Technological advancement has changed the way things are done in this era. Instructing and erudition process in conventional and Open Distanced and e-Learning (ODeL) is no exception, thus, creating a stint in the manner in which educators educate and the manner wherein students learn. This dissertation focusses on the role of ICT in ODeL environment. Guided by the transactional distance theory and the rhizomatic learning, this study tried to investigate the role of ICT in ODeL environment. The design was to investigate: (a) The effectiveness of ICT tools for instructing and learning; (b) whether ICT boost learning interaction; (c) foster flexibility; (d) supports the students to make decisions; and (e) allows students to connect learning in ODeL. The study utilized a blended techniques approach, and data was congregated through a questionnaire and interviews. A sample of 52 registered postgraduate students in the master of education (M.Ed programme) and seven lecturers within the College of Education were purposively and conveniently selected in the study. The survey questionnaire comprised of 53 question items for students, and 48 question items questions for lecturers. The questionnaire for both students and lecturers also had open-ended questions. Considering distance learning, it was difficult for the researcher to administer a questionnaire using any other method except the online tools. The congregated data was analysed utilizing descriptive and inferential statistics. The outcomes revealed that the integration of ICT in ODeL environment was effective and enhanced the educational process, promote interaction, foster the flexibility of the education programmes, support student autonomy and allow students to connect with different learning nodes. It was established in the study that ICT in ODeL has helped in transforming the education process. The study recommends that the institution should avail ICT facilities and provide users with high speed Internet. The institution should also make provision for technical support to users. Furthermore, both students and lectures should be armed with relevant technological know-how and dexterities. / Science and Technology Education / M. Ed. (Technology Education)

There is a paramount need for online university education to effectively contribute in the development of students' ability to construct and create new knowledge. Online learning should thus go beyond the production of knowledge for knowledge's sake, but should result in relevant and meaningful learning on the part of the online learner. In addition, online learning ought to result in the application of knowledge to practice. While gains made by constructivism and observational learning are well documented, research addressing online media blends that best encourage constructivist and observational learning in open and distance and e-learning (ODeL) contexts is limited. In addition, guidelines that can be used by online learning facilitators and policy makers regarding media for constructivist and observational learning were lacking when this research was conducted. The research was deemed significant in contributing to the development of an online learning framework that could be used to guide policy formulation and practice in the area of online course implementation in ODeL institutions. Using an explorative qualitative approach, this study explored online media blends for constructivist and observational learning. The study comprised three phases. The first phase was a meta-ethnography study whose objective was to synthesise previous research theses in order to gain an understanding of lecturers' and students' experiences of online media, constructivism and observational learning. The second phase consisted of a phenomenological study conducted at the University of South Africa, to explore lecturers' experiences of online media in the facilitation of constructivism and observational learning. The final phase of the research was the development of a framework based on constructivism and observational learning to guide online teaching and learning. The findings of this research study revealed that lecturers did not use media blends to a large extent in their interaction with students. The study indicated that some cognitive processes need to be exercised on the part of the facilitators when online learning is offered. It is concluded that during the curriculum planning phase, lecturers should decide on methods and media to arouse the students' attention during online courses. This also implies a more reasonable lecturer­ student ratio because large numbers of students per lecturer is not feasible in online learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This master thesis project was based on the development and evaluation of an open learning material in thermal imaging for automation applications. The outsourcer – FLIR Systems – wanted a three-day course covering all necessary topics for infrared cameras in automation applications. These topics include thermography, optics, detectors, networks, protocols, and more. The open learning material was designed to function as a three-day, self-paced, distance course, and it was based on theories of andragogy, self-directed learning and transformative learning. The master thesis process was essentially divided into two phases: the development phase and the evaluation phase. The method for the development phase was based on a literature study. The literature on creating open learning material included ways of compensating for the lack of social interaction in distance courses, such as a friendly, warm narrator using the pronoun “I”, encouraging phrases, and self-assessment questions (SAQs). An SAQ is a framing of question intended to guide the learner towards self-assessment of his or her learning and knowledge. The vital part of the SAQ is the response, where not only the correct answer is given, but feedback on the wrong choices too. The development of the open learning material was an iterative process where discussion with supervisors at FLIR Systems and KTH Royal Institute of Technology led to improvements of the material. The evaluation phase consisted of two tests with test subjects. The first test was conducted by sending a sample unit of the material to test subjects around the world along with a questionnaire. The main objective was to test the tone and style of the material. There were variations in the result, but the majority found the material friendly and readable. The second test was an in-house test with three participants. Three sample units of the material was used, and the main objective was to test the usability of the material and the test subjects’ perceived learning process. The usability of the material varied with the three test subjects and depended on their technological prerequisites and reading comprehension in English. All test subjects responded positively to their perceived learning outcome. The following conclusions were drawn: the open learning material has the potential to promote autonomous and self-directed learners and can be used as a basis for further development – such as web-based courses and teacher-led classes. The open learning material as a whole and the results and analysis from the tests are included as appendices. / Detta examensarbete baserades på utveckling och utvärdering av ett öppet läromedel i termografi för automationstillämpningar. Uppdragsgivaren – FLIR Systems – hade uttryckt ett behov av en tredagarskurs som täckte alla nödvändiga ämnen för infraröda kameror för automationstillämpningar. Dessa ämnen var bland annat termografi, optik, detektorer, nätverk, protokoll med flera. Det öppna läromedlet var designat för att fungera som en tredagars distanskurs och det var baserat på teorier om andragogik, självstyrt lärande och transformativt lärande. Examensarbetets process bestod i huvudsak av två faser: utvecklingsfasen och utvärderingsfasen. Metoden för utvecklingsfasen baserades på en litteraturstudie. Litteraturen i skapande av öppet läromedel inkluderade tillvägagångssätt för att kompensera för bristen av social interaktion i distanskurser, så som en vänlig och varm berättarröst som använder pronomenet ”jag”, uppmuntrande fraser och självbedömningsfrågor (SAQ, Self-Assessment Question). En självbedömningsfråga är en frågeställning menad att leda den lärande mot självbedömning av hens lärande och kunskap. Den viktiga delen av självbedömningsfrågan är responsen, där inte bara det rätta svaret är givet, utan också feedback på de felaktiga svaren. Utvecklingen av det öppna läromedlet var en iterativ process där diskussion med handledare på FLIR Systems och Kungliga Tekniska högskolan ledde till förbättringar i materialet. Utvärderingsfasen bestod av två test med försökspersoner. Det första testet utfördes genom att skicka en provenhet av materialet till försökspersoner över hela världen tillsammans med en enkät. Huvudsyftet med testet var att testa tonen och stilen på materialet. Resultatet var varierande, men majoriteten av testpersonerna fann materialet vänskapligt och läsligt. Det andra testet var ett internt test med tre deltagare. Tre provenheter från materialet användes och huvudsyftet var att testa användbarheten av materialet och försökspersonernas upplevda läroprocess. Användbarheten av materialet varierade hos de tre försökspersonerna och berodde på deras tekniska förutsättningar och läsförståelse i engelska. Alla försökspersoner gav positiv respons om deras upplevda läranderesultat. Följande slutsatser drogs: det öppna läromedlet har potential att främja autonomt och självstyrt lärande, samt kan användas som en bas för fortsatt utveckling så som webbaserade kurser och lärarledda kurser. Det öppna läromedlet i sin helhet och resultat och analys av testen är inkluderade som bilagor.

This research was aimed at the optimisation of the usability of content-rich computer and mobile based e-learning material. The goal was to preserve the advantages of paper based material in designing optimised modules that were mobile and computer-based, but at the same time avoiding the pitfalls of converting traditional paper based learning material for use on screen. A mobile eye tracker was used to analyse how students studied similar course content on paper, and on mobile device. Screen based eye tracking was also used to analyse how participants studied corresponding content on a desktop screen. Eye movements which were recorded by an eye tracker revealed the sequences of fixations and saccades on the text that was read by each participant. By analysing and comparing the eye gaze patterns of students reading the same content on three different delivery platforms, the differences between these platforms were identified in terms of their delivery of content rich, text based study material. The results showed that more students read online content on a computer screen than on mobile devices. The inferential analysis revealed that the differences in reading duration, comprehension, linearity and fixation count on the three platforms were insignificant. There were significant differences in saccade length. This analysis was used to identify strong aspects of the respective platforms and consequently derive guidelines for using these aspects optimally to design content rich material for delivery on computer screen and mobile device. The limitations of each platform were revealed and guidelines for avoiding these were derived / Computing / M.A. (Computing)

The purpose of this research is to explore students’ on-line interactivity in an Open Distance Learning institution with other students, educators, study materials and Unisa as the sampled prototypical research subject. A mixed-method of research encompassing both explorative and descriptive aspects was used. Data was collected through myUnisa discussion forum, focus group interviews and an on-line questionnaire from second and third year Health Services Management students at the University of South Africa (Unisa). Although the findings indicated that 84.9% of students owned computers, and 100% owned cellular phones, only 3.8% participated in the discussion forum. On-line discussion forum are critical in Open Distance Learning (ODL) because it allows people who cannot physically attend the educational institution to interact with each other. Almost 40% of these sampled students agreed that the discussion forum allowed them to study with their peers. However, only 53 of the 1,379 students registered for both second and third year studies during the first semester participated in the discussion forum. This indicates that very few students benefit from on-line interaction. Most of the students who are enrolled in Health Services Management course are from 21 to above 50 years of age. This age factor can have an impact on computer literacy. Some of them indicated that they struggled with the utilisation of technology. The majority of these students do not utilise the prescribed on-line interactive tools effectively. Students’ need support cognitively, academically, administratively, institutionally and affectively. The findings suggest that although students are aware of the benefits of using online technologies, they do not have the support from the institution to enable them to better their skills in using these technologies. The other challenge that they have raised is that educators also interact minimally on-line. Therefore, they do not receive the necessary feedback they require. The university systems are sometimes offline, which becomes worse during registration and submission of assignments. The recommendations emanating from the study warrants various interventions of multiple stakeholders to resolve the students’ challenges. / Health Studies / D.Litt, et Phil. (Health Studies)

This study explores the training of Psychology tutors at the University of South Africa's (UNISA) learning centres with a view to providing a paradigm shift in tutor training and contributing towards new ways of thinking about education and training in South Africa. It furthermore opens up alternative ways of thinking about the process of facilitation in general. Although the study focuses on tutor training within the discipline of Psychology, the outcomes of the study are applicable to tutor training and tutoring in general, and make a valuable contribution in identifying the basic principles underlying tutor training in other disciplines as well. An ecosystemic approach encourages the trainer-trainee system to become aware of how they affect each other's thinking and behaviour. The basic principles underlying the process of facilitation that emerge in the study, therefore apply equally to the training of tutors and the tutoring of learners by others. These principles provide guidelines in terms of the processes involved in tutor development, as well as inform the issues and themes around which the sharing of ideas can be choreographed in the field of tutor training and tutoring. In conclusion, the information generated in the study focuses specifically on student support in the form of face-to-face tutorials in the distance education setting, the form of tertiary education which is most accessible to many historically disadvantaged learners in South Africa today. More generally, it will make a valuable contribution in the current educational context in South Africa, where student support is of the utmost importance in striving for equality in education, and where the focus is on outcomes-based education. / Curriculum and Instructional Studies / D.Litt. et Phil. (Psychology)

This research is predicated in the firm conviction that the quality of education is dependent upon the quality of teachers. Teachers as the bedrock of education must participate actively and conscientiously in their intellectual growth through various forms of INSET discussed in the research. From an international comparative perspective DE as a strategy of INSET is deemed as the most functional, if not prudent and efficacious educational experience for the upgrading and improvement of the qualifications of teachers. In this research the origin of DE in terms of its antecedents and evolution, the raison d'etre and the advantages and limitations of DE are adumbrated in order to focus on the complexity and diversity of DE. As part of the conceptual and theoretical framework various terms used synonymously with DE are considered. A syntagma of principles providing a utilitarian and pragmatic connotation for DE is then postulated. Selected theories relevant to DE provide the synthesis for theoretical perspectives. The typology of DE institutions comprising autonomous, dedicated providers of DE and those that are mixed or hybrid or dual mode systems is analyzed. In koeping with the theme of educational borrowing fundamental to comparative education studies provision of DE by the UKOU and AU for developed countries, IGNOU and the ZINTEC model for developing countries is discussed. National examples are UNISA, Vista University and SACTE. The provincial institutions discussed are the former SCE, NCE, UCFE and the newly formed SACOL. General and specific recommendations for the provision of DE programmes for the upgrading and improvement of the qualifications of teachers in the Province of KwaZulu-Natal are adumbrated. By way of conclusion, it is iterated that the provision of DE for the upgrading and improvement of the qualifications of teachers is irrefragably xxvii the quintessential factor in the new generation of teacher education and a pivotal element for INSET. / Educational Studies / D. Ed. (Comparative Education)

The recent global growth and popularity of open and distance learning (ODL) has been attributed to its advantages, such as flexibility for students who wish to study while working. Moreover, ODL is an effective tool in extending participation to students from less privileged social groups who are unreachable due to geographic location or cannot access higher education due to diverse factors, such as financial constraints or domestic arrangements. In the light of this, this study investigated learner support in the Department of Adult Basic Education and Training (ABET) at the University of South Africa (Unisa), the largest, dedicated ODL institution in South Africa. A review of literature identified the Community of Inquiry model proposed by Garrison, Anderson and Archer (2001) as useful in this context and I used it as a conceptual framework for the empirical inquiry that I undertook. A mixed method approach comprising two consecutive phases was employed to investigate the research questions. A self-designed questionnaire was used to gather quantitative data from a random sample of 400 students registered for the ABET Diploma module (Phase One) followed by face to face interviews with selected lecturers and students (Phase Two). The scope of the study was limited to ABET lecturers, ABET diploma students and to selected Unisa learner support systems, such as myUnisa which includes a web-based discussion forum. The findings of the inquiry were presented and discussed under three main headings: the findings of Phase One, the findings of Phase Two and a summary in which the findings of the two phases were integrated where appropriate. The themes that emerged from the questionnaire and the interviews demonstrate clearly that learner support in the ABET Department is crucial in ensuring learner success. Interlinking themes are as follows: the context of the students, levels of computer literacy, accessibility of Unisa learner support systems, student motivation and time management. Many ABET students live in remote areas of the country and have little or no access to internet facilities. However, the majority of students agreed that they would like to interact more with other students through myUnisa in future. Lecturers and students agreed that myUnisa was a vital tool in teaching the students online; yet both students and lecturers still regarded contact discussion classes as the most important form of learner support. The findings suggested that the distance between the university and the student still has to be reduced more to ensure that student support reaches all students equitably. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This thesis aim for promoting the learning objects economy by offering teacher the possibility of generating adaptive and standardized learning designs. The adaptation of the generated learning design considers two of the most relevant users characteristic: their competences and their learning styles. Standardized and Adaptive Learning Design Generation Process was implemented using HTN planning. Generation process considers a few inputs from the teachers, in particular, those related with the standardized competence definition, the learning objects metadata as well as the data from the initial student model used with adaptation purposes. The learning designs generation process was enriched through the design of two processes, the learning objects searching and positioning processes. These processes permit to look for learning objects in distributed learning objects repositories and use them as inputs for a generated learning design. A layered evaluation process was developed in order to validate the solutions. / El objetivo principal de esta tesis es promover la economía de objetos de aprendizaje ofreciendo al profesor la posibilidad de generar diseños de aprendizaje adaptativos y estandarizados. Los diseños generados consideran dos características de usuario en las adaptaciones: sus competencias y estilos de aprendizaje. El proceso de generación semiautomática de diseños de aprendizaje se implementó utilizando planificación HTN; considerándose pocas entradas por parte del docente, en particular, las definiciones de competencia, los metadatos de los objetos de aprendizaje así como los datos de un modelo inicial del estudiante que serán usados en el proceso de adaptación. El proceso de generación de diseños fue enriquecido a través de dos procesos: los procesos de búsqueda y posicionamiento de objetos de aprendizaje, creados para buscar objetos de aprendizaje en repositorios distribuidos y utilizarlos como entradas para los diseños generados. Se desarrolló un proceso de evaluación por capas para validar las soluciones propuestas.

Esta pesquisa trata do uso de uma metodologia de design participativo no desenvolvimento de um repositório de recursos educacionais abertos, o Arcaz. Discute aspectos da neutralidade e do determinismo da tecnologia dentro do contexto dos Estudos Sociais da Ciência e da Tecnologia e apresenta alguns conceitos da teoria crítica da tecnologia relacionados à construção democrática dos artefatos tecnológicos. Discute a herança filosófica dos movimentos que levaram ao surgimento do software livre, da educação aberta e dos recursos educacionais abertos e defende que o design participativo compartilha ideais similares. Apresenta conceitos de interação humano-computador e design de interação, além de design centrado no usuário, importantes para aprimorar a experiência do usuário em sistemas de informação. Aborda o design participativo como metodologia que possibilita a participação democrática dos usuários na construção tecnológica, promovendo o aprendizado mútuo e a voz ativa aos participantes. Desenvolve uma metodologia de design participativo adaptada ao contexto de uso do Arcaz e apresenta os procedimentos para a realização das reuniões conduzidas para aplicar as técnicas de design participativo ao repositório e os resultados obtidos. Conclui com um estudo de algumas das intervenções sugeridas no sistema e orientações para futuras aplicações de práticas participativas no desenvolvimento do repositório e uma lista de boas práticas, com foco nos princípios éticos que devem guiar o design participativo. / This research deals with the use of a participatory design methodology to develop a repository of open educational resources, the Arcaz. Discusses key aspects of neutrality and determinism of technology within the context of Social Studies of Science and Technology and presents some concepts of critical theory of technology related to the democratic construction of technological artifacts. Discusses the philosophical heritage of the movements that led to the emergence of free software, open education and open educational resources and argues that participatory design share similar ideals. It presents concepts of human-computer interaction, interaction design and user centered design, important to enhance the user experience in information systems. It addresses the participatory design as a methodology that allows the democratic participation of users in the technological construction, promoting mutual learning and active voice for the participants. Develops a participatory design methodology adapted to the Arcaz context of use and provides the procedures for the meetings conducted to apply participatory design techniques to the repository and the results obtained. It concludes with a study of some of the interventions suggested in the system and orientations for future applications of participatory practices in the development of the repository and a list of best practices, focusing on ethical principles that should guide the participatory design.