M.Bibl. (Linguistics) / Please refer to full text to view abstract

Text in Afrikaans / Die probleem wat in hierdie studie aangespreek word, is die gebrek aan 'n didakties gefundeerde mediabenuttingstrategie vir afstandsonderwys. So 'n mediabenuttingstrategie behoort op 'n wetenskaplike ondersoek wat bestaande kennis en navorsing met 'n didaktiese besinning oor die moontlikhede en beperkinge van mediabenutting integreer, gebaseer te wees. Om hierdie probleem te oorkom word daar gepoog om 'n didakties verantwoorde grondslag vir die mediakundige ontwerp van mediabenutting in afstandsonderwys daar te stel waaruit 'n mediabenuttingstrategie vir afstandsonderwys saamgestel kan word wat ook binne die konteks van die Universiteit van Suid-Afrika toegepas kan word. Daar word dus vanuit 'n didaktiese perspektief na mediabenutting in afstandsonderwys gekyk. Daar word gepoog om aan te dui dat mediabenutting (van die mees eenvoudige tot die mees ingewikkelde) voorafgegaan behoort te word deur didakties gefundeerde mediakundige ontwerp. Eerstens word 'n aantal basiese uitgangspunte ten opsigte van didaktiese fundering en mediabenutting geformuleer. Die belangrikste aspekte wat aangespreek word, is die didaktiese situasie en mediabenutting, enkele grondliggende didaktiese riglyne, leerervarings, leergeleenthede en leerstofverwerking. Hierdie aspekte word as die onderbou beskou waarop doeltreffende mediakundige ontwerp in afstandsonderwys gefundeer behoort te word. Daarna word daar teen die agtergrond van didaktiese ontwerpmodelle, kommunikatiewe beeldeienskappe en media-eienskappe aangetoon dat mediakundige ontwerp 'n integrale deel van didaktiese ontwerp behoort te wees. 'n Uitgebreide model vir die beplanning van doeltreffende mediabenutting word daargestel om benut te kan word as 'n kontrole-instrument vir die mediakundige ontwerp van doeltreffende didaktiese gesprekke. In hierdie verband word daar klem gelê daarop dat 'n verskeidenheid van kundighede (vakinhoudelik, didaktiese fundering, afstandsonderwys, mediakundige antwerp, praktiese en tegniese mediakundige aspekte, en so meer) nodig is om op 'n doeltreffende wyse sinvolle mediabenutting tydens didaktiese gesprekke te verseker. Enkele aspekte rakende afstandsonderwys in die algemeen word daarna vanuit 'n mediakundige perspektief ondersoek met verwysing na die kernaspekte wat in definisies en beskrywings van afstandsonderwys voorkom. Enkele aspekte, spesifiek ten opsigte van mediabenutting in afstandsonderwys, word bespreek en 'n aantal tendense uit die literatuur word geidentifiseer. 'n Moontlike scenario ten opsigte van mediabenutting in afstandsonderwys word voorgestel met spesiale verwysing na die Universiteit van Suid-Afrika. Die tersiere afstandsonderwyssituasie en mediabenuttingsmoontlikhede in afstandsonderwys word ook binne die konteks van die Universiteit van Suid-Afrika verbesonder. Hieruit word 'n didakties verantwoorde strategiese plan vir mediabenutting aan die Universiteit van Suid-Afrika gesintetiseer. Laastens word aandag geskenk aan 'n aantal verbandhoudende bevindings, gevolgtrekkings en aanbevelings wat uit die studie voortvloei. Hierdie aspekte gee dan ook aanleiding tot aanbevelings vir toekomstige navorsing binne die veld van mediabenutting in afstandsonderwys. / The problem addressed in this study is the lack of a didactically based strategy for media utilisation in distance education. A strategy such as this should be based on a scientific investigation integrating existing knowledge and research with didactic reflection on the prospects for and limitations of media utilisation. To surmount this problem, an attempt is made to create a didactically responsible basis for media design for media utilisation in distance education. It is pointed out that media utilisation should be preceded by didactically based media design. First, a number of basic points of departure are formulated with regard to didactic grounding and media utilisation. The most important aspects that are addressed are basic didactic guidelines, learning experiences, opportunities for learning and the processing of the learning material. These aspects are regarded as the substructure on which effective media utilisation in distance education should be based. Next, against the background of didactic design models, communicative image characteristics and media characteristics, it is demonstrated that media design should be an integral part of didactic design. An expanded model for planning effective media utilisation is proposed. In this connection emphasis is placed on the need for a variety of skills in order to ensure effective and significant media utilisation during didactic discourse. Some aspects of distance education in general are then investigated from a media-related perspective, with reference to the central aspects that appear in definitions and descriptions of distance education. Some aspects that specifically relate to media utilisation in distance education are discussed and a number of trends in the literature are identified. A proposal is made regarding a possible scenario regarding media utilisation in distance education, with special reference to the University of South Africa. Tertiary distance education and the prospects for media utilisation in distance education are also highlighted within the context of the University of South Africa. Finally, attention is given to a number of related findings, conclusions and recommendations that emanate from the study. These aspects also lead to recommendations for future research within the field of media utilisation in distance education. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

Text in Afrikaans / Die probleem wat in hierdie studie aangespreek word, is die gebrek aan 'n didakties gefundeerde mediabenuttingstrategie vir afstandsonderwys. So 'n mediabenuttingstrategie behoort op 'n wetenskaplike ondersoek wat bestaande kennis en navorsing met 'n didaktiese besinning oor die moontlikhede en beperkinge van mediabenutting integreer, gebaseer te wees. Om hierdie probleem te oorkom word daar gepoog om 'n didakties verantwoorde grondslag vir die mediakundige ontwerp van mediabenutting in afstandsonderwys daar te stel waaruit 'n mediabenuttingstrategie vir afstandsonderwys saamgestel kan word wat ook binne die konteks van die Universiteit van Suid-Afrika toegepas kan word. Daar word dus vanuit 'n didaktiese perspektief na mediabenutting in afstandsonderwys gekyk. Daar word gepoog om aan te dui dat mediabenutting (van die mees eenvoudige tot die mees ingewikkelde) voorafgegaan behoort te word deur didakties gefundeerde mediakundige ontwerp. Eerstens word 'n aantal basiese uitgangspunte ten opsigte van didaktiese fundering en mediabenutting geformuleer. Die belangrikste aspekte wat aangespreek word, is die didaktiese situasie en mediabenutting, enkele grondliggende didaktiese riglyne, leerervarings, leergeleenthede en leerstofverwerking. Hierdie aspekte word as die onderbou beskou waarop doeltreffende mediakundige ontwerp in afstandsonderwys gefundeer behoort te word. Daarna word daar teen die agtergrond van didaktiese ontwerpmodelle, kommunikatiewe beeldeienskappe en media-eienskappe aangetoon dat mediakundige ontwerp 'n integrale deel van didaktiese ontwerp behoort te wees. 'n Uitgebreide model vir die beplanning van doeltreffende mediabenutting word daargestel om benut te kan word as 'n kontrole-instrument vir die mediakundige ontwerp van doeltreffende didaktiese gesprekke. In hierdie verband word daar klem gelê daarop dat 'n verskeidenheid van kundighede (vakinhoudelik, didaktiese fundering, afstandsonderwys, mediakundige antwerp, praktiese en tegniese mediakundige aspekte, en so meer) nodig is om op 'n doeltreffende wyse sinvolle mediabenutting tydens didaktiese gesprekke te verseker. Enkele aspekte rakende afstandsonderwys in die algemeen word daarna vanuit 'n mediakundige perspektief ondersoek met verwysing na die kernaspekte wat in definisies en beskrywings van afstandsonderwys voorkom. Enkele aspekte, spesifiek ten opsigte van mediabenutting in afstandsonderwys, word bespreek en 'n aantal tendense uit die literatuur word geidentifiseer. 'n Moontlike scenario ten opsigte van mediabenutting in afstandsonderwys word voorgestel met spesiale verwysing na die Universiteit van Suid-Afrika. Die tersiere afstandsonderwyssituasie en mediabenuttingsmoontlikhede in afstandsonderwys word ook binne die konteks van die Universiteit van Suid-Afrika verbesonder. Hieruit word 'n didakties verantwoorde strategiese plan vir mediabenutting aan die Universiteit van Suid-Afrika gesintetiseer. Laastens word aandag geskenk aan 'n aantal verbandhoudende bevindings, gevolgtrekkings en aanbevelings wat uit die studie voortvloei. Hierdie aspekte gee dan ook aanleiding tot aanbevelings vir toekomstige navorsing binne die veld van mediabenutting in afstandsonderwys. / The problem addressed in this study is the lack of a didactically based strategy for media utilisation in distance education. A strategy such as this should be based on a scientific investigation integrating existing knowledge and research with didactic reflection on the prospects for and limitations of media utilisation. To surmount this problem, an attempt is made to create a didactically responsible basis for media design for media utilisation in distance education. It is pointed out that media utilisation should be preceded by didactically based media design. First, a number of basic points of departure are formulated with regard to didactic grounding and media utilisation. The most important aspects that are addressed are basic didactic guidelines, learning experiences, opportunities for learning and the processing of the learning material. These aspects are regarded as the substructure on which effective media utilisation in distance education should be based. Next, against the background of didactic design models, communicative image characteristics and media characteristics, it is demonstrated that media design should be an integral part of didactic design. An expanded model for planning effective media utilisation is proposed. In this connection emphasis is placed on the need for a variety of skills in order to ensure effective and significant media utilisation during didactic discourse. Some aspects of distance education in general are then investigated from a media-related perspective, with reference to the central aspects that appear in definitions and descriptions of distance education. Some aspects that specifically relate to media utilisation in distance education are discussed and a number of trends in the literature are identified. A proposal is made regarding a possible scenario regarding media utilisation in distance education, with special reference to the University of South Africa. Tertiary distance education and the prospects for media utilisation in distance education are also highlighted within the context of the University of South Africa. Finally, attention is given to a number of related findings, conclusions and recommendations that emanate from the study. These aspects also lead to recommendations for future research within the field of media utilisation in distance education. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

M.Ed. (Media Science) / Aim of the study: To explore the theories, principles, new models and strategies of teaching and learning in order to provide an alternative to the traditional way of teaching and learning. To develop a multimedia programme in which individual learning is enhanced, using a Guided Self-study programme, being a combination of the Keller Plan and the Postlethwait system. 1.4 Method of investigation An exploration of literature as regards the use of particular media in individual learning. Studying media that will be used in drawing up an alternative programme in individual learning, utilizing a picture, a tape and study guide, bearing the models of learning in Chapter 2 in mind. 1.5 Structure of the study In the first chapter literature will be reviewed to gain an overview of the situation in Black education. Probable causes of the high failure rate in English will be examined through reports by examiners of English Second Language Higher Grade (1990a) and Motau (1990). Standard 7, 8 and 9 results will be studied to recognize the trend in performance especially in English literature, as this will be used in developing individualized programmes later in this study (see Appendix A and B). Bearing this knowledge in mind, the principles of learning by Mursell (1954) and Romiszowski's new model of learning will be examined in the light of the aims of teaching English, which emphasize the acquisition of certain skills and the use of the senses in teaching and learning (Compare paragraph 1.2.3). Romiszowski's model revives this awareness. Various learner-centred approaches will be highlighted in the second chapter (compare paragraph 2.5). The third chapter will concentrate on media. It should, however, be observed that media which have been thoroughly dealt with by other researchers in other studies will merely be alluded to. The author of this study acknowledges the views of previous researchers and would like to use only media that are affordable, and can easily be manipulated and duplicated. The fourth chapter will focus on a synthesis of the script and recommendations for further research. In Appendix A a multimedia programme for standard 9 is described. Appendix B contains a proposal for a multimedia programme for teaching English literature to standard 10. An attempt will be made to include Pottas's steps in drawing up a study guide, Romiszowski's new model (compare paragraph 1.3.5) and also skills, hierarchical frameworks and feedback models (compare paragraph 2.3). In this study the emphasis will be on individual learning. It will be endeavoured to use media and approaches by which individual learning is enhanced and which will motivate the learner to study independently.

Teachers are increasingly aware of the technological world in which their students live. They are aware that the use of computers affects the motivation and attitudes of learners. There has also recently been governmental pressure to integrate ICT in the teaching and learning at school level. The question remains how exactly these technologies should be implemented, particularly to aid in the acquisition of a second language. This study investigates if the use of CALL in the teaching of second language Afrikaans has affected the attitudes and motivation of learners and if it had any effect on the results they achieved. A comparative study was conducted with a group Grade 11 learners in which they completed a series of research tasks that included no technology or computerrelated input. The same group was also exposed to lessons with a computer-assisted approach, where a series of comparative research tasks were completed with the use of technology. The group completed reflective questionnaires on the tasks they had completed. The sets of tasks were analyzed and compared to each other and the reflective questionnaires were analyzed and general trends and findings were noted. The findings in this study suggests that learners respond well to computer-assisted tasks and that there is a marked improvement in attitude and motivation when they are exposed to technology in the second language classroom. Furthermore it is evident that the shift in motivation contributes to an overall improvement of their results, which in computerassisted tasks are on average 8%-12% higher.

Submitted in fulfilment of requirements of the Degree of Doctor of Technology: Operations and Quality Management, Durban University of Technology, 2014. / The need for alternative teaching practices in the face of poor retention and student throughput rates has changed the context of higher education in South Africa. This study interrogates one alternative teaching practice: the use of a board game and a multimedia game. Arguments for the potential benefits of games in higher education have generated a growing body of literature, but the general focus of these studies has been empirical with little theorisation about the associated pedagogy. Using a mixed methods sequential explanatory research design, this thesis aimed to determine the quality of pedagogy through games in providing epistemological access to the subjects Tooth Morphology and Oral Anatomy in a Dental Technology Diploma at a selected University of Technology. The thesis also developed a framework for the design of games to enable quality teaching and learning of vocational subjects. Preliminary and pilot studies were conducted. The preliminary study was conducted over a five-year period from 2003 to 2006. The total sample size for the Tooth Morphology board game was n=128 and for Oral Anatomy multimedia game was n=30. Academic experts validated the study by reviewing the contents of the game. The findings suggested that games assisted students to actively learn. The pilot study was conducted in 2007 and 2008. The total sample size for the Tooth Morphology board game was n=62 and for the Oral Anatomy multimedia game was n=22. Dental technology experts validated the contents of the game. Cronbach’s alpha index was used to assess the reliability of the study and was α=0.45 and α=0.757 for the Tooth Morphology board game and the Oral Anatomy multimedia game, respectively. The low alpha score obtained for the Tooth Morphology board game prompted improvements to be made to the survey for the main study. The main study was conducted in 2009, 2010 and 2011. The total population size for the Tooth Morphology board game was n=83 and for the Oral Anatomy multimedia game was n=82. Surveys and pre- and post-tests were analysed using descriptive statistics, t-tests, factor analysis and cross tabulations. Content validity ensured that the survey focused on concepts and constructs that emerged from the review of literature on games. Cronbach’s alpha index was used to assess the reliability of the surveys and was α=0.794 and α=0.868 for the Tooth Morphology board game and Oral Anatomy multimedia game, respectively. Qualitative analyses entailed focus groups with students who used the games. The data generated was analysed using the conceptual frameworks of Bernstein’s knowledge codes and Maton’s Legitimation Code Theory of Specialisation. Trustworthiness of the data was achieved using methodological triangulation, data triangulation and peer debriefing. Quantitative results revealed that an integrated game design with an appropriate mix of instructional content and applicable game features and mechanisms facilitates the provision of epistemological access to Tooth Morphology and Oral Anatomy. By placing a sociological lens on knowledge in the games, a major finding in the qualitative analyses was that epistemological access using games provided access to particular knowledge-knower structures of the target subjects or disciplines. An LCT (Specialisation) analysis revealed that the games in this study represented a knowledge code as specialist knowledge and skills were valued over the possession of personal attributes and dispositions. This knowledge code was in turn aligned to the knowledge code of the target programme. In synthesising the results there were three recurring issues that emerged from the data as being key, namely: (1) access to knowledge; (2) instructional design of the games; and (3) technical design of the games. The thesis concluded by proposing the KITE framework, a guideline for lecturers to consider when designing games for higher education. / DAAD, NRF In-Country Scholarship

The study investigates the educational role of the public service broadcaster in post-apartheid South Africa. The aim was to investigate the educational role of the programme Shift as part of the content offering of the public broadcaster and the extent to which it satisfies the educational needs of its audiences. The main objective of the study is to investigate factors that influence the educational role of the SABC. The study focused on three different forms of educational television which are the formal, informal and no-formal education. The theoretical point of departure is the critical political economy theory, and the public interest theory which focuses on the interests of the public. A content analysis of Shift was conducted to determine the educational role of this programme. The study also investigates how political and economic factors influence the educational role of the SABC in the post-apartheid South Africa. The study also examines the impact that media funding can have on the educational role of the public broadcaster. The episodes of Shift are analysed in order to understand if political and economic factors can influence the educational role of the SABC. The study critically analysed whether the relevant media policies are driven by profit making motives. / Communication Science / M.A. (Communication)

This study was an attempt to explore and describe media utilisation from a Primary Science teacher's perspective, within a qualitative theoretical and methodological framework. A brief survey revealed what media was available in the schools, and observation and interview methods were used to give meaning to the media utmsation practice in schools. It was hoped that the results would assist in the construction of guidelines required to improve media use, and consequently science teaching in the rural primary schools. The inquiry revealed that apart from improving educational facilities, re-motivation of the science teachers was an essential ingredient in the search for ways of improving media use in Primary Science instruction / Educational Studies / M. Ed. (Didactics)

Summaries in Afrikaans and English / The transformative mission of the White Paper on Education (1995: 19) states that the South African education system is moving towards a single, national, non-racial system where all people are offered equil opportunities. Demographic and other changes make particular demands on the education system. The HSRC (1987:54) claim that distance edcation is increasingly viewed as a possible solution for educational problems. The literature study aims to motivate, from an andragogic-didactical perspective, the use of two-dimensional silent images in study material. A literature study was also undertaken on the perception of silent images and the elements involved in the perception of depth, movement, size, colour, etc., from which certain didactic guidelines were deducted with a view to the design of silent images. The ability of distance education students to identify the elements above, was emperically researched. The validity of the didactic guidelines were verified in this phase. / Die transformatiewe missie van die Witskrif vir Onderwys (1995: 19) stel dit dat die Suid-Afrikaanse onderwysstelsel oorgaan na 'n "enkele nasionale, nie-rassige stelsel" waar daar gelyke geleenthede vir aile mense gebied word. Demografiese en ander veranderinge stel besondere eise aan die onderwysstelsel. Die RGN (1987: 54) stel dit dat afstandsonderrig al meer as 'n moontlike oplossing gesien vir die onderwysprobleme. Die literatuurstudie het dit ten doe! om die gebruik van tweedimensionele stilbeelde in studiemateriaal in die Suid-Afrikaanse situasie andragogies-didakties te fundeer. 'n Literatuurstudie oor die persepsie van stilbeelde en die elemente wat betrokke is by die persepsie van diepte, beweging, grootte, kleur, ens. is gedoen waaruit sekere didaktiese riglyne met die oog op die ontwerp van stilbeelde gestel is. Die afstandsonderrigstudente se vermoe om bogenoemde elemente waar te neem, was empiries nagevors. Die geldigheid van die didaktiese riglyne is tydens hierdie fase geveri fireer. / Educational Studies / M. Ed. (Didaktiek)

This study was an attempt to explore and describe media utilisation from a Primary Science teacher's perspective, within a qualitative theoretical and methodological framework. A brief survey revealed what media was available in the schools, and observation and interview methods were used to give meaning to the media utmsation practice in schools. It was hoped that the results would assist in the construction of guidelines required to improve media use, and consequently science teaching in the rural primary schools. The inquiry revealed that apart from improving educational facilities, re-motivation of the science teachers was an essential ingredient in the search for ways of improving media use in Primary Science instruction / Educational Studies / M. Ed. (Didactics)