North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching and learning policy with an e-learning policy. The School of Continuing Teacher Education at North-West University is currently training about 24 000 in-service teacher students through Open Distance Learning. Only a few students submit assignments in typed format and seldom electronically. Students rarely use electronic technologies to augment their learning, and the SCTE employs few to support students. This does not comply with the South African Government’s policy on e-Education that demands information and communication technology mastery in teacher training. The aim of this research was integration of learning technologies in open distance learning at SCTE NWU through recommendations compiled in a sociologically transformative emergent implementation framework. The researcher followed a concurrent mixed-method sociologically transformative approach, focussing on the use of technology for social empowerment to cross the digital divide, through a theoretical lens of ICT for development. The lived experience in the natural setting of distance education students, lecturers, and involved stakeholders was used as initial data collection, informed by a continuous literature study of emergent learning technology use. Purposeful sampling was used during participant selection. The role of the researcher was that of participant observer, interviewer, and human instrument, from a position of methodological pragmatism as a method of inquiry. Using a design-based research approach, the thesis addresses the main research question through five research papers; each addressing one of the sub-questions as design-based research cycles, while collectively addressing the research problem to address the main research question. Nonstandardised measuring instruments were developed based on themes identified from literature and the analysis of qualitative data. Significant barriers to population-wide ICT adoption exist. Strong intentions of perseverance in attaining functional computer literacy are evident. Support and enablement are required to promote trust to attempt using computers, necessary to obtain self-confidence through accomplishment. In this way perseverance to attain functional computer literacy may be cultivated. The study presents a model for intention to use, confidence, trust and perseverance in attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional model for computer literacy learning emotions is presented. Perceptions during professional development produced a model for faculty development towards socially transformative learning technology integration for open distance learning. The researcher also presents a people-technology interaction in teaching and learning model in the fifth paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive seamless support, based on requirements identified through bottom-up feedback listening to latent requests of participants. Technology-enhanced learning integration should be legitimised through visible commitment from the university as institution. Lecturer training, innovative planning of time issues, acquisition of appropriate infrastructure, buying in from the institution and IT support services, and support of teacher-students are all essential for evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of newly industrialised context clients. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching and learning policy with an e-learning policy. The School of Continuing Teacher Education at North-West University is currently training about 24 000 in-service teacher students through Open Distance Learning. Only a few students submit assignments in typed format and seldom electronically. Students rarely use electronic technologies to augment their learning, and the SCTE employs few to support students. This does not comply with the South African Government’s policy on e-Education that demands information and communication technology mastery in teacher training. The aim of this research was integration of learning technologies in open distance learning at SCTE NWU through recommendations compiled in a sociologically transformative emergent implementation framework. The researcher followed a concurrent mixed-method sociologically transformative approach, focussing on the use of technology for social empowerment to cross the digital divide, through a theoretical lens of ICT for development. The lived experience in the natural setting of distance education students, lecturers, and involved stakeholders was used as initial data collection, informed by a continuous literature study of emergent learning technology use. Purposeful sampling was used during participant selection. The role of the researcher was that of participant observer, interviewer, and human instrument, from a position of methodological pragmatism as a method of inquiry. Using a design-based research approach, the thesis addresses the main research question through five research papers; each addressing one of the sub-questions as design-based research cycles, while collectively addressing the research problem to address the main research question. Nonstandardised measuring instruments were developed based on themes identified from literature and the analysis of qualitative data. Significant barriers to population-wide ICT adoption exist. Strong intentions of perseverance in attaining functional computer literacy are evident. Support and enablement are required to promote trust to attempt using computers, necessary to obtain self-confidence through accomplishment. In this way perseverance to attain functional computer literacy may be cultivated. The study presents a model for intention to use, confidence, trust and perseverance in attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional model for computer literacy learning emotions is presented. Perceptions during professional development produced a model for faculty development towards socially transformative learning technology integration for open distance learning. The researcher also presents a people-technology interaction in teaching and learning model in the fifth paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive seamless support, based on requirements identified through bottom-up feedback listening to latent requests of participants. Technology-enhanced learning integration should be legitimised through visible commitment from the university as institution. Lecturer training, innovative planning of time issues, acquisition of appropriate infrastructure, buying in from the institution and IT support services, and support of teacher-students are all essential for evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of newly industrialised context clients. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

According to the South African White Paper 5 on Early Childhood Development (ECD), the initiative of the Department of Education (DoE), whereby grade R is being implemented as part of compulsory education, is directed at the poorest of the poor. Grade R teachers responsible for the education of 5/6 year old learners will therefore have to possess knowledge and skills to enable them to lead grade R learners from deprived circumstances to optimal development and learning readiness. For under-or unqualified Foundation Phase teachers who work and live in rural areas, distance learning is often the only option for professional development and concurrent increase in compensation. The School of Continuing Teacher Education of the North-West University designed an open distance learning model to provide in the educational needs of under and unqualified teachers. The Foundation Phase Curriculum within the Professional Educator Development programme of the Advanced Certificate in Education presented by the North West University (hereafter referred to as the NWU Foundation Phase ACE programme) is delivered via open distance learning. The National Curriculum Statements (Grade R-9) include grade R to three in the Foundation Phase Curriculum and therefore the NWU Foundation Phase ACE programme will be a financially viable option to train a large number of grade R teachers to provide in the need for qualified grade R teachers. This study investigates the way in which the NWU Foundation Phase ACE programme enables grade R teaching competency as programme outcome. To attain the research aims of the study a literature and empirical study were performed. The research aims of the literature study include the establishment of the knowledge, skills and attitudes to be included in a training programme with the aim of capacitating grade R teachers to facilitate the optimal development of five/six year olds from deprived circumstances. The literature is further researched to determine national and international criteria for effective design and content for training programmes for teachers of 5/6 year old learners. Through the literature study the criteria for effective training programmes for grade R teachers are determined and more specific the criteria for the effective implementation of distance learning for the training of grade R teachers. A comparative study between the NWU Foundation Phase ACE programme and similar distance learning programmes implemented internationally also serves as benchmarking for the evaluation of the NWU Foundation Phase ACE programme. Findings from the literature study serves as benchmark for the evaluation of the NWU Foundation Phase ACE programme and for the designing of questionnaires as measurement instruments for the empirical study. The empirical research has as its first aim to determine how the NWU Foundation Phase ACE programme provides grade R teacher-students the opportunity to develop the necessary knowledge, skills and attitudes to facilitate the optimal development and learning readiness of five/six year olds from deprived circumstances. Secondly the empirical study aims to determine how the design and content of the NWU Foundation Phase ACE programme accommodates the profile and educational needs of the target population namely the teacher who will be responsible for the education of five/six year old learners from deprived circumstances. Although a combination of both qualitative and quantitative statistical methods is used in the empirical study, this evaluation research is primarily seen as a quantitative study grounded in the post-positivist epistemology. The mixed method serves as verification of findings on the data. Empirical data were captured by means of questionnaires comprising structured and open questions. Data captured through structured questions were statistically analysed Iwhile responses in open questions were interpreted qualitatively by the researcher. Data triangulation serves as verification of findings as the researcher gathered data from three study populations namely the NWU Foundation Phase ACE teacher-students, the facilitators who facilitate the NWU Foundation Phase ACE programme at the various contact centres countrywide as well as lecturers presenting a similar Foundation Phase ACE programme at other tertiary institutions in the country. A comparison of responses from the structured questions and open questions with data from related literature further provides for methodological triangulation and verification of findings. Data from the literature study as well as from all three study populations in the empirical investigation converged regarding inadequacies in the way the design and content of the NWU Foundation Phase ACE programme enable the development of grade R teaching competencies as outcome. Deficiencies were identified in the way the programme accommodates the situated and personal circumstances of the teacher student. The opportunity provided by programme design and content for an inexperienced grade R teacher-student to develop grade R knowledge and skills through experience learning, social learning and learning through reflection within the grade R teaching and learning context, was also found to be lacking. Recommendations based on the findings are made for consideration of future programme design. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

According to the South African White Paper 5 on Early Childhood Development (ECD), the initiative of the Department of Education (DoE), whereby grade R is being implemented as part of compulsory education, is directed at the poorest of the poor. Grade R teachers responsible for the education of 5/6 year old learners will therefore have to possess knowledge and skills to enable them to lead grade R learners from deprived circumstances to optimal development and learning readiness. For under-or unqualified Foundation Phase teachers who work and live in rural areas, distance learning is often the only option for professional development and concurrent increase in compensation. The School of Continuing Teacher Education of the North-West University designed an open distance learning model to provide in the educational needs of under and unqualified teachers. The Foundation Phase Curriculum within the Professional Educator Development programme of the Advanced Certificate in Education presented by the North West University (hereafter referred to as the NWU Foundation Phase ACE programme) is delivered via open distance learning. The National Curriculum Statements (Grade R-9) include grade R to three in the Foundation Phase Curriculum and therefore the NWU Foundation Phase ACE programme will be a financially viable option to train a large number of grade R teachers to provide in the need for qualified grade R teachers. This study investigates the way in which the NWU Foundation Phase ACE programme enables grade R teaching competency as programme outcome. To attain the research aims of the study a literature and empirical study were performed. The research aims of the literature study include the establishment of the knowledge, skills and attitudes to be included in a training programme with the aim of capacitating grade R teachers to facilitate the optimal development of five/six year olds from deprived circumstances. The literature is further researched to determine national and international criteria for effective design and content for training programmes for teachers of 5/6 year old learners. Through the literature study the criteria for effective training programmes for grade R teachers are determined and more specific the criteria for the effective implementation of distance learning for the training of grade R teachers. A comparative study between the NWU Foundation Phase ACE programme and similar distance learning programmes implemented internationally also serves as benchmarking for the evaluation of the NWU Foundation Phase ACE programme. Findings from the literature study serves as benchmark for the evaluation of the NWU Foundation Phase ACE programme and for the designing of questionnaires as measurement instruments for the empirical study. The empirical research has as its first aim to determine how the NWU Foundation Phase ACE programme provides grade R teacher-students the opportunity to develop the necessary knowledge, skills and attitudes to facilitate the optimal development and learning readiness of five/six year olds from deprived circumstances. Secondly the empirical study aims to determine how the design and content of the NWU Foundation Phase ACE programme accommodates the profile and educational needs of the target population namely the teacher who will be responsible for the education of five/six year old learners from deprived circumstances. Although a combination of both qualitative and quantitative statistical methods is used in the empirical study, this evaluation research is primarily seen as a quantitative study grounded in the post-positivist epistemology. The mixed method serves as verification of findings on the data. Empirical data were captured by means of questionnaires comprising structured and open questions. Data captured through structured questions were statistically analysed Iwhile responses in open questions were interpreted qualitatively by the researcher. Data triangulation serves as verification of findings as the researcher gathered data from three study populations namely the NWU Foundation Phase ACE teacher-students, the facilitators who facilitate the NWU Foundation Phase ACE programme at the various contact centres countrywide as well as lecturers presenting a similar Foundation Phase ACE programme at other tertiary institutions in the country. A comparison of responses from the structured questions and open questions with data from related literature further provides for methodological triangulation and verification of findings. Data from the literature study as well as from all three study populations in the empirical investigation converged regarding inadequacies in the way the design and content of the NWU Foundation Phase ACE programme enable the development of grade R teaching competencies as outcome. Deficiencies were identified in the way the programme accommodates the situated and personal circumstances of the teacher student. The opportunity provided by programme design and content for an inexperienced grade R teacher-student to develop grade R knowledge and skills through experience learning, social learning and learning through reflection within the grade R teaching and learning context, was also found to be lacking. Recommendations based on the findings are made for consideration of future programme design. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

The quest for a better way to learn and teach programming, in particular object-oriented programming, is a challenge that continues to intrigue computer science educators. Even after decades of research in learning to program, educators still search for the optimal instructional approach that will solve the `learning to program effectively' problem among introductory programming students. The aim of this study was to gain insight into, and to suggest possible explanations for, the "qualitatively different ways" in which students experience learning to program using an object-oriented programming language, and to recommend teaching and learning strategies as a result of the outcomes of the research. In order to achieve these aims, a combination of phenomenographic research methods and elements of activity theory have been employed to gain an in depth understanding of pre- and in-service teachers' learning experiences. The categories of description for the phenomenon, learning to program and the influence of the learning context have been analysed and described in detail. It is argued that understanding learning to program using Java, in order to teach programming involves more than understanding learning to program as it is normally taught in university programming courses. In addition to object-oriented concepts such as message passing, inheritance, polymorphism, delegation and overriding, it entails understanding how learning to program is reflected in the goals of instruction and in different instructional practices. Knowledge of learning to program must also be linked to knowledge of students' thinking, so that teachers have conceptions of typical trajectories of student learning, and can use this knowledge to recognize landmarks of understanding in individuals. The findings suggest relationships among students' affective appraisals of the value of learning to program, their conceptions of learning to program, their approaches to learning it, their evaluations of their performance in tests and examinations and outcomes of their actions. The relationships emerged from student descriptions of their actions and the way in which different aspects of their learning and outcomes related to one another were qualitatively described and in some cases, quantified. In particular, the tensions between prior programming knowledge of a procedural language and current learning of an object-oriented language have emerged in the study. This has implications for teaching, as this study was set against the backdrop of the change in programming language in high schools, from a procedural to an object-oriented language. / Mathematical Sciences / PhD (Maths, Science and Technology Education)

The thesis deals with design, implementation and optimization of a model based on artificial intelligence and neural networks, which is able to predict future time series prices on a stock market. Main goal is to create an object oriented application for successful future trend prediction of financial derivatives with the use of cooperating methods such as Hurst exponent evaluation and automated market simulation.

This master's thesis deals with analysis, design and implementation of an information system that allows easy extensibility with three-tier architecture.   System is developed using object oriented approach by programming language PHP, relational database server MySQL and web services and protocol SOAP. The View tier is implemented by web technologies XHTML and CSS. Analysis and design of this system is done with using the modeling language UML.     In this thesis is described the problem of multi-tier software architecture, theory of development information's systems and described design and implementation of an information system with a three-tier architecture and it's application in the society SDC.

Architectural documentation is crucial in the development process, as it helps developers understand the system’s architecture and make informed decisions. However, conventional documentation methods are often timeconsuming and error-prone since most of the work is done manually. This becomes even more ambiguous whendealing with complex systems and when requirements are prone to changing during the development process. This thesis addresses these challenges by exploring the potential benefits of utilizing object-oriented documentation tools and plugins to improve the efficiency of writing and maintaining architectural documentationwhile also making sure that the conveyed information is sufficient and understandable for junior developers. Moreover, it investigates the possibility of generating an easy-to-maintain context view with the use of metadatato display architectural information. The thesis employs both a qualitative case study as well as a rapid application development (RAD) approach.The case study involves interviewing junior developers to find patterns in what junior developers look for inregards to understanding a system’s architecture. Using the RAD approach, a prototype system is developedthat utilizes DollarDoc to treat documentation components as objects by being able to refer to these objectsfrom one file to another. The result shows how architectural documentation can be designed to effectively communicate critical aspects of the system’s architecture to junior developers by providing a clear overview of its components. Thiscontributes to a better understanding of the system’s functionality and purpose, leading to increased productivity and engagement. By using object-oriented documentation tools, the documentation structure becomesmore maintainable, allowing for automatic updates and reliable information.

Thema dieser Arbeit ist die Entwicklung eines Kommunikationsteilsystems fuer das Experimentiersystem CHEOPS zur Ermoeglichung einer Interobjektkommunika- tion zwischen Objekten auf dem gleichen bzw. verschiedenen Systemen. Ausgangspunkte stellen dabei eine verfuegbare Implementation eines Ethernet- Treibers der Kartenfamilie WD80x3 fuer MS-DOS, eine geforderte Kommunikations- moeglichkeit mit UNIX-Prozessen sowie die dort benutzbaren Protokoll-Familien dar. Die Arbeit beschaeftigt sich mit der Analyse und Konzipierung des Ethernet- Treibers sowie der Internet-Protokoll-Familie fuer CHEOPS als auch deren Implementation resultierend in einem minimalen Grundsystem. Weiterhin wird ein erster Entwurf fuer ein spaeter weiterzuentwickelndes bzw. zu vervoll- staendigendes Netz-Interface vorgeschlagen und durch eine Beispiel-Implemen- tierung belegt.

This research seeks to establish how e-learning may contribute towards knowledge construction for Management Accounting students at the University of South Africa. More specifically, the research is designed to investigate how educational technologies like e-learning may benefit and improve the teaching and learning of Management Accounting at Unisa. Educators need to understand how students learn so that they can establish suitable learning strategies. Studies have shown that generally, e-learning applications are little used, sometimes because of inappropriate content and technologies. Other prohibitive factors are costs, poor or inadequate technology infrastructure and a shortage of human resources. On the strength of a comprehensive literature survey, a framework to address and manage challenging aspects of teaching and e-learning were developed. Problem areas and critical success factors were considered. The said framework ought to assist with organising complex issues and reveal parts that need further work. The utility of the framework was evaluated through a staged process. First, it was tested and evaluated through the model of a lecture. Secondly, both qualitative and quantitative surveys among university lectures and students were conducted to further confirm the applicability of the framework. Though the outcome of the validations were satisfactory, more research needs to be carried out over a longer period of time in order to determine the scalability of the framework and to remove any inconsistencies. Aspects of the framework could be used to incorporate ICTs, e.g. the use of spreadsheets and the Learning Village into communities of practice. / Hierdie navorsing poog om vas te stel hoe e-leer kan bydra tot kenniskonstruksie vir Bestuursrekeningkunde-studente aan die Universiteit van Suid-Afrika. Die navorsing is meer spesifiek ontwerp om vas te stel hoe opvoedkundetegnologieë soos e-leer die onderrig en leer van Bestuursrekeningkunde by Unisa kan bevorder en verbeter. Opvoeders moet verstaan hoe studente leer sodat hulle geskikte leerstrategieë kan ontwikkel. Studies toon dat e-leertoepassings normaalweg min gebruik word, soms omdat die inhoud en tegnologieë nie toepaslik is nie. Ander faktore wat dit belemmer, sluit in onkoste, swak of onvoldoende tegnologie-infrastruktuur en ’n tekort aan mensehulpbronne. ’n Raamwerk om die uitdagings van onderrig en e-leer te bestuur, is op grond van ’n omvattende literatuurstudie ontwikkel. Probleemareas en kritiese suksesfaktore is in gedagte gehou. Die genoemde raamwerk behoort van nut te wees vir die organisering van ingewikkelde kwessies en toon watter dele verdere werk vereis. Die bruikbaarheid van die raamwerk is deur middel van ’n stapsgewyse proses geëvalueer. Eerstens is dit getoets en geëvalueer op grond van ’n lesingsmodel. Tweedens is kwalitatiewe en kwantitatiewe meningspeilings geloods; sowel universiteitsdosente as -studente is versoek om die toepaslikheid van die raamwerk te bevestig. Alhoewel die uitkoms van die validasies bevredigend was, moet verdere navorsing oor ’n langer tydperk gedoen word om die skaleerbaarheid van die raamwerk te bepaal en enige teenstrydighede uit die weg te ruim. Aspekte van die raamwerk kan gebruik word om IKT’s, bv die gebruik van sigblaaie en die Learning Village, by praktyksgemeenskappe te inkorporeer. / Ucwaningo lufuna ukuthola ukuthi ngabe ukufunda nge-e-learning noma ngendlela yeelektroniki kungafaka kanjani esivivaneni ekwakheni ulwazi kubafundi be- Management Accounting eYunivesithi yeNingizimu Afrika noma i-University of South Africa. Ngokuqonde ngqo, ucwaningo ludizayinwe ukuthi luphenyisise ngkouthi amatheknoloji emfundo afana ne-e-learning angaba nenzuzo kanjani kanye nokuthuthukisa ukufunda nokufundisa kwi-Management Accounting eUnisa. Abafundisi kudingeke baqondisise ukuthi izitshudeni zifunda kanjani ukuze bakwazi ukuthola amasu afanele okufunda. Izinhlaka eziningi zocwaningo ezenziwe zibonise ukuthi ngokunabile, ama-application amaningi e-e-learning asetshenziswa kancane, kodwa ngesinye isikhathi lokhu kubangelwa wukuthi kusuke kunengqikithi engahambisani kahle ngokufanele kanye namatheknoloji angafanele. Ezinye izinto eziyizihibe, zindleko, ingqalasizinda ye-theknoloji yezinga eliphansi noma engenele kahle kanye nokusweleka kwabantu abawusizo. Ngokulandela imibhalo efundwe ngokujulile, kwenziwe uhlaka lokubhekana nokuphatha izinselele maqondana nokufunda nokufundisa kwase kwenziwa nge-e-learning. Kubonelelwe nemikhakhe enezinkinga kanye nokubhekana nezindawo ezinomphumela obambekayo nobalulekile. Uhlaka okukhulunywa ngalo kumele lusize ekuhleleni izinto eziyisixakaxaka kanye nokuveza izingxenye ezisadinga ukuthi kubhekwane nazo ukuzixazulula. Ukusetshenziswa kohlaka kuye kwahlolwa ngezinqubo ezinezigaba. Esokuqala isigaba, siye sathestwa kanye nokuhlolwa ngokusebenzisa imodela yesifundo. Esesibili isigaba, besingesokwenza ama-qualitative nama-quantitative survey kubafundisi baseyunivesithi kanye nabafundi, ukuqinisekisa ukusebenza kahle kohlaka. Ngisho noma ukubheka imiphumela yokuqinisekisa uhlolo ibiyenelisa, kusadingeka ukuthi kwenziwe olunye ucwaningo, esikhathini eside ukuze ukusetshenziswa kohlaka kuye ngokungezeleka ukubandakanya iningi (scalability), kanye nokuqeda izinto ezenza ukuthi kube nokwehluka-hluka nokungahambelani kahle ekusetshenzisweni (inconsistencies). Izingxenye zohlaka zingasetshenziswa ukwengamela ama-ICTs, isib. ukusetshenziswa kwama-spreadsheets kanye ne- Learning Village kulawo maqembu asebenzisa uhlaka. / Management Accounting / Ph. D. (Accounting Science)