Educational institutions throughout the world are increasingly facing classes of educationally, culturally and linguistically diverse student groups. At the same time economic constraints require these institutions to expand their student base and they are therefore looking to distance education and continuing education modules to meet these challenges. Simultaneously rapid advances in desktop computing capabilities and Internet delivered information have revived interest in Computer Assisted Education (CAE). The University of Natal is no exception to these trends; schools, departments and individual members of staff are increasingly exploring the possibility of using the University's computer infrastructure to assist in delivering quality education, maintaining current standards, and addressing the multiple needs of the students. To investigate these issues a CAE program was developed for use in the Nelson R. Mandela School of Medicine to investigate how students would make use 'of the technology, and to report on the development and evaluation processes of such a development. In doing so various lessons could be learnt which could inform the further development of such software at the University. In order to support the development of the CAE program an extensive literature survey into current educational theory was conducted. Its objectives were to explore and understand all the factors affecting the development and use of computer based systems as an educational tool. Particular aspects considered were • the debate between constructivist and instructivist theory in their applicability to both the medium and the subject material. • instructional styles, and with them the learning styles, that could be used to support the educational goals of the diverse student population. • instructional design methodologies that are currently used as well as media production methodologies. The goal of this aspect of the research was to advise both the development of the case study and to gain a broader understanding of the methodology that could be used for other developments. Included in this phase of the research are methods and criteria for selection of authoring systems and interface design issues in a multi-cultural multi-lingual environment. • the review of different evaluation strategies in order to incorporate appropriate evaluation in the CAE case study. • the investigation of broader sociological and historical factors that may influence the way in which CAE can be used effectively in a South African context. The presumption was that students from historically disadvantaged backgrounds and those with English as a second language would be less willing to use technological interventions than those who were more likely to have had access to computers earlier in their education. The case study set out to investigate if this presumption was valid, and if so what elements of design and delivery could facilitate these students' usage of such systems. However, these presumptions were not validated by the case study, showing the exact opposite of expectations, with more historically disadvantaged students showing a willingness to use the module. / Thesis (M.Sc.)-University of Natal, 2001.

Executive Information Systems (EIS) grew out ofthe information needs of top executives. The recent literature reports that EIS usage has spread throughout organisations. Web-based technologies are causing a revisit of existing IT implementation models, including those for EIS. These technologies include: Intranet, Internet, Extranet, e-Commerce: Business-to-Business (B2B), e-Comrnerce: Business-to-Consumer (B2C), Wireless Application Protocol (WAP) and other mobile technologies. The author conducts a field study of 31 well-established organisations in KwaZulu/Natal, South Africa, which have EIS experience. A validated survey instrument is administered to an EIS stakeholder in each organisation surveyed. This dissertation reports on (1) an investigation into previous research on IT adoption; (2) that there is little evidence to support that the theoretical usage aspects of the Technology Acceptance Model (TAM) are echoed in EIS implementations in KwaZulu/Natal; and (3) identifies and ranks Web-based technologies in order of their perceived impact on EIS currently and in the future. There is a positive impact level trend for all Web-based technologies on future EIS implementations. The results from this field study could be useful in formulating a set of management perspectives for organisations in South Africa wishing to embark on EIS implementation programs. / Thesis (M.Sc.)-University of Natal, Pietermaritzburg, 2002.

This dissertation addresses risk management in the software development context. The discussion commences with the risks in software development and the necessity for a software risk management process. The emergent discourse is based on the shortfalls in current risk management practices, elaborated in the software risk management literature. This research proposes a framework for a field investigation of risk management in the context of a particular software development organization. It was experimentally tested within several companies. This framework was designed to provide an understanding of the software development risk phenomena from a project manager's perspective and to understand how this perspective affects their perception. This was done with respect to the consideration of the advantages and disadvantages of software risk management as regards its applicability or inapplicability, respectively. This study can be used as a precursor to improving research into the creation of new software risk management frameworks. / Thesis (M.Sc.)-University of Natal, Pietermaritzburg, 2002.

The advent of on-line Computer-Assisted Instruction and Computer Mediated Communication may improve instruction and communication in distance education in South African universities. On-line Computer-Assisted Instruction in distance education makes the reinforcement of knowledge both systematic and immediate. With instructional media such printed text, audio-cassettes, radio and television broadcasts the student at a distance is an isolated and passive recipient of knowledge. On-line Computer-Assisted Instruction supported by Computer Mediated Communication for interaction and feedback could close the gaps in time and distance between the teacher and the student in distance education. The current network capabilities of the computer makes it possible for such a student to interact with peers and lecturers before, during and after instructional episodes. Computer Mediated Communication can facilitate the use of electronic messaging such as Electronic Mail, Internet Relay Chat, List Servers, Multi-User Domains and Bulletin Board Services for interactions and feedback. This thesis investigates whether instruction and communication in South African universities with a distance education option can be improved using on-line Computer-Assisted Instruction and Computer Mediated Communication respectively. The thesis also makes proposals for their implementation in South Africa by analysing the applications of computer technology in degree awarding distance education institutions in some developed and developing countries that use on-line Computer-Assisted Instruction and Computer Mediated Communication. / Thesis (M.Sc.)-University of Natal, 1996.

With the increasing demand for online learning, well-designed computer online learning resources are indispensable. User interfaces evaluation has become a critical quality attribute of interactive software intended to meet the requirements of the user groups. It is this aspect of adaptations that make them critical for the study of evaluation of user interfaces. This study describes a preliminary evaluation of the user interface design of a new online learning resource (Open Learning System). The main objectives of the study are to investigate the effect of the interaction on the user (usability, efficiency, effectiveness and satisfaction), to assess the extent of the system (resource) functionality and to identify specific problems in the design (aspects of design that cause unexpected results or confusion). This will form part of iterative design and testing process of the new interface, which seeks to evaluate the success of the interface within the framework of the fundamental HCI principles under guidelines of the constructivists learning approach. The Open Learning System (OLS) is grounded on the constructivist-based learning approach. The underlying philosophy of the system assumes when learners are engaged in a social learning context, they actively construct knowledge, therefore the resource is considered as a tool to support learning and not an end in itself. By so doing it is geared to provide greater access to information, support Computer-Mediated Communication (CMC) using tools such as e-mail, chat and discussion foruI? and creating context for learners' work and peer review. A theoretical framework for evaluating the OLS was developed and proposed which comprised of the constructivist epistemology, Rich Environment for Active Learning (REAL), the User Centred Design (UCD) approach and the Human Computer Interface (HCI) design principles. This integrated theoretical framework has been referred to as 'Designing-by-Constructivism' model. The study investigates the use of the OLS by two sets of users: staff members (module creators) and learners (module consumers). In view of the fact that the data collected is qualitative, the approach assumes the use of semi-structured questionnaires, evaluation matrix and interviews. The information/feedback gathered will assist the developers to do preliminary reviews. The study will also be useful to academics pursuing more HCI issues or those with an interest in developing learning resources. The main elements of the 'Designing-by-Constructivism' model were present in the resource. The results analysis indicates that the resource supports collaborative learning and the use of authentic activities in learning. This serves as an intrinsic motivation to most of the users. The results also show a high degree of user satisfaction and appreciation of OLS resource. Largely, the participants are satisfied that the overall OLS design met their needs. The major contribution being, "OLS is interactive and user friendly". However, some users have expressed the desire to have more tools incorporated into the resource, while others have expressed concern about difficulties in logging into the system. / Thesis (M.Sc.)-University of Natal, Durban, 2003.

This study deals with the Distributed Buying Problem, that is, the problem faced by geographically distributed businesses when it comes to optimising buyer time and global businesses resources. It adopts a software agent-based approach to the problem. A literature survey was carried out to review the relatively new field of software agents and mobile agents in particular. The role of agents in electronic commerce was also studied. A mobile agent system was then designed and implemented to serve as a proof-ofconcept system for an agent-based solution to the problem. The design and implementation are then discussed. / Thesis (M.Sc.)-University of Natal, Durban, 2002.

Artificial neural networks (ANNs) were originally inspired by networks of biological neurons and the interactions present in networks of these neurons. The recent revival of interest in ANNs has again focused attention on the apparent ability of ANNs to solve difficult problems, such as machine vision, in novel ways. There are many types of ANNs which differ in architecture and learning algorithms, and the list grows annually. This study was restricted to feed-forward architectures and Backpropagation- like (BP-like) learning algorithms. However, it is well known that the learning problem for such networks is NP-complete. Thus generative and incremental learning algorithms, which have various advantages and to which the NP-completeness analysis used for BP-like networks may not apply, were also studied. Various algorithms were investigated and the performance compared. Finally, the better algorithms were applied to a number of problems including music composition, image binarization and navigation and goal satisfaction in an artificial environment. These tasks were chosen to investigate different aspects of ANN behaviour. The results, where appropriate, were compared to those resulting from non-ANN methods, and varied from poor to very encouraging. / Thesis (M.Sc.)-University of Natal, Durban, 1992.

Although handwritten signature verification has been extensively researched, it has not achieved optimum accuracy rate. Therefore, efficient and accurate signature verification techniques are required since signatures are still widely used as a means of personal verification. This research work presents efficient distance-based classification techniques as an alternative to supervised learning classification techniques (SLTs). Two different feature extraction techniques were used, namely the Enhanced Modified Direction Feature (EMDF) and the Local Directional Pattern feature (LDP). These were used to analyze the effect of using several different distance-based classification techniques. Among the classification techniques used, are the cosine similarity measure, Mahalanobis, Canberra, Manhattan, Euclidean, weighted Euclidean and fractional distances. Additionally, the novel weighted fractional distances, as well as locally optimized resampling of feature vector sizes were tested. The best accuracy was achieved through applying a combination of the weighted fractional distances and locally optimized resampling classification techniques to the Local Directional Pattern feature extraction. This combination of multiple distance-based classification techniques achieved accuracy rate of 89.2% when using the EMDF feature extraction technique, and 90.8% when using the LDP feature extraction technique. These results are comparable to those in literature, where the same feature extraction techniques were classified with SLTs. The best of the distance-based classification techniques were found to produce greater accuracy than the SLTs. / Thesis (M.Sc.)-University of KwaZulu-Natal, Westville, 2012.

Intelligent programming tutors have proven to be an economically viable and effective means of assisting novice programmers overcome learning difficulties. However, the large-scale use of intelligent programming tutors has been impeded by the high developmental costs associated with building intelligent programming tutors. The research presented in this thesis forms part of a larger initiative aimed at reducing these costs by building a generic architecture for the development of intelligent programming tutors. One of the facilities that must be provided by the generic architecture is the automatic generation of solutions to programming problems. The study presented in the thesis examines the use of genetic programming as means of inducing solution algorithms to novice programming problems. The scope of the thesis is limited to novice procedural programming paradigm problems requiring the use of arithmetic, string manipulation, conditional, iterative and recursive programming structures. The methodology employed in the study is proof-by-demonstration. A genetic programming system for the induction of novice procedural solution algorithms was implemented and tested on randomly chosen novice procedural programming problems. The study has identified the standard and advanced genetic programming features needed for the successful generation of novice procedural solution algorithms. The outcomes of this study include the derivation of an internal representation language for representing procedural solution algorithms and a high-level programming problem specification format for describing procedural problems, in the generic architecture. One of the limitations of genetic programming is its susceptibility to converge prematurely to local optima and not find a solution in some cases. The study has identified fitness function biases against certain structural components that are needed to find a solution, as an additional cause of premature convergence in this domain. It presents an iterative structure-based algorithm as a solution to this problem. This thesis has contributed to both the fields of genetic programming and intelligent programming tutors. While genetic programming has been successfully implemented in various domains, it is usually applied to a single problem within that domain. In this study the genetic programming system must be capable of solving a number of different programming problems in different application domains. In addition to this, the study has also identified a means of overcoming premature convergence caused by fitness function biases in a genetic programming system for the induction of novice procedural programming algorithms. Furthermore, although a number of studies have addressed the student modelling and pedagogical aspects of intelligent programming tutors, none have examined the automatic generation of problem solutions as a means of reducing developmental costs. Finally, this study has contributed to the ongoing research being conducted by the artificial intelligence in education community, to test the effectiveness of using machine learning techniques in the development of different aspects of intelligent tutoring systems. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2004.

This thesis addresses a novel type of network known as a mobile ad hoc network. A mobile ad hoc network is a collection of entirely mobile nodes that can establish communication in the absence of any fixed infrastructure. Envisioned applications of these networks include virtual classrooms, emergency relief operations, military tactical communications, sensor networks and community networking. Mobile ad hoc networking poses several new challenges in the design of network protocols. This thesis focuses on the routing problem. The main challenges in the design of a routing protocol for mobile ad hoc networks result from them having limited resources and there being frequent topological changes that occur unpredictably. Moreover, there is no fixed infrastructure that supports routing. The conventional routing protocols are not generally suitable for mobile ad hoc networks, as they cannot react quickly to the changing network topology, cause excessive communication and computation, or converge very slowly creating routing loops. In this thesis we propose two classes of routing schemes for mobile ad hoc networks. The first class is known as Limited Flooding Protocol. The protocol is fully reactive and does not require the computation of routing tables. It uses some basic principles of flooding, but reduces the communication overhead by restricting packet propagation through the network. Several variations of limited flooding are considered including deterministic, randomised and priority-based mechanisms. The main advantage of this protocol is that it can be used in networks with unpredictable topological changes and highly mobile nodes, since maintaining routing table at the intermediate nodes is not required. The second class of routing protocols is based on hierarchical clustering architecture and is intended for use in a relatively low mobility environment. The basic idea of this protocol is to partition the entire network into smaller units known as clusters and define routing mechanisms both within and between clusters using a hierarchical architecture. The main advantage of this architecture is reduction of storage requirements of routing information, communication overhead and computational overhead at each node. Discrete-event simulation is used for modelling and performance evaluation. Various options and variations of the protocols are examined in the…[Page 2 of abstract is missing.] / Thesis (Ph.D.)-University of Natal, Durban, 2000.