Submitted in fulfillment of the requirements of the Doctor of Philosophy in Library and Information Science: Information and Corporate Management, Durban University of Technology, Durban, South Africa, 2015. / The core interest in blended learning lies in the need to provide more engaged learning experiences while recognizing the potential of ICTs which has a profound impact on all aspects of life including the Library and Information Service (LIS) field. This doctoral study was undertaken with the objective of exploring the educational and pedagogical issues in blended learning for the development of a framework for designing and implementing blended learning in the delivery of LIS curricula in South African universities. The target populations for this study included, LIS educators from higher education institutions in South Africa offering LIS education, LIS students from these institutions exposed to blended learning interventions and facilitators of blended learning (individuals in institutional teaching and learning units) from the various institutions offering LIS education and using blended learning. The study adopted a mixed method research approach using a fully mixed dominant status design to explore and understand the phenomenon of blended learning at a more detailed level by using qualitative follow-up data (for example, interviews with LIS educators and institutional facilitators of blended learning and focus group discussions with LIS students) to explain and explore the results of a largely quantitative Web survey. The theoretical framework that underpinned the study involved various learning theories, learning styles as well as blended learning models relating to the higher education environment. The key findings of the study reveal that blended learning remains a complex concept with no clear consensus on the key components that need to be blended, how much of each component to blend and the criteria that are needed for the interventions to be regarded as blended learning. This flexibility, to an extent, allows for institutions to tailor the concept and maximise the potential of blended learning while still being responsive to the diverse student populations at South African higher institutions. The framework for blended learning in the delivery of LIS curricula at South African universities proposed by this study is generated from the theories informing this study; the literature reviewed; existing frameworks for blended learning such as Khan’s octagonal framework and the Community of Inquiry (CoI) framework; the findings of this study; the researcher’s own educational experiences; and, is grounded in the larger field of higher education. The use of blended learning has the potential to transform LIS education and training by encouraging LIS educators to reflect on their teaching and learning practices and to use the proposed framework as a guideline to design and implement pedagogically sound blended learning interventions for LIS education and training.

The purpose of this research was to investigate the effect that mode of test administration could have on computerised assessment results involving proctored and unproctored test conditions. Two South African test instruments, the Learning Potential Computerised Adaptive Test (LPCAT) and the Career Preference Computerised Adaptive Test (CPCAT) were used in the study. A quantitative, quasi-experimental design was used, and a convenience sample for LPCAT (N=82) and CPCAT (N=81) consisted of employees in the hospitality industry. Using a within-participants design, the dependent t-test was used for statistical analysis. For the total group the LPCAT results yielded no statistically significant differences between the mean scores for the two different modes of administration. For the total group the CPCAT results yielded statistically significant differences in the mean scores per mode of administration for five out of 34 dimensions, however, for the majority of the CPCAT sub-dimensions, the mode of administration did not impact on results. It was concluded that mode of administration did not impact on the cognitive test scores and only to a very limited degree on the non-cognitive test scores. Based on the results the null hypotheses for the effect of mode of administration were not rejected. / Industrial & Organisational Psychology / M.A. (Industrial and Organisational Psychology)

Thesis (MPhil (Modern Foreign Languages. Hypermedia for Language Learning))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The ancient Roman poet Vergil’s great literary epic, the Aeneid, is written in Latin. This so-called “dead” language is already almost three thousand years old and had a rich history and extensive influence on the Western world. The most influential development of the modern era is the World Wide Web (WWW). Hypertext drives the Web. The translation of just one book of the Aeneid can be a protracted process for the Latin student. Usually a great deal of information must be consulted to translate just one line into idiomatic Afrikaans or English. Hypertext can manage, link and rapidly make available large amounts of information. A discussion of Aeneidos Electronicum (“The Electronic Aeneid”) – a web-based electronic text commentary of Book I of the epic – shows the effectiveness of hypertext as a medium to facilitate the translation of the Aeneid. Moreover an examination of the Web determines the extent and nature of Vergil’s presence on it. Finally a critical evaluation of five websites provides an overview of the available resources for the reader/researcher of the classical poet and his works on the Web. The Aeneidos Electronicum-project attempts to show how hypertext can be utilised to make the translation of the Aeneid expeditious and translation aid more accessible. The aim of the project is to support and expand Vergil’s place in the field of computer assisted language learning. The examination and evaluation of the classical poet’s presence on the Web wishes to confirm that his and his works’ enduring influence and impact not only exists on paper, but also in cyberspace. Chapter 2 deals with Latin and Vergil respectively. Chapter 3 discusses the theory of good hypertext and web design. Chapter 4 describes and explains the contents, structure, navigation and design of the Aeneidos Electronicum-project. Chapter 5 examines Vergil’s presence on the Web and critically evaluates five websites according to the principles of good web design. Aeneidos Electronicum utilises hypertext’s ability to manage and link large amounts of information to produce an electronic text commentary of Book I of Vergil’s Aeneid. It is web-based and follows the guidelines of good hypertext and web design to be a userfriendly and extremely functional electronic translation aid. Similar websites exist, but its object is to make Latin students’ experience of Vergil and his great epic easy, informative and enriching. Vergil’s presence on the Web is considerable and there is a wide variety of websites with information and interactivity for study of the classical poet and his works available to the student/teacher/researcher as well as the lay person. The random sample of five websites shows not only the application of good and less effective web design principles, but also the predominantly good quality and importance of the presentations. Thus Vergil and his works gain further ground in computer assisted language learning and he lives on in the 21st century with all the possibilities that the Web and hypertext can offer. / AFRIKAANSE OPSOMMING: Die antieke Romeinse digter Vergilius se grootse literêre epos, die Aeneïs, is in Latyn geskryf. Dié sogenaamde “dooie” taal is al ongeveer drieduisend jaar oud en het ’n ryke geskiedenis en omvattende invloed op die Westerse wêreld gehad. Die invloedrykste tegnologiese ontwikkeling van die moderne era is die Wêreldwye Web (WWW). Hiperteks dryf die Web. Die vertaling van net een boek van die Aeneïs kan ’n langdurige proses vir die Latyn-student wees. ’n Magdom inligting moet gewoonlik geraadpleeg word om net een reël in idiomatiese Afrikaans of Engels te vertaal. Hiperteks kan groot hoeveelhede inligting hanteer, verbind en vinnig beskikbaar stel. ’n Bespreking van Aeneidos Electronicum (“Die Elektroniese Aeneïs”) – ’n webgebaseerde elektroniese tekskommentaar van Boek I van die epos – toon die effektiwiteit van hiperteks as ’n medium om die vertaling van die Aeneïs te vergemaklik. Voorts bepaal ’n ondersoek van die Web die omvang en aard van Vergilius se teenwoordigheid daarop. Ten slotte bied ’n kritiese evaluering van vyf webwerwe ’n oorsig van die beskikbare hulpbronne vir die leser/navorser van die klassieke digter en sy werke op die Web. Die Aeneidos Electronicum-projek poog om te toon hoe hiperteks ingespan kan word om die vertaling van die Aeneïs te bespoedig en vertaalhulp meer toeganklik te maak. Die oogmerk van die projek is om Vergilius se plek in die rekenaarondersteunde taalonderrigveld te ondersteun en uit te brei. Die ondersoek en evaluasie van die klassieke digter se teenwoordigheid op die Web wil bevestig dat hy en sy werke se blywende invloed en trefkrag nie net op papier voortleef nie, maar ook in die kuberruim. Hoofstuk 2 behandel onderskeidelik Latyn en Vergilius. Hoofstuk 3 bespreek die teorie van goeie hiperteks en webontwerp. Hoofstuk 4 beskryf en verklaar die inhoud, struktuur, navigasie en ontwerp van die Aeneidos Electronicumprojek. Hoofstuk 5 ondersoek Vergilius se teenwoordigheid op die Web en evalueer krities vyf webwerwe volgens die beginsels van goeie webontwerp. Aeneidos Electronicum benut hiperteks se vermoë om groot hoeveelhede inligting te hanteer en te skakel om ’n elektroniese tekskommentaar van Boek I van Vergilius se Aeneïs teweeg te bring. Dit is webgebaseerd en volg die riglyne van goeie hiperteks en webontwerp om ’n gebruikersvriendelike en uiters funksionele elektroniese vertalingshulpmiddel te wees. Soortgelyke webwerwe bestaan, maar dit het ten doel om Latyn-studente se ervaring van Vergilius en sy grootse epos gemaklik, insiggewend en verrykend te maak. Vergilius se teenwoordigheid op die Web is aansienlik en daar is ’n wye verskeidenheid webwerwe met inligting en interaktiwiteit vir studie van die klassieke digter en sy werke vir die student/onderwyser/navorser asook die leek beskikbaar. Die steekproef van vyf webwerwe toon nie net die toepassing van goeie en minder doeltreffende webontwerpbeginsels nie, maar ook die oorwegend goeie gehalte en belangrikheid van die aanbiedinge. Dus wen Vergilius en sy werke nog verder veld in rekenaarondersteunde taalonderrig en leef hy in die 21ste eeu voort met al die moontlikhede wat die Web en hiperteks kan bied.

網際網路的蓬勃發展，造成資訊快速成長。身處在全面數位化的時代中，知識爆炸與淘汰速度加快，人民唯有不斷的學習才能適應知識的革新，才不會被時代所淘汰。 網路學習是最佳終身學習途徑，透過網路學習，不但能提昇學習者的學習動機與專業能力，且能培養終身學習者學習將理論與實務結合的問題解決能力、資訊的搜尋、整合與應用能力。遠距學習、網路學習成為廿一世紀知識經濟知識工作者不可或缺的全方位學習策略。 本研究為瞭解國家圖書館遠距教學實施現況及國家圖書館遠距教學系統中圖書資訊學課程使用者意見，以文獻分析及問卷調查的方法對國家圖書館遠距教學系統使用者基本背景資料、網頁設計、課程設計、教學系統功能、課程需求等做一問卷調查。歸納研究結果重點如下：（1）圖書館應用遠距教學系統推展終身學習、個人化服務等功能值得肯定；（2）英美國家圖書館遠距教學服務發展模式可供國內發展參考；（3）我國國家圖書館遠距教學圖書資訊學課程頗具發展潛力；（4）資訊科技與網際網路對遠距教學服務發展深具影響力；（5）學員對國家圖書館遠距學園課程需求非常期盼，希望課程多元化；（6）學員對國家圖書館遠距教學服務大都持滿意態度；（7）頻寬不足是實施網路遠距教學一大障礙；（8）國家圖書館遠距教學有關課程影音講解與課程網頁內容不同步，網頁畫面連結不穩定，影響學習效果。 根據研究結果，本研究提出八項建議：（1）國家圖書館遠距課程內容宜加深加廣；（2）國家圖書館遠距教學系統宜善用數位典藏內容，發展數位內容教材庫；（3）國家圖書館遠距教學系統宜加強課程互動與學習社群經營；（4）國家圖書館遠距教學宜加強遠距教學系統之維護與更新；（5）國家圖書館遠距教學服務宜加強推廣與宣導；（6）國家圖書館遠距教學系統宜發行遠距教學電子報；（7）國家圖書館遠距教學系統宜與專業學會合作發展網路教學方式研習課程；（8）國家圖書館遠距教學系統宜建立學習認證機制，頒予學習證書、學分、學位等以提高學習誘因。 / The Internet has been prosperous and the quantity of information has been increased rapidly. The accumulation of knowledge is so fast and the information is out-of-date so quickly. Only by learning can people keep up with the innovation of knowledge in the digitized age. E-Learning is the best way for lifelong learning. E-Learning can facilitate motivation of learning and professional ability. Meanwhile, e-learning can enhance the ability of searching, integrating and applying of information. E-Learning is a good strategy of learning for a knowledge worker in knowledge economy society. This study is carried out to understand that National Central Library’s Distance e-Learning System state-of-the-art and the learners’ opinions of library and information science courses in that system. This study uses literature review and questionnaire survey of the basic background information, homepage design, course design, function of system and the demand of learners. The results of the study are as follows ：（1）Library uses of the e-learning system to promote lifelong learning, personalized services etc. are confirmed.（2）The local library can learn the experience from the United Kingdom and America in the development module of e-learning. （3）Library and information science courses have potential development.（4） E-Learning service is under the influence of information technology and Internet. （5）The demand of e-learning courses is diversified. （6）Most learners are satisfied with the National Central Library’s e-learning service. （7）The insufficient bandwidth of the connection will be an obstacle of Web-Based Instruction.（8）The learning efficiency will be affected by asynchronous pace of courses’ video instruction and the appearance of content，and unstable linkage of web pages will also impact the efficiency. According to the result of the study, there are eight suggestions ：First, contents and scope of e-learning courses are broadened. Second, teachers can use digitized contents to create digital teaching materials. Third, the interaction of courses and the learning community management demand improvements. Fourth, maintenance of the Distance e-Learning System needs to be emphasized. Fifth, the promotion of the distance e-learning service is necessary. Sixth, the issue of e-learning electronic newsletter is suggested. Seventh, cooperative production of e-learning courses with professional associations is recommended. Finally, establishing an authentication mechanism and giving certificate，credit hour, or academic degree of e-learning will increase the motivation of learners.

資訊科技的演進與網際網路的發展，使得知識的生產、保存與傳播，產生了革命性的變化。各類強調多元、即時、便利、互動的全球資訊網，正逐漸成為各級教育機構所倚重的教學資源。在大學教育面臨科技進化、社會變遷等結構性的影響，而必須順應時勢，大幅進行改革之際；大學圖書館自然也必須在資訊服務的方法與模式上，加以因應改進，才能滿足教師與學生在研究、教學的資訊需求。 本研究探討數位圖書館、數位博物館等網路教學資源與網路教學、線上學習之相關議題；並從臺藝大圖書館「數位圖書館暨虛擬藝術館」系統推廣利用的角度，探討大學圖書館配合大學教學與研究所需，整合學習環境、建置網路教學資源系統之可行模式與效益分析，以做為臺藝大後續規劃網路教學資源系統及其他同類型學術機構推動類似計畫之參考。 第一章說明研究動機、目的，並提出研究問題。第二章說明數位圖書館、數位博物館、網路教學的內涵與國內外發展概況，並說明臺藝大圖書館「數位圖書館暨虛擬藝術館」專案計畫發展與系統功能。第三章說明研究方法、範圍與限制、深度訪談對象之產生方式、研究實施步驟。第四章根據深度訪談內容，提出綜合分析。第五章根據研究結果提出結論，並針對臺藝大圖書館「數位圖書館暨虛擬藝術館」系統推廣及網路教學資源服務發展與利用推廣，分別提出未來發展建議。 / The evolutions of information science and technology and the developments of the Internet cause the revolutionary changes in production, preservation and dissemination for knowledge. Each kind of World Wide Web emphasizes diversification, immediateness, convenience, and interaction, and have gradually become the education resources for all levels of education organizations. When universities face the fundamental influences with technical evolutions and social transitions, and keep up with the current situation, to carry on reforms with great exertion, the university libraries also must improve their effectiveness in the information service methods and the patterns to satisfy information needs for teachers and students in the activities of research and teaching. This research discusses the related issues about the digital library, the digital museum, the web-based instruction, and e-learning and investigate on the basis of the reinforcement for promotion and utilization of "Digital Library and Virtual Gallery" implemented by National Taiwan University of Arts(NTUA) Library, the feasible models and effectiveness analysis for university libraries integrate learning environment and the establishment of the online education resources system according to the needs of universities in teaching and research, so as to be useful reference for NTUA to design online education resources system and for other academic organizations as the impetus to similar projects in the future. The first chapter shows the research motivation, purposes and brings up the research questions. The second chapter explains the meanings and universal developments of the digital library, the digital museum, and the web-based instruction and illustrates the developments and system functions of "Digital Library and Virtual Gallery" of NTUA library. The third chapter explains the research methods, limitations, the selection of respondents for in-depth interviews, and stages of the study. The fourth chapter presents the conclusions of the interview notes. In the end, the fifth chapter brings up conclusions based on the results of this research and offers the suggestions for the future growth according to the promotion of "Digital Library and Virtual Gallery" of NTUA library and services of online education resources.

在網路時代，大學圖書館必須找尋適當的方式以提昇讀者的資訊素養。「網路式指導」(Web-based instruction, 簡稱WBI)是運用全球資訊網超媒體與多媒體的特質，創造有意義的學習環境，用以增進或輔助學習的教學系統，目的在於培養學習者自動學習的習慣。網路式指導是大學圖書館未來的趨勢，越來越多的大學圖書館將網路式指導應用在研究技巧與資訊素養的培育上。 本研究旨在探討網路式指導在我國大學圖書館利用教育的應用，在研究方法上採用文獻分析法、網站內容分析法、問卷調查法及半結構式訪談法等進行研究調查。首先分析相關文獻，其次調查國內143所大學圖書館網站在實施利用教育的現況，第三利用網路問卷的方式探討大學圖書館利用教育網路式指導之使用經驗，第四則是利用半結構式的訪談了解相關人員的管理經驗，最後實作教學網站，以提供大學圖書館規劃網路式指導之參考。 由上述研究結果發現：一、目前大學圖書館所實施的網路式指導，主要為傳統教材上網，缺乏針對網路的特性而設計的網路式教材；二、國內目前缺乏功能健全、設計完善的圖書館利用教育網路式指導；三、圖書館實施利用教育網路式指導最大的困難點不在於技術，而在於需要人力長期經營；四、圖書館利用教育網路式指導的內容實用性重於多媒體技巧。 最後建議：一、圖書館應思考其利用教育的基本面，選擇最有效率的的指導方式以增進讀者的資訊素養；二、大學圖書館應積極與校內技術、教學與行政單位合作，推廣資訊素養教育；三、研究並提升圖書館利用教育網路式指導的設計與規劃技巧；四、採用國外資訊素養能力指標與實施方案，充實圖書館利用教育網路式指導的教學內容；五、圖書館應致力於網路式指導的發展；六、館際合作共同發展圖書館利用教育網路教學課程。 / In the information age, academic libraries have to find the most effective ways to cultivate users’ information literacy. The web-based instruction (WBI) is a hypermedia-based instructional program which utilizes the attributes and resources of the World Wide Web to create a meaningful learning environment where learning is fostered and supported. WBI in the academic libraries has become the trend of future. More and more academic libraries use WBI to teach research skills and information literacy. The purpose of this thesis is to investigate the application of WBI in the academic library user education in Taiwan. The research was conducted by literature review, web site content survey, web-based questionnaire and semi-structured interview. First of all, the analyses of the literature were reviewed. Second, the web sites of 143 academic libraries were investigated. Third, web-based questionnaire had been applied to determine the users’ experience of WBI. Fourth, semi-structured interview was conducted to understand the management experience of participants. Finally an experimental platform of WBI was constructed for the demonstration of WBI. The findings of this thesis are as follows: (1) The present use of WBI is limited to text online, digitalized learning materials that fit the Internet characteristics were lacked; (2) There is few well-designed WBI in library user education; (3) The difficulties involved with WBI are more of long term maintenance than technical problem. (4) The content is more important than multimedia. The suggestions include: (1) Rethinking the fundamental issue of library user education, choosing the most effective way to improve users’ information literacy; (2) The academic libraries must corporate with other technical, administrative, and academic departments on campus to promote information literacy education; (3) Research and improve the skills of designing and planning of WBI in library user education; (4) Adopt the international information literacy standards and projects, to strengthen the implementation of WBI in the library user education; (5) Academic libraries must make efforts on the development of WBI, (6) Cooperating with other academic libraries to develop WBI in library user education.

Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is based upon anecdotal evidence, is outdated, or is on a small scale, such as a comparison of individual courses or programs of instruction. A causal-comparative analysis was conducted among 11 large, high research public universities. The universities were compared to each other to determine if differences existed between online and face-to-face course completion; undergraduate and graduation online course completion was analyzed for differences as well. The findings suggested the magnitude of the differences between online and face-to-face completions rates was small or negligible. The area which showed a higher magnitude of difference was in the comparison between undergraduate and graduate online course completion; the practical significance could be worth considering for educational purposes.

This study explored the impact a professional development program (Online Professor Certificate Program, OPCP) had on teaching online in higher education— specifically, the impact on faculty members’ teaching presence. The conceptual and theoretical model utilized the community of inquiry framework and both critical theory and transformational learning theory. This case study used data from various sources, including questionnaires, content analysis, and interviews. The overall results indicate that the OPCP had some impact on teaching presence, but not as much as anticipated. The study found that faculty who completed the OPCP were more engaged in their online classes than those who had not participated in the OPCP, as measured by the number of discussion posts. No statistically significant difference in teaching presence was found between participants’ retrospective pre- and post-OPCP responses. Participants mentioned mentoring and andragogy as the two most important parts of the OPCP. Educational leaders have an economic interest in this issue, as online enrollments increased significantly over the past decade, and the trend will likely continue. These increased online enrollments have impacted online teaching, creating a growing need for high-quality online teaching. Faculty need professional development programs to help them become more effective online teachers. The professional development programs need to be evaluated for effectiveness beyond the satisfaction level, with a focus on program outcomes.

The purpose of this study was to identify the status and challenges of online distance education programs in post-secondary institutions in Ghana. This study was a replication of a similar study conducted in Kenya in 2009, at the University of Nairobi and Kenyatta University. This present study was conducted with an online survey using Google survey assessment. The survey requested responses from six post-secondary institutions in Ghana. Out of a total of 450 projected student responses, 309 responses were received with a 69% participation rate. A total of 14 responses were received for instructors out of a projected 30 resulting in 47% participation rate. And for administrators, 8 responses were received out of a projected 12 resulting in a 67% participation rate. Overall the study revealed that Ghana post-secondary institutions have established and incorporated online distance education into their programs, offering both online and blended courses. Some of these institutions established regional centers across the country and incorporated foreign instructors into their programs. The survey also revealed that students were satisfied with the overall online distance education program in their institutions which included the level of instruction, feedback and evaluation. However, there were still challenges revealed from the study that included the high cost of education, frequent power outages, school stoppages as a result of instructor strikes and the need to restructure courses to include projects.

The contemporary classroom currently faces an evolving world of computer based training, online courses, instructor-led learning and several blended approaches in-between. With the increased presence of computers and communication in every facet of students' lives, students have changed to adapt to the continuous presence of technology in their daily lives. These recent rapid developments have changed the relationship between technology and communication. Indeed, communication and technology have become linked to such a degree that it is difficult to differentiate one from the other, thereby altering our rhetorical situation as instructors. Instructors can no longer deny the presence of technology in the contemporary classroom, much less in the contemporary composition classroom. This case study serves as a post-modern analysis of the technology based blended classroom. A gap exists between what online learning is (being) today and what it is (becoming) tomorrow. This dissertation explores the gap by examining two rich data sources: online visitor navigational patterns and instructor interviews. The fundamental ideas that this text explores are the following: - Web server logs and PHP logs can be analyzed to yield relevant information that assists in the design, architecture, and administration of online and blended learning courses. - Technology in the writing classroom does not necessarily solve traditional problems associated with the composition classroom. Technology is a tool, not a solution. - Technology has changed the rhetorical situation of the composition classroom. As a result, instructors must adapt to the changed rhetorical environment. Via this study, readers will hopefully gain a better understanding of the relatively unexplored margins between instruction, composition and technology paradigms. Instructors, trainers, technical writers, pedagogues, industry and academia alike must step forward to research technology-assisted pedagogy so that they can de-privilege the paradigms that position technology itself as a solution, and move forward toward realistic and real-world expectations for instructors in technology mediated learning environments.