This study explored the implementation of the recognition of prior learning (RPL) at Unisa by investigating the strengths and weaknesses of the RPL methodology, instruments and processes when taking students through the RPL process. The successes and challenges experienced by the RPL academic advisors and the academic assessors were determined and guidelines provided for the effective implementation of RPL at Unisa. The empirical research design was exploratory within a qualitative framework employing participant observation, focus group interviewing, individual interviewing and the distribution of questionnaires that consisted of open-ended questions. The research sample comprised 26 purposefully selected participants. With regard to the research findings, the challenges include a lack of administrative support, a lack of support from top management and the academic staff, and a lack of communication between management and the RPL department. The strength of the RPL department lay in its well-documented process manual. / Teacher Education / M. Ed. (Education Management)

Students’ performances in mathematics in an Open Distant Learning setting have not always been impressive. An exploratory study into the problem solving skills of the University of South Africa students in the Calculus module MAT112 is being conducted using past examinations scripts between 2006 and 2009. The study re-assesses the work done in the end-of-year Calculus examinations, by both looking at the distribution of marks awarded and assigning new scores based on an assessment rubric adapted for the problem at hand. Further assessment of qualitative dimensions that is important for problem solving in Calculus is developed from the data obtained from the assessment rubric. Using factor analysis, a hesitation factor, transfer-of-knowledge factor as well as ingenuity factor, are identified in successful Calculus problem solving. The study proposes two conceptual models; the first is to guide students in solving Calculus problems while the second one is meant to assist lecturers in the assessment of students of Calculus. / Science and Technology Education / M. Ed. (Technology Education)

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)

The study was necessitated by the fact that the throughput rates of accounting students studying at distance learning institutions in South Africa are disturbingly low when compared to students studying at residential universities. Bearing in mind the magnitude of the University of South Africa’s (Unisa’s) market share of accounting students in South Africa, it was pivotal to comprehend the unique challenges related to retention and throughput of these students. This thesis reports on a case study of the use of mobile phones in an Accounting module by applying the theories of didactic conversation and transactional distance to understand the retention and throughput rates of the Accounting students in an open distance learning (ODL) environment. Considering the landscape of accounting education in South Africa, the specific challenges faced by accounting students at Unisa and the recent scholarly discourse on retention and throughput of distance education students, this study contributes to the limited theoretical understanding of students’ retention and throughput rates in an Accounting module at Unisa. This theoretical understanding has been obtained through combining the transactional distance theory of Moore (1973) and the didactic conversation of Holmberg (1982) in a single conceptual framework. By applying this framework, this thesis makes an original contribution to the deepening understanding of the retention and throughput rates of accounting students in an ODL environment. The study has shown that retention and throughput rates can be improved through the lessening of the transactional distance between facilitator and student and by improving the quality and extent of the two-way didactic conversation in the learning process. To this effect, the study provided empirical evidence of the successful use of various complementing technology interventions, suitable for accounting students with time constraints, to enhance the learning process. / Management Accounting / D. Com.

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)

The goal of this research was to explore how students with blindness (SwBs) use information and communication technology (ICT) for learning at the University of South Africa (UNISA). To do this the critical paradigm was used as a way of viewing the educational world. Underpinned by Transactional Distance Theory, Cultural Historical Activity Theory, Universal Design for Learning and Critical Theory, the study was qualitative and used narrative inquiry. The selection of the participants was made through purposive and snowball sampling and data collected through life stories, in-depth and telephonic interviews. The findings culminated in two major findings: 1) the use of ICT for learning; and 2) inclusive digital approaches. The first has emerging themes, for instance, (a) challenges with mathematical, scientific and accounting signs; (b) inability to access graphic learning material; (c) incompatibility of software; (d) lack of timely access to electronic learning materials; (e) high cost of ICT tools; (f) personal computers and laptops; (g) myUnisa and myLife; (h) voice recorders, Brailler, screen readers and videoconferencing; (i) electronic mail (e-mail); and (j) mobile telephones. The themes for the second major finding include: (a) authentic use of student-centred approaches; (b) inconsistency between policy and practice; (c) testing and re-testing of assessment tools; and (d) regular seeking of students‘ views and experiences. The proposed ‗Inclusive Critical use of Technology‘ (ICuT) framework was developed to and can be used as an effective guide if it is foregrounded by applicable distance learning theories and appropriate technologies. The study recommends the use of inclusive and critical approaches when integrating ICT into teaching and learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Transformation of the higher education system has come under the spotlight recently. At the core of this debate are issues pertaining to access and throughput rates at universities. Although access has improved significantly, throughput rates remain relatively low especially amongst black students (Council on Higher Education, 2017). The current study aims to explore the learning experiences and academic performance of postgraduate black students at the university of South Africa. Through a qualitative approach that included interviews, a phenomenological research design and critical race theory to gain an insiders perspective. This approach is chosen for its ability to generate rich descriptive and interpretive accounts of events based on the participant’s narratives. The findings revealed that the variation in learning experiences and academic performance was accounted for by background factors rather than student’s own intellectual or academic competencies. / Psychology / M.A. (Psychology with specialisation in Research Consultation)

Text in English, abstract in English, Afrikaans and Venda / This study developed and tested an integrated internal communication audit (IICA) tool to evaluate the communication strengths and weaknesses of the Unisa Library. The existing communication audit instruments were explored, namely: the Communication Satisfaction Questionnaire (CSQ) and the International Communication Association (ICA) audit were adapted and complemented by the Organisational Culture Survey (OCS) and the Critical Incident Technique (CIT). The current trends and the trends in South Africa were also explored. The sequential mixed method design consisting of the semi-structured qualitative interviews and the quantitative surveys were used to collect data. The ATLAS.ti and the Statistical Package for Social Sciences (SPSS) software packages were used to analyse qualitative and quantitative data. The results revealed the IICA as an appropriate tool for measuring the integrated internal communication of the Unisa Library. The IICA identified the communication needs of employees; the active and preferred communication channels; and the positive and negative communication experiences of employees. / Hierdie studie het ʼn geïntegreerde interne kommunikasie-oudit (IICA)-hulpmiddel ontwikkel en getoets om kommunikasie-sterkpunte en -swakhede van die Unisa-biblioteek te evalueer. Die bestaande kommunikasie-oudit-instrumente was ondersoek, naamlik: die Kommunikasietevredenheidsvraelys (CSQ) en die Internasionale Kommunikasievereniging (ICA) se oudit is aangepas en gekomplementeer deur die Organisasiekultuur-opname (OCS) en die Kritiese-insident-tegniek (CIT). Die sekwensiële gemengdemetode-ontwerp, bestaande uit die halfgestruktureerde kwalitatiewe onderhoude en die kwantitatiewe opnames, is gebruik om data in te samel. Die ATLAS.ti-programmatuurpakket en die Statistiese Pakket vir Sosiale Wetenskappe (SPSS)-programmatuur is gebruik om kwalitatiewe en kwantitatiewe data te ontleed. Die resultate gewys die IICA as ʼn geskikte hulpmiddel was in die meting van die geïntegreerde interne kommunikasie van die Biblioteek. Die IICA geïdentifiseer die kommunikasie behoeftes van werknemers; die aktiewe en voorkeur kommunikasie kanale; en die positiewe en negatiewe kommunikasie ervarings van werknemers. / Ngudo iyi yo bveledza na u linga tshishumiswa tsha u Sedzulusa Vhudavhidzani ha nga ngomu ho Ṱanganelaho (Integrated Internal Communication Audit (IICA), u ṱola vhuḓi na vhuvhi ha vhudavhidzani kha Ḽaiburari ya Univesithi ya Afrika Tshipembe. Zwishumiswa zwa u sedza vhudavhidzani zwi re hone zwo sedzuluswaho zwi katela: Mbudzisambekanywa dza Vhudavhidzani dzine dza fusha ṱhoḓea (Communication Satisfaction Questionnaire) (CSQ) na tshishumiswa tsha u sedzulusa vhudavhidzani tsha Dzangano ḽa Dzitshaka ḽa Vhudavhidzani (International Communication Association) (ICA). Zwishumiswa izwo zwo ḓadziswa nga tshishumiswa tsha Ṱhoḓisiso ya Mvelele ya Tshiimiswa (Organisational Culture Survey) (OCS) na Tshikalo tsha u ela Maitele a Zwithu zwa ndeme (Critical Incident Technique) (CIT). Pulane ya thevhekano ya maitele o ṱanganelaho o vhumbwaho nga maitele a ṱhoḓisiso ane a shumiswa kha saintsi dza matshilisano (qualitative) na maitele a ṱhoḓisiso ane a shumisa zwiṱatisiṱika na mbalo (quantitative) zwo shumiswa u kuvhanganya mawanwa. Phakhedzhi ya Sofuthiwea ya ATLAS.ti na phakhedzhi ya Siṱatisiṱika ya Saintsi dza Matshilisano (Statistical Package for Social Sciences - SPSS) dzo shumiswa u saukanya mawanwa a ṱhoḓisiso dza matshilisano na a ṱhoḓisiso dza zwiṱatisiṱika na mbalo. Mvelelo dzo bvisela khagala uri IICA ndi tshishumiswa tsho teaho u ela vhudavhidzani ho ṱanganelaho ha nga ngomu Ḽaiburari ya Univesithi ya Afrika Tshipembe. Tshishumiswa itshi tsho bvisela khagala thoḓea dza vhashumi dza vhudavhidzani, zwishumiswa zwa vhudavhidzani zwine zwa khou shumiswa na zwi takalelwaho; na tshenzhemo ya vhashumi kha vhudavhidzani havhudi and vhu si havhudi. / Communication Science / M. Comm (Communication Science)

In this study the impact of the UNISA HIV/AIDS training programme on participants' learning and involvement in their respective communities was explored. The UNISA HIV/AIDS programme comprises Modules 1, 2 and 3. Module 1 focuses on orientation and background to HIV/AIDS Care and Counselling, Module 2 on HIV/AIDS counselling skills and Module 3 on train the trainer in HIV/AIDS education and counselling. This study focused only on Modules 1 and 2. Kirkpatrick's model of evaluating education and training programmes was used as a framework to evaluate the programme. Participants for the study consisted of 116 students who attended the UNISA HIV/AIDS Module 2 workshops between December 2005 and December 2006. The study was conducted in two phases, the first phase during the workshops, where participants were asked to indicate both quantitatively and qualitatively how they experienced Module 1 and Module 2 as well as what they learnt in the two modules. The participants' involvement in HIV/AIDS work prior and post Module 2 training as well as the aspects of the programme that are being applied within their work in the community was assessed during the second phase of the study, which took place during 2007. The results of the study indicate that the programme has successfully equipped participants with the necessary HIV/AIDS information and skills. The programme has further empowered participants to engage in HIV/AIDS education and counselling in their communities. Participants' attitudes towards the disease and towards those infected and affected by HIV/AIDS were challenged, resulting in less stigmatization and discrimination. The programme further challenged participants to start adopting health protective behaviours. The present study concludes that for HIV/AIDS programmes to be effective, they need to include, amongst other things, a well-researched basic HIV/AIDS factual information section, a component on attitudes and one on skills (particularly linked to behaviour change). These should be presented in an interactive way, engaging the participants in active learning. / Psychology / D. Litt. et Phil. (Psychology)