Abstract in English, Sesotho and Zulu / The occurrence of Open Distance and e-Learning revolutionized Higher Education Institutions for students to access instruction at anytime and anywhere. Students benefitted instruction of anytime and anywhere in one of the Technology Education courses in ODeL from the e-tutors. As a result of the support from the e-tutors, the curriculum was designed to place a strong emphasis on the design process as the core around which the teaching of the curriculum should revolve. However, it is still not clear how effective is the content knowledge which relates to the design process from the e-tutors. In acknowledgment from such a gap, this study aimed to determine the relationship between the e-tutors’ technological, pedagogical, content knowledge of teaching design process within Technology Education specialization. In order to achieve this purpose, two theories, namely Transactional distance and Connectivism were coined together with the Technological Pedagogical Content Knowledge (TPACK) framework to underpin the study. The philosophical worldview is pragmatism having employed mixed method. Participants in this study were 145 students who registered a year programme for two modules in the Bachelor of Education (B.Ed.) programme at a Higher Education institution were surveyed to collect the quantitative data. Data from the face-to-face semi-structured interviews were collected with five e-tutors from the research sites. Online observations data were collected from the e-tutor sites of the institution’s learning management system (LMS). The results suggest that e tutors still lack the technology knowledge in order to deliver the content aimed for the design process in an ODeL environment. Also, it was evidenced that the e-tutors have not acquired pedagogical strategies for driving the pedagogy for the design process in an ideal context of ODeL. It should also be borne in mind that findings for the content knowledge indicated that the e-tutors still lack the knowledge for exploiting content knowledge of the design process to suit an ODeL environment. These findings highlight a need for technology to support e tutors’ pedagogical strategies towards a meaningful understanding of the design process and its implications across ODeL contexts. / Ketsahalo ea Open Distance le e-Learning e ntlafalitse litsi tsa thuto e phahameng bakeng sa baithuti ho fihlella taeo nako efe kapa efe le kae kapa kae. Baithuti ba ile ba rua molemo taelong ea nako efe kapa efe le kae kapa kae ho e 'ngoe ea lithuto tsa Technology Technology ho ODeL ho tsoa ho li-tutors. Ka lebaka la ts'ehetso e tsoang ho li-tutors, kharikhulamo e ne e etselitsoe ho hatisa ka matla ts'ebetso ea moralo e le khubu eo thuto ea kharikhulamo e lokelang ho potoloha ho eona. Leha ho le joalo, ha ho sa hlaka hore na tsebo ea litaba e sebetsa hantle hakae e amanang le tšebetso ea moralo ho tsoa ho li-tutors. Ho ananela lekhalo le joalo, phuputso ena e ne e ikemiselitse ho tseba kamano lipakeng tsa theknoloji ea "e-tutors", thuto ea thuto, tsebo ea litaba ea ts'ebetso ea moralo oa ho ruta ka har'a tsebo ea thuto ea Technology. Bakeng sa ho fihlela sepheo sena, ho ile ha qaptjoa likhopolo tse peli, e leng Transactional distance le Connectivism hammoho le sebopeho sa Technological Pedagogical Content Knowledge (TPACK) ho tšehetsa thuto. Pono ea lefatše ea filosofi ke pragmatism e sebelisang mokhoa o tsoakaneng. Barupeluoa thutong ena e ne e le baithuti ba 145 ba ngolisitseng lenaneo la selemo bakeng sa li-module tse peli lenaneong la Bachelor of Education (B.Ed.) setsing sa Thuto e Phahameng ba ile ba hlahlojoa ho bokella lintlha tse ngata. Lintlha tse tsoang lipuisanong tsa sebopeho sa sefahleho li ile tsa bokelloa le barupeli ba bahlano ba tsoang libakeng tsa lipatlisiso. Lintlha tsa tlhaiso-leseling ka inthanete li ile tsa bokelloa ho tsoa litsing tsa e-tutor tsa sistimi ea taolo ea ho ithuta ea setheo (LMS). Liphetho li fana ka maikutlo a hore barupeli ba ntse ba haelloa ke tsebo ea mahlale a morao-rao molemong oa ho fana ka litaba tse reretsoeng ts'ebetso ea boqapi tikolohong ea ODeL. Hape, ho ile ha pakoa hore li-e-tutors ha li e-so fumane maano a thuto ea ho khanna lithuto tsa thuto bakeng sa moetso oa moralo ka mokhoa o loketseng oa ODeL. Hape ho lokela ho hopoloa hore liphuputso tsa tsebo ea litaba li bontšitse hore li-e-tutors li ntse li haelloa ke tsebo ea ho sebelisa tsebo ea litaba tsa moralo oa moralo ho latela tikoloho ea ODeL. Liphuputso tsena li totobatsa tlhoko ea mahlale a morao-rao ho ts'ehetsa maano a thuto a barupeli ho fihlela kutloisiso e hlakileng ea ts'ebetso ea moralo le litlamorao tsa ona maemong a ODeL. / Ukutholakala kwe-Open Distance ne-e-Learning kuguqula izikhungo zemfundo ephakeme zabafundi ukuthi bathole imfundo nganoma yisiphi isikhathi noma kuphi. Abafundi bahlomule ngokufundiswa nganoma isiphi isikhathi noma kuphi kwesinye sezifundo zeTechnology Education ku-ODeL kubafundisi be-e. Njengomphumela wokwesekwa okwenziwa abafundisi be-e-tutors, ikharikhulamu yakhelwe ukugcizelela kakhulu inqubo yokwakhiwa njengongqikimba okumele kufundiswe ngayo ikharikhulamu. Kodwa-ke, akukacaci ukuthi lusebenza kangakanani ulwazi lokuqukethwe oluphathelene nenqubo yokwakha evela kubafundisi be-e. Ngokwazisa ngaleligebe elinje, lolu cwaningo luhlose ukucacisa ubudlelwano phakathi kwezobuchwepheshe be-e-tutors, ubuchwepheshe bokufundisa, ulwazi lokuqukethwe lwenqubo yokwakhiwa kokufundisa ngaphakathi kobuchwepheshe be-Technology Education. Ukufeza le njongo, imibono emibili, okungukuthi iTransactional distance neConnectivism yahlanganiswa kanye nohlaka lweTechnological Pedagogical Content Knowledge (TPACK) ukusekela ucwaningo. Umbono wezwe wefilosofi yi-pragmatism esebenzisa indlela exubile. Ababambe iqhaza kulolu cwaningo bekungabafundi abayi-145 ababhalise uhlelo lonyaka lwamamojula amabili kuhlelo lweBachelor of Education (B.Ed.) esikhungweni seMfundo ePhakeme bahlolisiswa ukuqoqa imininingwane yobungako. Imininingwane evela ezingxoxweni ezihlelekile ezenziwe ubuso nobuso zaqoqwa nama-e-tutors amahlanu avela kumasayithi ocwaningo. Idatha yokubuka eku-inthanethi yaqoqwa kusuka kumasayithi e-e-tutor ohlelo lokuphatha lokufunda (LMS). Imiphumela iphakamisa ukuthi abafundisi be-e basenalo ulwazi lobuchwepheshe ukuze bakwazi ukuletha okuqukethwe okuhloselwe inqubo yokwakhiwa endaweni ye-ODeL. Futhi, kufakazelwe ukuthi abafundisi be-e abakawatholi amasu okufundisa okushayela inqubo yokuqamba ngendlela efanelekile ye-ODeL. Kumele futhi kukhunjulwe ukuthi okutholakele kolwazi lokuqukethwe kukhombisile ukuthi ama-e-tutors asenalo ulwazi lokusebenzisa ulwazi lokuqukethwe kwenqubo yokwakhiwa ukuze ivumelane nemvelo ye-ODeL. Lokhu okutholakele kugqamisa isidingo sobuchwepheshe ukuxhasa amasu e-tutors 'pedagogical maqondana nokuqonda okunenjongo kwenqubo yokwakhiwa nemithelela yayo kuzo zonke izingqikithi ze-ODeL. / Curriculum and Instructional Studies / Ph. D. (Science and Technology Education)

This research project examined the psychometric properties of the adult learner self-directedness scale (ALSDS). The study assessed the construct validity and reliability of the scale as a measure of adult learner self-directedness for diverse groups of adult learners in the South African open, distance and e-learning higher education (ODeLHE) context. The study also assessed whether the factorial structure of the ALSDS was equivalent for adult learners across gender, race and age groups. Furthermore, the study assessed whether the various socio-demographic groups differed significantly on the sub-scale dimensions of the ALSDS; and explored whether a range of socio-biographical factors predicted adult learner self-directedness. This doctoral study has extended the student’s initial exploratory master’s study on the development and factorial structure of the ALSDS that involved a stratified random sample (N = 1 102) of ODeLHE adult learners. The secondary data set involved a random subsample of n = 747 of the original master’s sample data set. Exploratory structural equation modelling (ESEM), exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) revealed a three-factor solution for the ALSDS, with 15 items loading onto the three factors. The results provided evidence of the construct (convergent and discriminant) validity and internal consistency reliability of the three-factor ALSDS, including the construct equivalence of the scale’s factorial structure across the gender, race and age groups. Significant differences between age, race and gender groups were observed regarding the scale sub-dimensions. The study advances theory on adult learner self-directedness in ODeLHE contexts and contributed evidence of the validity and reliability of a shortened version of the ALSDS as a useful measure of adult learner self-directedness. Psychometric shortcomings to be addressed in future research were also directedness. Psychometric shortcomings to be addressed in future research were also highlighted. Practically, the study highlighted assessing adult learners’ success orientation in ODeLHE, active academic activity and strategic utilisation of resources as aspects of enhancing their self-directedness. Support practices should be considered for especially females, black Africans and younger learner cohorts. ODeLHE practices should also consider learners’ mark for English, gender, access to library, number of modules and who students support financially as factors influencing learners’ level of self-directedness. / Abstract/summary in English, Afrikaans and isiZulu / Die navorsingsprojek het die psigometriese eienskappe van die selfgerigtheidskaal vir die volwasse leerder (ALSDS) ondersoek. Die studie het die konstruk-geldigheid en -betroubaarheid van die skaal geassesseer as 'n maatstaf van selfgerigtheid by volwasse leerders vir diverse groepe van volwasse leerders in die Suid-Afrikaanse ope, afstands- en e-leer-hoëronderwyskonteks (ODeLHE). Die studie het ook geassesseer of die fakulteitstruktuur van die ALSDS gelykstaande was vir volwasse leerders oor geslags-, rasse- en ouderdomsgroepe heen. Verder het die studie geassesseer of die verskeie sosiodemografiese groepe beduidend verskil het op die subskaal-dimensies van die ALSDS en ondersoek of 'n reeks sosiobiografiese faktore selfgerigtheid by volwasse leerders voorspel het. Hierdie doktorale studie het uitgebrei op die student se aanvanklike verkennende meesterstudie oor die ontwikkeling en fakulteitstruktuur van die ALSDS wat 'n gestratifiseerde ewekansige steekproef van ODeLHE-volwasse leerders behels het (N = 1 102). Die sekondêre datastel het 'n ewekansige substeekproef behels van n = 747 van die oorspronklike meestersteekproef-datastel. Verkennende strukturele vergelykingsmodellering, verkennende faktorontleding en bekragtigende faktorontleding het 'n driefaktor-oplossing vir die ALSDS onthul, met 15 items wat op die drie faktore gelaai is. Die resultate verskaf bewyse van die konstruk (konvergerende en diskriminerende) geldigheid en interne konsekwentheid en betroubaarheid van die driefaktor-ALSDS, insluitende die konstruk-ekwivalensie van die skaal se fakulteitstruktuur oor die geslags, rasse- en ouderdomsgroepe heen. Beduidende verskille tussen ouderdoms-, rasse- en geslagsgroepe is waargeneem rakende die skaalsubdimensies. Die studie bevorder teorie oor selfgerigtheid by volwasse leerders in ODeLHE-kontekste en dra bewyse van die geldigheid en betroubaarheid van 'n verkorte weergawe van die ALSDS as 'n nuttige maatstaf van selfgerigtheid by volwasse leerders. Psigometriese tekortkomings wat in toekomstige navorsing hanteer kan word, is ook beklemtoon. Prakties gesproke beklemtoon die studie die assessering van volwasse leerders se sukses-oriëntering in ODeLHE, aktiewe akademiese aktiwiteit en strategiese gebruik van hulpbronne as aspekte om hul selfgerigtheid te bevorder. Ondersteuningspraktyke moet oorweeg word vir veral vroue, swart Afrikaners en jonger leerderkohorte. ODeLHE-praktyke moet ook leerders se punt vir Engels, geslag, toegang tot 'n biblioteek, aantal modules en wie studente finansieel ondersteun, oorweeg as faktore wat leerders se vlak van selfgerigtheid beïnvloed. / Le projekthi yocwaningo, ihlola ama-psychometric properties of the adult learner self-directedness scale (ALSDS). Ucwaningo luhlola i-construct validity nokuthembeka kwe-scale njengendlela yokukala i-adult self-directedness kumaqembu ehlukene abafundi abadala kwisimo semfundo evulekile lapho abantu abafunda bekude esibizwa nge-South African open, distance and e-learning higher education (ODeLHE). Ucwaningo lubuye lwahlola nokuthi ngabe isimo ngamaqiniso e-ALSDS siyalingana yini kubafundi abadala kumaqembu obubili, bezinhlanga ezehlukene ngokwebala kanye nabantu beminyaka ehlukene. Kanti futhi okunye, ucwaningo, luhlola ukuthi ngabe amaqembu emikhakha ehlukene ngokwe-sociodemographic ehlukene kakhulu maqondana nama-dimention e-ALSDS acutshungulwayo ukuthi ngabe ama-range emibandela yama-sociodemographic abonelela noma aqagela inqubo ye-adult leaner self-directedness. Lolu cwaningo lweziqu ze-doctoral study lubheke nocwaningo lokuqala lwabafundi be-masters ngentuthuko yesakhiwo se-factoral structure ye-ALSDS ebandakanye amasampuli akhethwe nje ngaphandle kokukhetha noma ukubeka imibandela ethize, okwaziwa nge-stratified random sample ye (N = 1 102) yabafundi abadala be-ODeLHE. Isethi ye-data yesekondari yona ibandakanya i-random subsample of n = 747 yesethi ye-data yabafundi bokuqala be-masters. I-Exploratory structural equation modelling, i-exploratory factor analysis kanye ne-confirmatory factor analysis eziveze izixazululo ezintathu ngama-ALSDS kuma-ayithemu angu 15 afakelwe kuma-factor amathathu. Imiphumela iveza ubufakazi be-construct (i-convergent and discriminant) validity kanye ne-internal consistency reliability yama-factor amathathu e-ALSDS abandakanya i- ix construct equivalence ye-scale's factorial structure, ukunqamuleza kumaqembu ngobulili, izinhlanga ezehlukene ngokwebala kanye neminyaka yobudala ehlukene. Umehluko osemqoka phakathi kweminyaka yobudala, izinhlanga ezehlukene ngokwebala kanye namaqembu eminyaka ehlukene uye wabonakaka maqondana ne-scale sub-dimensions. Ucwaningo luqhubela phambili ithiyori kwizimo zabafundi zokuziqhuba ngokufunda ezibizwa i-adult learner self-directedness kwi-ODeLHE, kanti futhi ithela esivivaneni kwi-reliability ye-version efinyeziwe ye-ALSDS njengesikali esiwusizo kwi-adult learner self-directedness. Okuyizihibe nge-psychometric okufanele kubhekwane nakho ngocwaningo lwangekusasa, kuye kwavezwa kwagqanyiswa. Ngokubonakala ngendlela ebambekayo, ucwaningo lugqamise ukuhlolwa kwempumelelo yabafundi abadala kwi-ODeLHE, umsebenzi omatasatasa we-akhademiki kanye nokusetshenziswa ngendlela yamasu abambekayo kwemithombo njengengxenye yokuthuthukisa i-self-directedness. Izinkambiso zokusekela kumele zibonelelwe, ikakhulukazi kwabesimame, abamnyama bama-Afrika kanye nabafundi abasebasha. Izinkambiso ze-ODeLHE kumele zibonelele namamaki abafundi olimi lwesiNgisi (i-English), ubulili, ukufinyelela emalayibhrari, inani lama-module kanye nokuthi ngabe abafundi bondla obani ngokwezimali njengemibandela enomthelela kwinqubo yokuthi abafundi bakwazi ukuziqhubela phambili ngokwenqubo ye-self-directedness. / Business Management / D.Com. (Business Management)

In this dissertation of limited scope, the phenomenon of providing effective workintegrated learning mentorship to nature conservation undergraduate students is explored, specifically to determine if mobile technology can be offered as an alternative or supplementary mentoring strategy for an Open Distance Learning university. Mentoring of work-integrated learning undergraduate students is an integral component of the Nature Conservation Diploma offered by the University of South Africa. The prerequisite mentoring of students is not consistent across all required sector-based placements and this could be construed as being unjust and discriminatory. This possible negative perception has motivated this investigation into work-integrated learning mentorship approaches within the Nature Conservation Diploma. This exploratory case study provides insights into and lays a foundation for the development of a supplementary mentorship provision strategy, for students who find it difficult to secure mentorship opportunities. Applying a social learning and integration perspective, three cohorts of undergraduate nature conservation work-integrated learning students participated in this study. This qualitative exploratory case study focused on the interaction and subsequent results achieved by students, through engaging with one of three different mentorship methods available to students at the University of South Africa. The three methods were: face-to-face mentoring by an academic, digital mentoring provided by means of a mobile phone application and sector-based mentoring. The latter method represents the current mentorship provision status quo for all nature conservation work-integrated learning diploma students. The findings reveal that the three mentoring methods are effective in supporting workintegrated learning students. The students indicated their preference for mentorship provided by the University of South Africa, over that of the sector-based mentors. No significant difference between the two university-provided methods of mentorship was found. This study recommends that the University continue with its development of the digital mentor option, to function as a fully functioning supplementary mentor. / Curriculum and Instructional Studies / M. Ed. (Open and Distance Learning)

This thesis, Utilising Open Educational Resources in support of curriculum transformation at Africa Nazarene University: A participatory action research approach, derives from a multi-year project implemented by OER Africa, and funded by the Hewlett Foundation, to explore the potential of Open Educational Resources (OER) in support of pedagogic transformation in African universities. The project involves four institutions: Africa Nazarene University (ANU) in Kenya, the Open University of Tanzania (OUT), and the Universities of Pretoria and the Free State (UP and UFS) in South Africa. This study centred on ANU only in the period 2013 to 2016, with a focus on the period 2015-2016, and was timed to inform ANU’s new strategic planning process from 2017. The wider project adopted a participatory action research process in its engagement with the four core institutions. Within this over-arching project methodology, this study made use of an analytical autoethnographic approach to capture and analyse data and to make recommendations, to acknowledge the researcher’s dual role as both a co-participant and an institutional project lead. The approach was informed primarily by hermeneutics and systems thinking and involved multiple in-country engagements with ANU and the triangulation of information derived from document review, observation and iterative focus group discussions and individual interviews. An OER Maturity Index and Planning Tool was also developed and used to inform planning and reflection and to provide a barometer of changing attitudes and activities regarding engagement with OER. Initially the engagement focused on developing a supportive policy and capacity-building environment for individuals to integrate OER into specific Open, Distance and e-Learning (ODeL) courses and to publish revised course materials under an open licence. However, as the initiative progressed, it became apparent that there was need to revisit the institution’s overall business model considering increased competition, new regulatory requirements and a growing demand from students for more flexible forms of provision. In fact, the key finding of this study is the suggestion that engagement with OER is unlikely to move from being an individual to an institutional focus unless such engagement is aligned with the overall vision, mission and business model of the university. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This study was conceptualised within a social-constructivist ontological orientation and, further, uses an interpretive epistemological lens to extract information from the participants who are coming from different life worlds. This thesis, Effective assessment in open distance and e-learning: using the Signature Courses at the University of South Africa as a model for future practice, investigated how emerging information communication technologies (ICTs) can be used to transform, enhance and influence student assessment practices in Open Distance and e-Learning (ODeL) contexts. The ultimate objective of the study was to establish assessment guidelines for effective student assessment in distance education using technology as an enabler. To achieve the objectives of this study, a mixed methods research methodology was adopted in which Unisa lecturers’ and first-year students’ experiences, perceptions, attitudes, and beliefs regarding the use of ICT as a tool to enhance and influence student assessment were sought. Despite some limitations, the study was able to reveal that technology has the potential to influence student-lecturer, and student-peer interaction thereby bridging the isolation gap that normally exists between them. Further, these potential benefits also include the identification of teaching strengths and weaknesses, the indication of areas where instructional change or modification is needed, and the application of more effective means of interacting with students. A key function of this study, therefore, is to help the lecturers involved in higher learning assessment to use technology effectively and efficiently to enhance assessment practices as a means of maintaining both the academic standards and enhancing the quality of the student learning experience. In addition, the study has shown that technology has the potential to enhance and influence student learning and motivation. Furthermore, this study made theoretical and practical contributions to the literature on information communication technology implementation on lecturers’ and students’ pedagogical and technological readiness to online learning and assessment in open distance and e-learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Online learning through the use of information and communication technology (ICT) features in institutions of higher education globally. If integrated successfully online learning holds many benefits. Research however has highlighted that the focus of online learning is often on the technology, while pedagogical considerations are neglected. As such online learning has not yielded significant changes from a pedagogical perspective. The impetus of this study was driven by the need to find approaches of integrating pedagogically sound online learning in distance education (DE). The study employed a case study research design, and was qualitative in nature. Questionnaires, interviews and documents informed the case study. The findings of the study reveal that online learning should be purposefully planned. In light of the findings, the study presents a framework for the integration of online learning in DE. The framework is built on the concept of awareness and argues that online learning should depart from three types of awareness, i.e. lecturer, student and institutional. The framework is entrenched in theory from both DE and online learning and offers direction for stakeholders at various levels of DE higher education institutions in terms of integrating online learning. / Boithuti ka inthanete ka tšhomišo ya theknolotši ya tshedimošo le kgokagano (ICT) bo hlaga ka go dihlongwa tša thuto ya godingwana lefaseng ka bophara. Ge e le gore di kopantšwe ka katlego, boithuti ka inthanete bo na le mehola ye mentši. Le ge go le bjalo, dinyakišišo, di bontšhitše gore nepišo ya boithuti ka inthanete gantši e ka go theknolotši, mola ditlhoko tša mokgwathuto di hlokomologilwe. Ka fao, boithuti ka inthanete ga se bo tšweletše diphetogo tša go bonagala go tšwa go kgopolo ya mokgwathuto. Tlhohleletšo ya dinyakišišo tše e laolwa ke nyakego ya go hwetša mekgwa ye e kopantšwego ye e kwagalago ya thuto ya boithuti ka inthanete le boithutikgole (DE). Dinyakišišo di šomišitše tlhamo ya dinyakišišo ya tshekatsheko ya maemo, gomme ka tlhago e be e le tša boleng. Mananeopotšišo, dipoledišano le dingwalwa di tsebagaditše tshekatsheko ya maemo . Diphihlelelo tša dinyakišišo di utolla gore boithuti ka inthanete bo swanetše go beakanywa ka maikemišetšo. Go ya ka diphihlelelo, tlhako e hlagišwa ke kopanyo ya boithuti ka inthanete ka go DE. Tlhako ye e theilwe godimo ga kgopolo ya temošo le go hlagiša gore boithuti ka inthanete bo swanetše go tšwa go mehuta ye meraro ya temošo, k.g.r. mofahloši, baithuti le dihlongwa. Tlhako ye e hlalošwa ka botlalo ka go teori go tšwa go DE le boithuti ka bobedi ka inthanete gomme e fa taetšo go baamegi maemong a go fapafapana a dihlongwa tša thuto ya godingwana ya kgole go ya ka boithuti ka inthanete. / Ukufunda ngokuxhumana ngekhompuyutha ngokusebenzisa ubuchwepheshe bolwazi nokuxhumana (i-ICT) kuyinto ekhona ezikhungweni zemfundo ephakeme emhlabeni wonke. Uma kudidiyelwe ngempumelelo, ukufunda ngokuxhumana ngekhompuyutha kunemihlomulo eminingi. Kodwa-ke, ucwaningo luqhakambise ukuthi ukugxila ekufundeni ngokuxhumana ngekhompuyutha kuvame ukuba mayelana nobuchwepheshe, bese kuthi okuphathelene nezindlela zokufundisa kunganakwa. Kanjalo, ukufunda ngokuxhumana ngekhompuyutha akuzanga noshintsho oluningi maqondana nezindlela zokufundisa. Isisusa salolu cwaningo kwaba ngukukhuthazwa yisidingo sokuthola izindlela zokudidiyela izindlela zokufundisa ngokuxhumana ngekhompuyutha ezisebenzayo kwezemfundo yamabanga (i-DE). Lolu cwaningo lusebenzise uhlobo lokucwaninga olubheka izindawo ezithile okugxilwa kuzo kanti luwuhlobo olubheka imininingwane yezinto ezikhona ezingamaqiniso. Amaphephamibuzo, izingxoxiswano kanye nemiqulu yikona okwaholela ocwaningweni olugxila ezindaweni ezithile. Okwatholakala kulolu cwaningo kwaveza ukuthi ukufunda ngokuxhumana ngekhompuyutha kumele kuhlelwe ngendlela. Ngenxa yokutholakele, uhlaka luhlinzekelwa ukuba kudidiyelwe ukufunda ngokuxhumana ngekhompuyutha kwezemfundo yamabanga. Uhlaka lwakhiwe ngomqondo wokuqwashisa futhi lubeka phambili ukuthi ukufunda ngokuxhumana kwekhompuyutha kufanele kusukele ezinhlobeni ezintathu zokuqwashisa, kuthisha wasenyuvesi, kumfundi nakwisikhungo. Uhlaka lugxile emqondweni wezinzululwazi wakona kokubili imfundo yamabanga nokufunda ngokuxhumana ngekhompuyutha futhi luhlinzeka umhlahlandlela kwabathintekayo emazingeni ahlukahlukene ezikhungo zemfundo ephakeme yamabanga maqondana nokudidiyela ukufunda ngokuxhumana ngekhompuyutha. / Educational Studies / Ph. D. (Education)