, aan horn toegeken is. Hy is met vier eredoktorsgrade en verskeie ander belangrike toekennings vereer. As kerk- en kultuurleier het Groenewald se bekwaamhede sterk na vore gekom. Hy het die behoeftes van sy kerk en volk raakgesien en horn beywer om oplossings vir die ingewikkelde vraagstukke te vind. Die NGK, UP, vele instansies en die Staat het gebruik gemaak van sy talente. Apartheid is in die veertigerjare deur hom Bybels fundeer. Sy bedoeling was om teologiese denke te stimuleer in die soeke na 'n oplossing vir die ernstige rassevraagstuk. Hy het apartheid as teologies-praktiese oplossing aangebied. Hy het na 'n eerlike oplossing binne die destydse konteks gesoek wat regverdig teenoor die nieblanke sou wees en van die blanke groot offers sou vra. Die wyse waarop apartheid algaande toegepas is, het meegebring dat daar afgewyk is van wat Groenewald in 1947 beoog het. Dit het in 'n ideologiese monster ontaard wat groot pyn en lyding veroorsaak het. Groenewald was een van 'n klein aantal kerkfigure wat met hul dade in die twintigste eeu van stryd en worsteling die Suid-Afrikaanse kerkgeskiedenis verryk het. Sy bydrae is deur hierdie proefskrif slegs ten dele ontgin en verdere fasette van sy werk wag om nagevors te word ten einde uiteindelik 'n omvattende teologiese portret van hom te skilder. / Christian Spirituality, Church History and Missiology / Th. D. (Church History)

This research examined lecturers’ perspectives on the academic use of Facebook, specifically for teaching, in a higher education institution in Gauteng, South Africa. A survey research design was followed, and semi-structured interviews were conducted. The study sought to fill the gap in the Social Networking Sites literature by focusing on lecturers’ perspectives, ascertaining how lecturers use Facebook as an academic teaching tool and determining the advantages and disadvantages thereof, and attempting to add to the debate on whether or not higher education settings could add the use of Facebook to their range of practices that may enhance teaching. The sample comprised fourteen respondents. It has emerged that lecturers are not, for the most part, utilising Facebook as an academic teaching tool. Based on the findings, a framework on how lecturers could integrate Facebook into academia is proposed. / Computing / M. Sc. (Computing)

Introduction to the issue and the importance of the topic: The subject of this diploma thesis is to focus on issues related to teaching methods for the practice of hand hygiene in health care professionals in medical facilities. The issue of increasing efficiency in education is today an increasingly relevant topic supporting the activity of every person. In medical facilities, we encounter a problem with employee motivation, mutual interaction and communication when practicing new nursing procedures (hand hygiene), (Cullen, 2017). Unfortunately, most lecturers still teach only traditional teaching methods and use activating methods minimally or not at all (Sitná et al., 2009). Such a stereotype in the teaching process often provides only mechanical reproduction of the learned content. There is no consideration of understanding and practical interconnection, which is often boring and cumbersome for employees (Duran et al., 2017). The lecturer should pass on theoretical knowledge and practical skills to the given employees and thus develop their attitudes necessary for the performance of their profession (Vengl, 2011). Although much attention is paid to education in the literature, the methods used are often briefly characterized and listed by the authors. The primary focus of this work is on...

(in English): Dissertation is focused on the continuing education of teachers in terms of the current legislation of the European Union and the Czech Republic as one of the key adaptive mechanisms that ensure the ability of the education system to adequately respond to the ever changing social conditions in today's globalized world. The theoretical part through the analysis of different theoretical approaches to further education, defines and describes the issue of further education of teachers , the system - specific conditions , areas and its financing. It deals with the areas of the teacher's profession, their competences , career structure and professional standards. The empirical part of this dissertation, based on empirical research, describes the system of further education of teachers both in terms of school leadership , and from the perspective of teachers and it maps specific factors affecting the quality of the current further education of teachers.

South Africa is a developing country that contends with a serious skills deficit that hampers its economic growth prospects. To address this skills deficit particularly at intermediate level, the government identified the public Further Education and Training (FET) College sector to serve as a medium to counter the challenge. Subsequent to the aforementioned decision by the government, political and financial support was pledged to the sector. Legislation that is attributed to the sector was also enacted and amended to capacitate the sector to perform optimally. The focus of this research was the capability of the public FET College sector in the province of Gauteng to respond credibly and qualitatively to the skills needs of the province‟s labour markets. Thus, the primary purpose was to evaluate the role that the sector in the province plays to address the skills shortage. The research design for the study was triangulation in nature, encompassing qualitative and quantitative methods. Nine public FET colleges, six companies and the Indlela Training Centre were sampled for gathering information regarding the responsiveness, articulation and efficiency of the province‟s public FET College sector. Students, lecturers, HODs and company‟s skills development managers were interviewed and sampled for the completion of questionnaires. Some significant differences in perceptions relating to the role played by the province‟s public FET college sector in addressing the skills shortage were found. Findings indicated that the massive financial and political support pledged to the sector by the government did not translate into efficiency, credibility and responsiveness nor capacitate the sector. In terms of the findings employers are skeptical about the quality of graduates that the province‟s public FET colleges ect or produces. Further, it was found that the sector‟s lecturers are inappropriately qualified and this contributes to the inefficiency of the sector in performing optimally. The lack of a formal skills development partnership between the sector and the labour markets hampers the articulation and the responsiveness of the sector to the skills needs of labour market. However, the current development whereby all the skills development institutions have been placed under one department has the potential to add value to the skills development landscape, particularly the public FET College sector. / Educational Leadership and Management / D. Ed. (Educational Management)

The study sought to find out the determinants of academic performance of female students at a state university in Masvingo Province, Zimbabwe. This study was prompted by the fact that it was established through research that female students are lagging behind in academic performance especially in science subjects. The population comprised all part two to part four female university students at the state university and all the lecturers who teach the female students. A sample of 25 female students and 5 lecturers in four faculties was selected using the convenience sampling strategy. The study employed a case study research design which enabled the researcher to identify the problems, gather facts on factors that determine the academic performance of the female university student in a natural setting. Self-designed interview and focus group discussions were used by the researcher to collect data. Data were analysed in narrative form and thematically. The study revealed that the determinants of academic performance of female university students were gendered cultural codes, the female student’s family background, resources and lecturer attitudes and competencies. The study recommends that policies that emancipate women be put in place. The study also recommends that resources and services such as guidance and counselling be readily available. In addition, institutions of education need to cultivate and nurture positive attitudes in parents, teachers and students towards females. Furthermore, the training of lecturers who are holders of non-teaching degrees is recommended. Finally, a model for the improvement of the academic performance of female university students is proposed. / Psychology of Education / D. Ed. (Psychology of Education)

The study sought to find out the determinants of academic performance of female students at a state university in Masvingo Province, Zimbabwe. This study was prompted by the fact that it was established through research that female students are lagging behind in academic performance especially in science subjects. The population comprised all part two to part four female university students at the state university and all the lecturers who teach the female students. A sample of 25 female students and 5 lecturers in four faculties was selected using the convenience sampling strategy. The study employed a case study research design which enabled the researcher to identify the problems, gather facts on factors that determine the academic performance of the female university student in a natural setting. Self-designed interview and focus group discussions were used by the researcher to collect data. Data were analysed in narrative form and thematically. The study revealed that the determinants of academic performance of female university students were gendered cultural codes, the female student’s family background, resources and lecturer attitudes and competencies. The study recommends that policies that emancipate women be put in place. The study also recommends that resources and services such as guidance and counselling be readily available. In addition, institutions of education need to cultivate and nurture positive attitudes in parents, teachers and students towards females. Furthermore, the training of lecturers who are holders of non-teaching degrees is recommended. Finally, a model for the improvement of the academic performance of female university students is proposed. / Psychology of Education / D. Ed. (Psychology of Education)

The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.