This dissertation reports on an investigation into three web-based technologies to determine their usefulness and the extent to which they support learning. The study comprises three case studies, each examining a separate web-based technology, suitable for diverse groups of learners in terms of age group and background. The main contribution is to determine for whom and how these technologies could be used, with the intention of providing a systematic structure of web-learning possibilities for learners of different ages (children, undergraduates and postgraduates) and types of teaching (contact teaching and distance learning). It was found that web-based technologies could support learning. Their usefulness depends on how the instructional design addresses the different aspects of web-based learning, and whether or not the course and web-based material match the characteristics/needs of the target group. / Thesis (MA (Information Science))--University of Pretoria, 2003. / Information Science / unrestricted

This study examines the strategies used by facilitators at Adult Basic Education and Training Centre in order to determine whether the facilitators are responsive to adult learning principle and practices. If inappropriate strategies for the facilitation of learning are used, adult learners are likely to become bored, frustrated, overwhelmed or unable to cope with the challenges of learning. This may contribute to the high drop-out rate that many adult education programmes face. The failure to retain adult learners in ABET programmes may result in adult learners relapsing into illiteracy, which then poses a problem as the overarching goal of the South African government is to eradicate illiteracy. This study aims at answering the following research questions: <ul> <li>What are the perceptions of adult learners of the facilitation of learning in the programmes they are enrolled for?</li> <li>What are the strategies used by ABET facilitators to promote cooperative learning?</il> <li>How do ABET facilitators promote self-directed learning among adult learners?</li> </ul> The theoretical framework on which this study is based is constructivism. Constructivist theory advocates a paradigm shift from traditional methods of teaching to a more learner-centred approach of instruction and learning. Thus, constructivist theory embraces Outcomes-based Education that emphasises that active participation by learners should be the backbone of all learning activities. Both facilitators and learners are required to focus on the outcomes that should be achieved during each learning activity. This study employs a mixed-methods approach that includes quantitative and qualitative research methods. The research design for this study is the case study method. The population of this study comprises adult learners and facilitators at Gaegolelwe Adult Centre. A simple random sampling was used to select forty-seven adult learners to participate in this study. Convenience sampling was used to select 4 facilitators. The methods of data collection used were questionnaires, semi-structured interviews and observations. The findings of this study are the following: <ul> <li>Facilitators at Gaegolelwe Adult Centre cater moderately for learners with different learning styles.</li> <li>Learners are engaged in different learning activities, such as completing tasks individually, in pairs or in groups and are involved in research orientated activities in order to discover things for themselves.</li> <li>Facilitators promote active participation during learning opportunities.</li> <li>Most adult learners demonstrate responsibility towards their own work. However, some do not, and this may be attributed to many competing social roles that must be balanced against the demands of learning.</li> <li>Learners are challenged to develop critical thinking, problem-solving and higher order reasoning skills.</li> <li>Cooperative learning as one strategy of facilitating learning is not utilised to the maximum.</li> <li>It has been observed that the lecture method is predominantly used by facilitators; this is not in line with constructivist learning theory as the latter emphasises the use of different methods of facilitation in order to accommodate learners with diverse learning styles.</li> </ul> The following recommendations have been made: <ul> <li>Facilitators with extensive teaching experience should be engaged to facilitate adult learning. However, they should be educated and trained in methods of facilitating adult learners.</li> <li>Male adults need to be mobilised through mass literacy campaigns to join ABET programmes.</li> <li>Learners should be given the opportunity to make an input in the development of strategies for facilitating learning.</li></ul> Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Early Childhood Education / unrestricted

Dissertation (MA (Human Movement Science))--University of Pretoria, 2005. / Biokinetics, Sport and Leisure Sciences / unrestricted

Young children with disabilities have better outcomes when their families and caregivers receive the necessary resources and supports to implement high quality practices. This session will set the framework for how adults learn and how they can learn to implement new practices and modify current ones to have the greatest impact on young children. In this 90 minute interactive webinar session participants will: Discover a systematic way to develop and present new information to effect change in practice, whether in “coaching” sessions with families or professional development sessions with colleagues. Learn how to implement new practices or modify current practices to meet the needs of military families facing unique circumstances such as deployment, relocations, and post-combat challenges. Gain adult learning tools and resources, which they can apply to their work with families and colleagues.

Come join the Military Families Learning Network Early Intervention team on Weds. March 30 from 12:30-1:30 ET for an interactive discussion related to the webinar held on Mar. 17. We want to hear your thoughts, opinions, and experiences related to the Key Points Carol Trivette, PhD shared during the webinar and how you've applied these points recently in your own practices. Were you not able to participate in the webinar on the 17th? No worries! We'd still love to hear from you! Come share your expertise and learn from others during this interactive forum.

Stroke is a rapidly increasing disease worldwide, and speech and language impairments are common in stroke patients. A patient’s ability to speak, listen, read and write is reduced after stroke which affects the patient's independently living and quality of life. After an initial evaluation at the hospital, the stroke survivors are referred to the stroke rehabilitation centre where the speech therapists assist them in their challenging and long journey towards speech and language relearning. To enhance the patient's quality of life and to facilitate the speech therapists, technology-enhanced systems can play an important role. However, the currently used software applications such as online speech and language relearning applications are not specifically designed after the user’s need, and the user’s participation and empowerment are compromised. Medical caregivers and stroke patients are the main stakeholders and potential users of these software applications. Therefore, this study is aimed to understand the medical caregivers and the stroke patients’ needs for technology-enhanced speech and language relearning from medical caregivers’ viewpoint.  Design science research strategy was adopted to create, implement and evaluate the artefact. Some important stakeholders such as speech therapists, a stroke specialist doctor, information and technology professionals and one stroke survivor participated in this study. Following the speech therapist’s expert opinion, an application for speech and language assessment was developed as an artefact. The application was then evaluated for technology acceptance with the speech therapists. The Unified Theory of Acceptance and Use of Technology (UTAUT) was used as the theoretical foundation for making the interview questions and data analysis.  The user's requirements for software application differ from one patient to another depending upon the patient's overall health after stroke, their age, social life, the level of speech and language loss, and previous experience with technology use. Stroke is common in adults and adults like to participate in designing their relearning process; therefore, adults should be involved in deciding the learning objectives, and adult learning principles are helpful to understate their needs for speech and language relearning. Due to impaired physical and cognitive conditions, the patients need a bigger interface with larger fonts and pictures and more constructive colours than usual. Tablets with touch pens are preferred hardware. The speech therapist should have the possibility to change the exercises runtime according to the patient's abilities and stamina to do the exercises.  The technology acceptance evaluation showed that the developed application was easy to use and efficient for speech therapists. The study participants also highlighted some critical issues for better usability and technology acceptance. The application should be synchronized with speech therapists’ existing workflow and routines, and it should directly be connected to the hospital records system so that the patients’ data can easily be transferred to their journals.  The role of facilitating conditions such as proper education and training about the system, and personalised support is also important in technology acceptance. The user’s trust in the system’s security and privacy and their personal integrity were also highlighted as main determinants for technology adoption and use. To achieve better coherence between the users and technology, all the tasks/exercises and sub-tasks in the application should be designed in close collaboration with speech therapists and stroke patients. Due to the Covid-19 pandemic, only one stroke survivor was interviewed in this study. However, the patients’ perspective is of utmost importance, and in future research, they will be involved in the design and development of such technology-enhanced systems.

Doctor Educationis / This is a doctoral thesis in which the effectiveness of selected educational approaches in facilitating adult learning, using cattle farmers in the Onamhinda village was tested. In this study I tested three educational approaches of content centred, learner centred and situation centred for their ability to facilitate learning, which could bring about change in society. I used cattle farmers as a target group because the livelihood of farmers in north central Namibia depends on agriculture, mainly millet and beef production. The study began by discussing the selected approaches in relation to the relevant learning theories as a basis for the theoretical framework of facilitating adult learning and to support the hypothesis that certain educational approaches, if used under the right conditions, will facilitate significant learning among the target audience. The research design used in testing this hypothesis followed an action and qualitative design. It followed an action research design in order to get participants involved in their own learning, to put into practice what has been learned and be able to evaluate and discuss their progress. Through a qualitative design the study explored a much broader phenomenon of facilitating adult learning on a large scale and enabled reliable data collection to be undertaken for a study conducted in an environment where there were no tight controls over the learning process. An educational programme for cattle farmers was developed and used as a tool in testing the educational approaches. The educational programme utilised a combination of learning techniques to provide a means of learning for cattle farmers, which included a radio course of 12 lessons, self help facilitated study groups, printed materials and demonstrations by experts. In addition, a feedback system was built into the educational programme to enable participants to ask questions and experts to respond to such questions. The educational programme materials were written in the local language of Oshiwambo, and the research study was organised around a study group of 17 participants and two facilitators as well as a participant observer. A participant observation research method was used to observe and collect data during all learning sessions of the educational campaign. Furthermore, four months after the educational campaign a summative evaluation was conducted to assess the impact of the educational programme on the target audience and to learn more about how these types of approaches facilitated learning among farmers. The analysis of data explored whether such learning was significant enough to bring about social change and sustainable development. The study assisted in creating an opportunity for rural people to learn collectively and influence each other for positive change and to enable them to participate fully in their own development. It proved that using a combination of educational approaches and incorporating well developed communication strategies adult educators will be able to provide enhanced learning opportunities and reach even the remotest human being alive. Recommendations are given for successful implementation and replicating the educational approaches at a large scale and for other vital adult learning opportunities in the country and elsewhere.

Abstrakt Wikner, E. (2015). Förutsättningar för vuxnas lärande: En observationsstudie influerad av ramfaktorteorin. Högskolan i Gävle.   Detta arbete är en observationsstudie med syfte att undersöka vilka förutsättningar för lärande är vid tre specifika lärandesituationer i samhället samt att undersöka hur förutsättningarna varierar beroende på vad det är man ska lära sig. Observationerna som gjordes var semi-strukturerade och genomfördes utifrån en observationsguide vid tre icke-formella lärandesituationer. Resultatet visade att de förutsättningar för lärande som fanns vid observationstillfällena var tidsbegränsningar, lokalens begränsningar, styrgruppsfenomen, förförståelse och ledarnas agerande. De skillnader när det gäller förutsättningar för lärande som fanns mellan lärandesituationerna visade sig inte bero på vad man skulle lära sig. Istället varierade förutsättningarna på grund av mer praktiska saker som vilket utbud på lokaler som fanns, hur lokalen såg ut och hur mycket tid som fanns. Studien använder sig genomgående av Urban Dahllöfs ramfaktorteori och denna teori används även när resultatet presenteras och analyseras.   Nyckelord: förutsättningar för lärande, icke-formellt lärande, vuxnas lärande, ramfaktorteori, observationsstudie.   Keywords: conditions for learning, non-formal learning, adult learning, framefactortheory, observational study.

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Math anxiety, defined as feelings of apprehension and fear of courses involving mathematics, often interferes with student learning in a variety of college-level courses. A related phenomenon, statistics anxiety, affects the performance of many students in statistics courses. Researchers have found evidence that including collaborative problem solving as an instructional methodology is effective at reducing the negative effects of statistics anxiety. The purpose of this qualitative case study was to explore adult perceptions of collaborative problem solving as an instructional methodology focused on improving the learning environment in a business statistics course. Behaviorist, constructivist, and adult learning theories provided the foundation for this study that gathered narrative interview data from 14 adult students. The narratives were analyzed by first coding responses to questions into 7 frames of reference. Further refining of the data was accomplished by grouping responses in each frame of reference into common realms of response. Findings indicated that the adult participants perceived collaboration to be effective at reducing stress levels and improving course performance. Additionally, the participants identified weekly learning tasks, collaborative partner selection methods, and student resource materials that could benefit from redesigning. The project that stemmed from this research involved restructuring the instructional methodologies, learning tasks, and student resources to better align with adult learning preferences identified by the participants. The benefits to positive social change resulting from this project study included improving the course learning environment for adults and identifying adult preferences for implementing collaboration as a learning methodology.