According to Goldstuck (2008), there were 4.6 million Internet users in South Africa for 2008 year-end. This corresponds to a penetration rate of 10.5% based on an estimated South Africa population of 43.8 million (.internetworldstats.). Given this popularity, this qualitative case study has analysed the design of Web-Based Teaching and Learning (WBTL) environments designed by Educational Technology facilitators in South African higher education institutions. The conceptual and theoretical framework for this study presents Activity Theory (AT) as a theoretical framework together with constructivist learning. It also presents the different qualities and skills utilised for WBTL facilitators. AT involves three levels in a form of a hierarchy. The three levels are “the uppermost level of activity is driven by an object-related motive (or objective) [activity level]; the middle level of individual or group action is driven by a goal [action level]; and the bottom level of automatic operations is driven by the conditions and tools of action at hand [automatic operation]” (Engestrom, Miettenin & Punamaki, 1999) Constructivism is used as a theory of inquiry. The strength of constructivism was found to be in the five basic themes identified by Mahoney (2005), six elements of constructivism discovered by Gognon and Collay (1999), levels of interaction identified by Anderson and Elloumi (2004) and components of effective Web learning and characteristics of projects or tasks. The main components of effective Web learning are student preparation, student activities, student interaction and student transfer. While working with the Web in teaching and learning this study proposed the concept of considering The Tree Three Rings Theory (TTTRT) to be used as a solution for the practice. TTTRT works with the three schools of thought (behaviourism, cognitivism and constructivism). The three rings are: (1) the use of search engines in teaching and learning (easiest ring), (2) use of Learning Management System in teaching and learning (LMS) (easier ring) and (3) designing the Web for learning (programming) (the most challenging ring). The analysis of Web for learning was done by incorporating the theoretical frameworks and theories of learning; the facilitators’ frames of reference; objects; tools; rules; community; division of labour; levels of operation; and the pedagogical issues. It can be concluded that South Africa has a special need for Web-Based Teaching and Learning (WBTL) or Web learning to take the formal education to those citizens that cannot attend full-time classes. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

Master of Education (MEd) Research Report University of the Witwatersrand Johannesburg, 2016 / This study investigates the impact of the Flipped Learning Model (FLM) on the teaching practices of four educators in a private school in Johannesburg. It investigates the pedagogic processes and experiences of these educators’ respective attempts to shift from their standard educator-centered methodologies to the FLM’s highly collaborative and blended methodology. In so doing, the study exposes the educators’ resistance to the primary assumptions of constructivist epistemologically informed pedagogies. It also demonstrates the extent to which epistemological assumptions underpinning the ‘official curriculum’ are imbued within the dominant pedagogic discourse and aligned with educators’ beliefs and professional identities. The study exposes the necessity for transformations in educators’ traditional thinking, epistemological assumptions, perceptions, attitudes and roles to occur before any substantial attempts to introduce the FLM in ‘classrooms’ are made. Furthermore, the FLM takes for granted the ease of embedding technology in the teaching/learning process. This study exposes the relationship between a lack of technological familiarity/ know-how and the strength of resistance to ‘flipping the classroom’. South African educators work in an environment that promotes very strong boundaries between: classroom/home; educator/learner; and schoolwork/homework. Flipping, weakening or altering these, challenges educators’ strongly held notions of what it means to be a professional educator. It is within this context that Bernstein’s work with respect to the development of such seminal concepts as ‘pedagogic device’, ‘classification’ and ‘framing’ provided the language of description and analytical basis for this research study. / MT2017

This study is located at the interface of online learning within a context of English language studies and academic literacy and is underpinned, from a critical theoretical perspective, by an understanding of the implications of the digital divide for South Africa. The thesis includes an exploration of online learning, as mediated by information and communication technology (ICT), in an undergraduate English language and academic literacy classroom at a university in Johannesburg, South Africa. The study draws on research and theorising by Warschauer (2002a, 2002b, 2003), who argues for the need for technology in developing countries as a means of social inclusion. The aim is to explore the extent to which communities of practice (COPs) are enabled in an online environment, among English non-mother tongue speakers, who have minimal previous access to ICT. To achieve the aim the study examines the extent to which the learners participate, negotiate meaning, construct identities, and perceive themselves as autonomous in online spaces. This is a case study that explores asynchronous lCT practices such as the use of the Internet (Net), e-mail, and discussion threads in an online Web course management system. From a sociocultural perspective, and recognising that learning does not occur in isolation, the work of Lave and Wenger (1991, 1996,2002) is used to frame the study, concerned as it is with learning, technology and empowerment. Lave and Wenger (1991, 2002) locate learning as a form of interaction and co-participation, and argue that learning occurs within specific contexts or communities of practice. Thus they focus on how individuals become members of 'communities of practice'. The study suggests that practice and participation are underpinned, and to some extent determined, by the identities constructed by participants In the on line communities. Participants' ICT practices are examined from the perspective of literacy, in this case electronic literacy, as a social practice and New Literacy Studies, where the work of Gee (1996, 1997, 2000), Street (1984, 1993a, 1993b, 2003), Barton, Hamilton and lvanic (2000), and Lankshear and Knobel (1997, 2004) are drawn on to examine the use of technology. Constructions of identity are examined from Hall's (1992) post-structuralist view that old identities, which stabilised the social world as we knew it, are in decline, giving rise to new identities and fragmenting the modem individual as a unified subject. From observations, participant-interviews, questionnaires, written data, and the analysis of messages posted to discussion threads over the duration of a year, the study demonstrates that the online environment facilitates the construction of communities of practice, by enabling participants to develop and sustain local and global relationships, construct identities, and engage autonomously in the medium. My findings suggest that online environments be considered, not merely as alternative modes of delivery in the language classroom, but for social inclusion, provided that facilitators and learners are adequately prepared for the use of digital technology. The study further suggests a model for the adoption of ICT in relation to learning within the South African context. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2006.

Dissertation submitted in fulfilment of the requirements for the Degree in Master of Technology: Education, Durban University of Technology, 2009. / This study investigated key factors impacting on blended learning delivery with particular focus on socio-cultural and human-computer-interface issues, in the hope that the outcome of this enquiry might contribute positively towards the empowerment of learners and facilitators alike. The study involved a group of first year students enrolled in a Communications Skills Course offered by the (then) Department of English and Communication at the Durban University of Technology. The PRINTS Project, a webquest around which the course activities were based, provided an example of a blended delivery course in practice. While the teaching paradigm used in the course was constructivist, the research orientation employed in this project was critical realist. Critical realism focuses on transformation through praxis and also lends itself to modelling, which provides a way to understand the factors at play within a social system. In the preliminary stages of the research, an exploratory empirical (i.e. applied) model of blended learning delivery was formulated from a theoretical model of course delivery in order to assess which factors in blended learning were systemic and which were variables. The investigation then sought to uncover key factors impacting on the blended delivery system, utilising both quantitative and qualitative methodologies. The findings were analysed in terms of the empirical model to gain an understanding of any factors that might be seen to either enhance or inhibit learning in blended delivery mode. The result was that certain core issues in blended learning and teaching could be clarified, including the use, advantages and disadvantages of information and communication technologies (ICTs) in a learning environment. The notion of the digital divide could also be reconceptualised, and the relationship between literacy (be it academic, professional or social), power and culture could be further elucidated, drawing specific attention to the South African educational environment. The notion of iv culture and its relevance in a blended delivery environment was also further clarified, since the findings of this research project suggested how and why certain key socio-cultural factors might impact, as both enhancers and inhibitors, on the blended learning delivery system.

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.

Dissertation submitted in fulfilment of the requirements for the Degree in Master of Technology: Education, Durban University of Technology, 2009. / This study investigated key factors impacting on blended learning delivery with particular focus on socio-cultural and human-computer-interface issues, in the hope that the outcome of this enquiry might contribute positively towards the empowerment of learners and facilitators alike. The study involved a group of first year students enrolled in a Communications Skills Course offered by the (then) Department of English and Communication at the Durban University of Technology. The PRINTS Project, a webquest around which the course activities were based, provided an example of a blended delivery course in practice. While the teaching paradigm used in the course was constructivist, the research orientation employed in this project was critical realist. Critical realism focuses on transformation through praxis and also lends itself to modelling, which provides a way to understand the factors at play within a social system. In the preliminary stages of the research, an exploratory empirical (i.e. applied) model of blended learning delivery was formulated from a theoretical model of course delivery in order to assess which factors in blended learning were systemic and which were variables. The investigation then sought to uncover key factors impacting on the blended delivery system, utilising both quantitative and qualitative methodologies. The findings were analysed in terms of the empirical model to gain an understanding of any factors that might be seen to either enhance or inhibit learning in blended delivery mode. The result was that certain core issues in blended learning and teaching could be clarified, including the use, advantages and disadvantages of information and communication technologies (ICTs) in a learning environment. The notion of the digital divide could also be reconceptualised, and the relationship between literacy (be it academic, professional or social), power and culture could be further elucidated, drawing specific attention to the South African educational environment. The notion of iv culture and its relevance in a blended delivery environment was also further clarified, since the findings of this research project suggested how and why certain key socio-cultural factors might impact, as both enhancers and inhibitors, on the blended learning delivery system.

Compared to other South African universities, the Department of Social Work at the UNISA has the highest intake of social work students but also the lowest throughput. Through post-graduate research, the Department of Social Work became aware of the often impeding influence of the personal, social and learning contexts of social work students on their performance, and identified a need for social work-specific student support. The following central research question was formulated: What would a life coaching programme to support social work students within an ODL context comprise of? To explore and describe the specific support needs of social work students, the qualitative research approach was used and data was gathered from focus groups of social work students and individual interviews with recently graduated and employed social workers who studied at UNISA. Tesch’s steps (in Creswell, 2009:186) were used to analyse the data systematically and data was verified by integrating Guba’s model (in Krefting, 1991:214-222) with Yin’s (2011:19-20) three objectives for building trustworthiness and credibility. The Intervention Design and Development (IDD) model of Rothman and Thomas (1994) was adapted and selectively employed, concentrating on Phase 1, 2, 3 (only Step 2) and Phase 4 in order to develop a support programme for this specific context. The goals of the support programme were to enhance student success and throughput, facilitate the personal, academic and professional development of students and to empower students to take ownership of their learning process. An online self-coaching support programme was developed and structured around seven actions towards growth, namely, clarifying my strengths, connecting to my context, clarifying my vision, completing my plan, committing to action and growth, confirming my direction and celebrating completion. The programme is divided into eight coaching conversations, two per level, contains many activities, stories and references to resources. It is designed to be compulsory and integrated into the practical work modules. Although activities are to be completed independently by students, support will be provided by e-tutors, workshop facilitators and supervisors. A programme coordinator will be available online as an e-coach to provide ongoing support to social work students. / Social Work / D. Phil. (Social Work)

Compared to other South African universities, the Department of Social Work at the UNISA has the highest intake of social work students but also the lowest throughput. Through post-graduate research, the Department of Social Work became aware of the often impeding influence of the personal, social and learning contexts of social work students on their performance, and identified a need for social work-specific student support. The following central research question was formulated: What would a life coaching programme to support social work students within an ODL context comprise of? To explore and describe the specific support needs of social work students, the qualitative research approach was used and data was gathered from focus groups of social work students and individual interviews with recently graduated and employed social workers who studied at UNISA. Tesch’s steps (in Creswell, 2009:186) were used to analyse the data systematically and data was verified by integrating Guba’s model (in Krefting, 1991:214-222) with Yin’s (2011:19-20) three objectives for building trustworthiness and credibility. The Intervention Design and Development (IDD) model of Rothman and Thomas (1994) was adapted and selectively employed, concentrating on Phase 1, 2, 3 (only Step 2) and Phase 4 in order to develop a support programme for this specific context. The goals of the support programme were to enhance student success and throughput, facilitate the personal, academic and professional development of students and to empower students to take ownership of their learning process. An online self-coaching support programme was developed and structured around seven actions towards growth, namely, clarifying my strengths, connecting to my context, clarifying my vision, completing my plan, committing to action and growth, confirming my direction and celebrating completion. The programme is divided into eight coaching conversations, two per level, contains many activities, stories and references to resources. It is designed to be compulsory and integrated into the practical work modules. Although activities are to be completed independently by students, support will be provided by e-tutors, workshop facilitators and supervisors. A programme coordinator will be available online as an e-coach to provide ongoing support to social work students. / Social Work / D. Phil. (Social Work)

This study presents a quantitative investigation of the influence of various social factors – including finances, secondary school attended, resources available, culture, and family support – on the perceptions of success (in terms of academic performance and skills gained) of adult learners who are using online learning as the primary educational medium. The research was conducted with 100 students of The International Hotel School in South Africa. A quantitative research methodology was followed and a survey questionnaire was used as the data collection method. The data from closed-ended questions was analysed using Statistical Analysis System (SAS), with the data from open-ended questions being used to aid in the interpretation of the information organised quantitatively. Findings suggest that certain social factor constructs namely: finances, secondary school preparation for tertiary education, and internet accessibility, significantly impact the perceptions the students have on being successful in online learning. Some recommendations that spring from the study are to provide more funding to students, better access to more suitable resources and providing students with unlimited access to the internet for longer periods of time. It is also recommended that a follow-up study with a larger and more varied sample (possibly including public sector tertiary education students), and more questionnaire items per social factor is necessary to cast further light on the impact of social factors on adult students’ online learning experiences. / Educational Studies / M. Ed. (With specialisation in Adult Education)

This research seeks to establish how e-learning may contribute towards knowledge construction for Management Accounting students at the University of South Africa. More specifically, the research is designed to investigate how educational technologies like e-learning may benefit and improve the teaching and learning of Management Accounting at Unisa. Educators need to understand how students learn so that they can establish suitable learning strategies. Studies have shown that generally, e-learning applications are little used, sometimes because of inappropriate content and technologies. Other prohibitive factors are costs, poor or inadequate technology infrastructure and a shortage of human resources. On the strength of a comprehensive literature survey, a framework to address and manage challenging aspects of teaching and e-learning were developed. Problem areas and critical success factors were considered. The said framework ought to assist with organising complex issues and reveal parts that need further work. The utility of the framework was evaluated through a staged process. First, it was tested and evaluated through the model of a lecture. Secondly, both qualitative and quantitative surveys among university lectures and students were conducted to further confirm the applicability of the framework. Though the outcome of the validations were satisfactory, more research needs to be carried out over a longer period of time in order to determine the scalability of the framework and to remove any inconsistencies. Aspects of the framework could be used to incorporate ICTs, e.g. the use of spreadsheets and the Learning Village into communities of practice. / Hierdie navorsing poog om vas te stel hoe e-leer kan bydra tot kenniskonstruksie vir Bestuursrekeningkunde-studente aan die Universiteit van Suid-Afrika. Die navorsing is meer spesifiek ontwerp om vas te stel hoe opvoedkundetegnologieë soos e-leer die onderrig en leer van Bestuursrekeningkunde by Unisa kan bevorder en verbeter. Opvoeders moet verstaan hoe studente leer sodat hulle geskikte leerstrategieë kan ontwikkel. Studies toon dat e-leertoepassings normaalweg min gebruik word, soms omdat die inhoud en tegnologieë nie toepaslik is nie. Ander faktore wat dit belemmer, sluit in onkoste, swak of onvoldoende tegnologie-infrastruktuur en ’n tekort aan mensehulpbronne. ’n Raamwerk om die uitdagings van onderrig en e-leer te bestuur, is op grond van ’n omvattende literatuurstudie ontwikkel. Probleemareas en kritiese suksesfaktore is in gedagte gehou. Die genoemde raamwerk behoort van nut te wees vir die organisering van ingewikkelde kwessies en toon watter dele verdere werk vereis. Die bruikbaarheid van die raamwerk is deur middel van ’n stapsgewyse proses geëvalueer. Eerstens is dit getoets en geëvalueer op grond van ’n lesingsmodel. Tweedens is kwalitatiewe en kwantitatiewe meningspeilings geloods; sowel universiteitsdosente as -studente is versoek om die toepaslikheid van die raamwerk te bevestig. Alhoewel die uitkoms van die validasies bevredigend was, moet verdere navorsing oor ’n langer tydperk gedoen word om die skaleerbaarheid van die raamwerk te bepaal en enige teenstrydighede uit die weg te ruim. Aspekte van die raamwerk kan gebruik word om IKT’s, bv die gebruik van sigblaaie en die Learning Village, by praktyksgemeenskappe te inkorporeer. / Ucwaningo lufuna ukuthola ukuthi ngabe ukufunda nge-e-learning noma ngendlela yeelektroniki kungafaka kanjani esivivaneni ekwakheni ulwazi kubafundi be- Management Accounting eYunivesithi yeNingizimu Afrika noma i-University of South Africa. Ngokuqonde ngqo, ucwaningo ludizayinwe ukuthi luphenyisise ngkouthi amatheknoloji emfundo afana ne-e-learning angaba nenzuzo kanjani kanye nokuthuthukisa ukufunda nokufundisa kwi-Management Accounting eUnisa. Abafundisi kudingeke baqondisise ukuthi izitshudeni zifunda kanjani ukuze bakwazi ukuthola amasu afanele okufunda. Izinhlaka eziningi zocwaningo ezenziwe zibonise ukuthi ngokunabile, ama-application amaningi e-e-learning asetshenziswa kancane, kodwa ngesinye isikhathi lokhu kubangelwa wukuthi kusuke kunengqikithi engahambisani kahle ngokufanele kanye namatheknoloji angafanele. Ezinye izinto eziyizihibe, zindleko, ingqalasizinda ye-theknoloji yezinga eliphansi noma engenele kahle kanye nokusweleka kwabantu abawusizo. Ngokulandela imibhalo efundwe ngokujulile, kwenziwe uhlaka lokubhekana nokuphatha izinselele maqondana nokufunda nokufundisa kwase kwenziwa nge-e-learning. Kubonelelwe nemikhakhe enezinkinga kanye nokubhekana nezindawo ezinomphumela obambekayo nobalulekile. Uhlaka okukhulunywa ngalo kumele lusize ekuhleleni izinto eziyisixakaxaka kanye nokuveza izingxenye ezisadinga ukuthi kubhekwane nazo ukuzixazulula. Ukusetshenziswa kohlaka kuye kwahlolwa ngezinqubo ezinezigaba. Esokuqala isigaba, siye sathestwa kanye nokuhlolwa ngokusebenzisa imodela yesifundo. Esesibili isigaba, besingesokwenza ama-qualitative nama-quantitative survey kubafundisi baseyunivesithi kanye nabafundi, ukuqinisekisa ukusebenza kahle kohlaka. Ngisho noma ukubheka imiphumela yokuqinisekisa uhlolo ibiyenelisa, kusadingeka ukuthi kwenziwe olunye ucwaningo, esikhathini eside ukuze ukusetshenziswa kohlaka kuye ngokungezeleka ukubandakanya iningi (scalability), kanye nokuqeda izinto ezenza ukuthi kube nokwehluka-hluka nokungahambelani kahle ekusetshenzisweni (inconsistencies). Izingxenye zohlaka zingasetshenziswa ukwengamela ama-ICTs, isib. ukusetshenziswa kwama-spreadsheets kanye ne- Learning Village kulawo maqembu asebenzisa uhlaka. / Management Accounting / Ph. D. (Accounting Science)