Artificiell intelligens (AI) utvecklas inom bland annat utbildning och teknikens roll inom lärosäten diskuteras i stor utsträckning. AI och dess förmåga besitter möjlighet att leda till innovationer inom lärande och om AI används till sin fulla potential har tekniken förmåga att förstärka människans intelligens. Tidigare forskning fokuserar dock till stor del på tekniska aspekter av AI inom utbildning och det existerar en avsaknad av kunskap rörande hur tekniken faktiskt upplevs och används i praktiken av studenter. Det är nödvändigt att vidare forskning skiftar fokus och undersöker hur de egenskaper AI besitter skiljer sig från traditionella digitala verktyg och hur tekniken kan skapa värde för studenter inom studier. Denna studie ämnar därför att genom en kvalitativ metodansats undersöka hur AI som studieverktyg kan främja studenters studieteknik. Studien bestod av semistrukturerade intervjuer med studenter som testat eller använder AI inom sina studier och resulterade i sju designutmaningar. Designutmaningarna belyser avgörande aspekter av hur AI kan främja studenters studieteknik utifrån de upplevelser och behov studenter uttrycker. / Artificial intelligence (AI) is being developed in various fields, including education, and the role of technology in academic institutions is being widely discussed. AI and its capabilities have the potential to lead to innovations in learning and if AI is used to its full potential, the technology can augment human intelligence. Previous research has focused on the technical aspects of AI in education, and little is known about how the technology is experienced and used in practice by students. It is necessary that further research shifts the focus and investigate how the unique characteristics of AI differ from traditional digital tools and how the technology can create value for students in their studies. This study therefore aims to investigate, through a qualitative methodological approach, how AI as a study tool can promote students' study techniques. The study consisted of semi-structured interviews with students who tested or use AI within their studies and resulted in seven design challenges. The design challenges highlight critical aspects of how AI can promote students' study techniques based on the experiences and needs expressed by students.

<p>When it comes to education, the legacy of apartheid in South Africa has had major implications for the higher education system. The White population group long dominated the nrolment of students in higher education institutions, although they were, and still are, one of the minority population groups in the country. The under-preparedness of black students means that they require structures to prepare and assist them within the higher education environment. In order to assist these disadvantaged students, higher education institutions have established certain Academic Support Programmes. One such programme is the Career Preparation Programme (CPP) being offered at the University of the Free State. This study attempts to measure the success rate of the Career Preparation Programme and to time to completion of graduates.</p>

<p>When it comes to education, the legacy of apartheid in South Africa has had major implications for the higher education system. The White population group long dominated the nrolment of students in higher education institutions, although they were, and still are, one of the minority population groups in the country. The under-preparedness of black students means that they require structures to prepare and assist them within the higher education environment. In order to assist these disadvantaged students, higher education institutions have established certain Academic Support Programmes. One such programme is the Career Preparation Programme (CPP) being offered at the University of the Free State. This study attempts to measure the success rate of the Career Preparation Programme and to time to completion of graduates.</p>

Magister Educationis - MEd / When it comes to education, the legacy of apartheid in South Africa has had major implications for the higher education system. The White population group long dominated the nrolment of students in higher education institutions, although they were, and still are, one of the minority population groups in the country. The under-preparedness of black students means that they require structures to prepare and assist them within the higher education environment. In order to assist these disadvantaged students, higher education institutions have established certain Academic Support Programmes. One such programme is the Career Preparation Programme (CPP) being offered at the University of the Free State. This study attempts to measure the success rate of the Career Preparation Programme and to time to completion of graduates. / South Africa

The primary purpose of this study was to investigate the patterns of library usage of student teachers and lecturers, the factors influencing their usage behaviour and the methods used by lecturers to promote use. A case study was conducted at Tonota College of Education in Botswana. Questioning data collection methods were used. A total of 172 student teachers and 84 lecturers were selected by means of stratified random sampling. The findings revealed that both student teachers and lecturers made frequent use of the library. Borrowing for curriculum-related use constituted more than half of the reasons why student teachers and lecturers used the library. Most of the lecturers indicated that they adopted topic assignments as a method of motivating students to make use of the library. This was confirmed by the majority of student teachers. Most student teachers perceived the College Library as contributing to their educational success. / M. A (Information Science) / Information Science

The application of Information and Communication Technology (ICT) as supportive tool in teaching and learning within the framework of the radical change that Outcomes Based Education (OBE) has created, pervades and consequently alters the pedagogy and methodology of Geography teaching. Geography Is a subject in which ICT can make a definite and worthwhile contribution and it is, therefore, important that Geography educators know how to harness the benefits of ICT for their learners. Apart from the general availability of ICT to fulfil the requirements of the curricula, there are pressures from the world outside the classroom in the form of professionals who utilize Geography in their profession, such as town planners and meteorologists, who utilise new technology such as GIs, GPS, satellite images, radar summaries, air charts and meteograms as an integral part of their work. The Internet, the World Wide Web and CD-Rom are used progressively as resource-based and communication tools in teaching and learning throughout the world. The challenge to utilise ICT in Geography teaching and learning occurs in a world experiencing increasing disparities between the rich and poor, among and within nations. For example, while 72.7% of Americans currently use the Internet, only 6.4% of South Africans have access to and use the Internet. A solution for sufficient ICT support in teaching and learning for developing countries is to focus on ICT variants that are affordable and that will sustain movement toward fulfilling development objectives. Developing countries (such as the RSA) need to consider alternatives to ICT that maximise the Impact of ICT and that entail balancing investment in computers with investment in other technologies that might be cheaper and equally effective. The use of alternative ICT variants must, however, be globally competitive, but at the same time be cost-effective. The ability, versatility and low cost of an ICT variant such as the Digital Versatile Disc (DVD) suggest that it can serve this purpose. ICT supports teaching and learning in Geography in many ways and has an impact on the quality of learners' learning experience and the depth of their learning. It can be a tool for inquiry learning, a resource for obtaining secondary source material, an aid in measuring physical events and situations, models real-world situations, helps to communicate and present information, improves efficiency and pace of workload, provides resources and structure to support learning independently of the educator and improves the quality of task outcomes for learners. The introduction of OBE in South Africa since 1994 has also encouraged learner-centred teaching and learning and has required a paradigm shift away from the traditional content-based transmission model of teaching and learning. The purpose of this study is to: • determine whether or not the DVD method can support the teaching and learning of Geography teacher students effectively; • determine how the DVD alters the format, structure and number of traditional formal Geography lectures; • determine what the nature of the information on the DVD must be in order to be perceived by the students effectively; • Investigate the effect of the utilisation of the DVD on the academic performance of Geography teacher students; and • develop a model for the effective integration and utilisation of the DVD in fulltime Geography teaching and learning. An action research method constituted the backbone of this study. The action research included a combined qualitative and quantitative research method in the form of a cross-sectional study as part of a developmental research method, in order to develop and evaluate a proposed model for the effective integration and utilisation of the DVD in Geography teaching and learning. The participants in this study included the entire population of the full-time, second-year students of the Economic Geography module, GEOH251 of 2004, 2005 and 2006 of the B.Ed (teaching degree) of the North-West University (Potchefstroom Campus). The results of the study can be summarised as follows: This study indicated that the majority of the GEOH251 students were positive regarding the integration of the DVD in Geography teaching and learning. The DVD-method teaching approach challenges lecturers and students to fulfil new roles within the teaching and learning environment. The results of this study indicate the following: The integration of the DVD method can support the teaching and learning of Geography teacher students effectively. The utilisation of the DVD, together with a seminar format with a specific procedure, enhances the teaching and learning of Geography. The DVD with all the different types of information included thereon was well received by the Geography students and was deemed effective. The integration of the DVD into Geography teaching and learning evidently did not result in poorer academic performances of students in the GEOH251 module. The proposed model provides clear guidelines on how to integrate the DVD In Geography teaching and learning. It explains how the DVD should be compiled, what to include and how to employ it effectively in conjunction with seminars. It also describes the transition of formal contact sessions to seminars, which occur less frequently than traditional contact sessions, but with regular weekly intervals, as well as explains the seminar proceedings, interactions and timeframes. The DVD can be integrated into Geography teaching and learning effectively if the procedures, steps, and actions, as expounded in the proposed model, are applied. The advantages of the DVD as ICT variant in Geography teaching and learning can be clearly seen, especially if it can be implemented in developing countries. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

The application of Information and Communication Technology (ICT) as supportive tool in teaching and learning within the framework of the radical change that Outcomes Based Education (OBE) has created, pervades and consequently alters the pedagogy and methodology of Geography teaching. Geography Is a subject in which ICT can make a definite and worthwhile contribution and it is, therefore, important that Geography educators know how to harness the benefits of ICT for their learners. Apart from the general availability of ICT to fulfil the requirements of the curricula, there are pressures from the world outside the classroom in the form of professionals who utilize Geography in their profession, such as town planners and meteorologists, who utilise new technology such as GIs, GPS, satellite images, radar summaries, air charts and meteograms as an integral part of their work. The Internet, the World Wide Web and CD-Rom are used progressively as resource-based and communication tools in teaching and learning throughout the world. The challenge to utilise ICT in Geography teaching and learning occurs in a world experiencing increasing disparities between the rich and poor, among and within nations. For example, while 72.7% of Americans currently use the Internet, only 6.4% of South Africans have access to and use the Internet. A solution for sufficient ICT support in teaching and learning for developing countries is to focus on ICT variants that are affordable and that will sustain movement toward fulfilling development objectives. Developing countries (such as the RSA) need to consider alternatives to ICT that maximise the Impact of ICT and that entail balancing investment in computers with investment in other technologies that might be cheaper and equally effective. The use of alternative ICT variants must, however, be globally competitive, but at the same time be cost-effective. The ability, versatility and low cost of an ICT variant such as the Digital Versatile Disc (DVD) suggest that it can serve this purpose. ICT supports teaching and learning in Geography in many ways and has an impact on the quality of learners' learning experience and the depth of their learning. It can be a tool for inquiry learning, a resource for obtaining secondary source material, an aid in measuring physical events and situations, models real-world situations, helps to communicate and present information, improves efficiency and pace of workload, provides resources and structure to support learning independently of the educator and improves the quality of task outcomes for learners. The introduction of OBE in South Africa since 1994 has also encouraged learner-centred teaching and learning and has required a paradigm shift away from the traditional content-based transmission model of teaching and learning. The purpose of this study is to: • determine whether or not the DVD method can support the teaching and learning of Geography teacher students effectively; • determine how the DVD alters the format, structure and number of traditional formal Geography lectures; • determine what the nature of the information on the DVD must be in order to be perceived by the students effectively; • Investigate the effect of the utilisation of the DVD on the academic performance of Geography teacher students; and • develop a model for the effective integration and utilisation of the DVD in fulltime Geography teaching and learning. An action research method constituted the backbone of this study. The action research included a combined qualitative and quantitative research method in the form of a cross-sectional study as part of a developmental research method, in order to develop and evaluate a proposed model for the effective integration and utilisation of the DVD in Geography teaching and learning. The participants in this study included the entire population of the full-time, second-year students of the Economic Geography module, GEOH251 of 2004, 2005 and 2006 of the B.Ed (teaching degree) of the North-West University (Potchefstroom Campus). The results of the study can be summarised as follows: This study indicated that the majority of the GEOH251 students were positive regarding the integration of the DVD in Geography teaching and learning. The DVD-method teaching approach challenges lecturers and students to fulfil new roles within the teaching and learning environment. The results of this study indicate the following: The integration of the DVD method can support the teaching and learning of Geography teacher students effectively. The utilisation of the DVD, together with a seminar format with a specific procedure, enhances the teaching and learning of Geography. The DVD with all the different types of information included thereon was well received by the Geography students and was deemed effective. The integration of the DVD into Geography teaching and learning evidently did not result in poorer academic performances of students in the GEOH251 module. The proposed model provides clear guidelines on how to integrate the DVD In Geography teaching and learning. It explains how the DVD should be compiled, what to include and how to employ it effectively in conjunction with seminars. It also describes the transition of formal contact sessions to seminars, which occur less frequently than traditional contact sessions, but with regular weekly intervals, as well as explains the seminar proceedings, interactions and timeframes. The DVD can be integrated into Geography teaching and learning effectively if the procedures, steps, and actions, as expounded in the proposed model, are applied. The advantages of the DVD as ICT variant in Geography teaching and learning can be clearly seen, especially if it can be implemented in developing countries. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

The primary purpose of this study was to investigate the patterns of library usage of student teachers and lecturers, the factors influencing their usage behaviour and the methods used by lecturers to promote use. A case study was conducted at Tonota College of Education in Botswana. Questioning data collection methods were used. A total of 172 student teachers and 84 lecturers were selected by means of stratified random sampling. The findings revealed that both student teachers and lecturers made frequent use of the library. Borrowing for curriculum-related use constituted more than half of the reasons why student teachers and lecturers used the library. Most of the lecturers indicated that they adopted topic assignments as a method of motivating students to make use of the library. This was confirmed by the majority of student teachers. Most student teachers perceived the College Library as contributing to their educational success. / M. A (Information Science) / Information Science