Magister Curationis - MCur / The development of internet has provided an opportunity for offering online learning. Online learning otherwise known as ‘e-learning’ is a fast growing new concept of modern education. Substantial evidence indicates that many universities across the world have started offering study programmes through a variety of e-learning methods. Although e- learning environments are becoming popular, there is minimal research on learners’ attitudes toward online learning environments. Past research has recommended a variety of factors affecting user attitude so far as e-Learning is concern. It is thus against this background that this study purports to determine the attitudes of undergraduate nursing students toward e–learning at the University of the Western Cape. The study developed an integrated model with six dimensions: learners, instructors, courses, technology, design, and environment. A survey was conducted on 213 undergraduate nursing students to assess their attitudes toward e-learning. The study employed the survey methodology based on the questionnaire that was distributed randomly to students to assess their attitudes towards e-learning and to find out if any existing demographical factors impact on the students’ use of e- learning. The results revealed that males and females differed significantly in terms of satisfaction levels. When specific demographic variables with two outcome levels (age group, computer facility at home, computer training experience and experience in e-learning prior to registering at UWC) are considered, there is no statistically significant difference (from the sample t-test) in learner satisfaction between these groups. From a valid response rate (90% of the sample), statistical analysis (multivariate analysis) revealed that learner satisfaction as the control variable is influenced by perceived easy to use, gender and year level of participants. The findings also showed a significant difference between male and female satisfaction. In this regard, 4th year nursing students were proven to be less likely to be satisfied with e-learning than 2ndyear nursing students, whereas female nursing students are more likely to be satisfied with e-learning than male nursing students. Generally, the study’s findings demonstrate a favourable attitude towards e-learning among nursing students at University of the Western Cape.

The purpose of the study is to explore students’ experiences of WebCT at the University of Pretoria. In order to find out about these experiences, the Department of Telematic Learning and Education Innovation administered a web-based survey to students at the University of Pretoria. At the end of each semester students are requested to complete WebCT Experience Survey voluntarily. The WebCT Experience Survey includes both qualitative and quantitative data for research (TLEI Annual Report, 2003). The focus of this research is more on qualitative data which includes the open-ended questions. The researcher used conceptual analysis to evaluate the open-ended questions in the survey (Busch et al., 2005). The challenges and benefits were coded for their frequency and relevance. The researcher then identified codes to identify the benefits and challenges of students using WebCT. The findings of the research were grouped in terms of technical, facilitation and content issues. The study indicates that students benefited from using WebCT. / Dissertation (Magister Educationis (Computer-Integrated Education))--University of Pretoria, 2007. / Curriculum Studies / unrestricted

Notre thèse s’inscrit dans le courant théorique de la linguistique cognitive et énonciative ; elle s’appuiera également pour sa partie pratique et de développement sur le e-learning et les TIC. Ce projet cherchera à conjuguer ces deux aspects dans le domaine de la didactique des langues, en particulier pour la conception d’outils pour les apprentissages linguistiques. Cette étude visera d’une part à analyser les différentes formes de l’activité langagière au travers de la description et de l’analyse de ce que l’on nomme « genres discursifs » ; d’autre part, elle cherchera à mettre au jour, grâce à l’élaboration d’outils logiciels spécifiques d’apprentissage linguistique, des styles d’apprentissage liés à des profils cognitifs d’apprenants. L’identification de ces styles d’apprentissage (ou profils cognitifs), doit permettre une définition de stratégie d’apprentissage conduisant à un processus d’autonomisation de l’apprenant en tant que sujet cognitif – acteur de son apprentissage. En toile de fond, nous recourrons à une conception néo-vygotskienne des apprentissages et notamment à l’un des concepts qu’elle nous fournit : la collaboration. Dans ce but, l’utilisation d’une plate-forme d’apprentissage, désignée en anglais par Learning Management System et des outils logiciels dédiés divers qui lui sont associés (glossaire, carte conceptuelles/heuristiques, logiciels collaboratifs) doit permettre une expérimentation de séquences de micro-activités langagières ayant pour but la construction d’une compétence linguistique globale par l’apprenant (qui est un positionnement de l’étudiant, acteur institutionnel). En outre, le recours aux genres discursifs, en inscrivant cette thèse dans une analyse de type fonctionnel comme le Task Based Learning (Rod Ellis) permettra une évaluation théorique du CECRL (Cadre Européen Commun de Référence pour les Langues), référentiel en vigueur dans la didactique des langues étrangères ou secondes. / My thesis is positioned within the theoretical framework of cognitive and speaker-oriented linguistics; it also relies on e-learning and ICT in the sections on applications and development. This project endeavours to combine these two aspects in the field of language teaching, especially with a view to developing tools for language learning. This study firstly aims at analysing the different forms of language activity through the description and analysis of what is called "discursive genres" and, secondly, it seeks to bring to light styles in the ways of learning which are associated with learners’ cognitive profiles through the development of specific software tools for language learning.The identification of these learning styles (or cognitive profiles) should enable us to define learning strategies – processes that make learners more autonomous as cognitive subjects – in other words, they become the agent of their own learning. The backdrop for my analysis is a neo-vygotskian conception of learning and in particular one of the concepts it provides us with: collaboration.For this purpose, the use of a learning platform, known in English as 'Learning Management System' and of various dedicated software tools associated with it (glossary, mind mapping, collaborative software) gives me the possibility to experiment sequences of language micro-activities aimed at building a comprehensive language competence by the learner (which is a positioning of the student as an institutional actor). In addition, as the use of discourse types grounds this thesis in a functional type analysis such as 'Task Based Learning' (Rod Ellis), it will allow a theoretical evaluation of CEFRL (Common European Framework of Reference for Languages), which is the current reference in the didactics of foreign or second language teaching.

Technology-enhanced learning environments such as blended learning and e-learning are utilised increasingly in higher education institutions with expectations of an increase in output rates and retention rates. As the demand for technology-enhanced e-learning courses increases, the pressure on lecturing staff to rise to the challenge also increases. In recent years great advances and improvements in the fields of learning and instruction were envisaged as a consequence of the application of new educational technologies. Although some of these promises have materialised it would seem that relatively few lecturers have mastered the skills and knowledge needed to integrate technology successfully into the practice of teaching and learning. The role of emotional intelligence is a significant construct which has not been adequately researched in terms of the mastering of new technologies in the e-learning and blended learning environments. The purpose of the study is to explore and describe linkages between emotional intelligence and the ability to cope with mastering new educational technologies. It is presumed that this study may contribute towards a deeper understanding of emotional intelligence as a moderator of work stress and of the stress encountered in mastering new educational technologies with subsequent coping strategies. With its contribution to this emergent body of knowledge, the significance of the study lay in the clarification of the role of emotional intelligence in mastering new educational technologies. The case study is based on the 2004 participants in the Partners@Work programme at the Department of Telematic Education at the Tshwane University of Technology. The unit of analysis provided rich and detailed data for this study. A mixed methods approach, that is, the use of both qualitative and quantitative data, assisted in crystallising the data in order to provide insight into the way participants coped with the mastering of new educational technologies. Findings from this study suggest that a number of factors influence coping strategies when attempting to master new technologies, including self-efficacy beliefs, social networking structures as a resource, the use of positive emotions, the role of the facilitator and the emotional intelligence abilities associated with coping competencies. While a number of linkages between emotional intelligence and coping strategies could be identified, the interdependency of coping strategies and emotional intelligence remains elusive. The study recommends that institutions should create a supportive organisational climate for e-learning as a support for face-to face training programmes in skills development. The provision of programme facilitators trained in coaching participants, focusing on the accomplishment of self-directed learning, assisting participants in the attainment of goals, modelling positive emotive skills, and encouraging the practice of new skills may help to realise the promise of blended learning. / Thesis (PhD)--University of Pretoria, 2008. / Curriculum Studies / unrestricted

This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.

Blended and online courses can require more student self-regulation than traditional in-person courses. Instructors and course designers can support student motivation and self-regulation in a variety of ways, such as by including motivational strategies in the course materials. The purpose of this study was to explore the relationship between the following three factors: the motivational strategies employed in the online course materials of a blended German language course, student engagement in the course, and student usage of the course materials. Selected course activities were analyzed using a checklist based on Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) model for motivational design to identify the motivational strategies that were present. At the end of each unit, students completed surveys about their level of engagement with the online portions of the blended course and their perceptions of the online activities. At the end of the semester, data about student usage of the online activities was collected from the Canvas Learning Management System. The results of this study show that a wide range of motivational strategies are used in the online materials of this course and that students were highly engaged in this course. Students found the grammar and vocabulary activities to be the most motivating and the most useful for their language learning. The number of Attention strategies in an activity was strongly correlated with how often students used the activity, and the number of Attention strategies also predicted how often students would use the activities, likely because Attention strategies increase ease of use of the materials and encourage student curiosity. The number of Satisfaction strategies in an activity predicted how motivating students would find the activity, likely because Satisfaction strategies allowed students to use their new skills in realistic contexts and experience intrinsic and extrinsic rewards. There was a strong correlation between how motivating students found an activity and how useful they found the activity for their language learning. Including more motivational strategies, particularly Attention and Satisfaction strategies, can enhance the student experience and increase student motivation; however, students are most likely to be motivated by activities that they find useful for their language learning.

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The thesis is focused on research and development of hydraulic binders based on FBC-ashes. It examines the possibilities of using this ash in the clinker so that the properties of the final cement are comparable to Portland cement. As an integral part of this thesis the research of emission reduction possibilities in the cement industry - a very current topic these days - is presented.

The main objective of libraries in higher education institutions is to enable access to information that will meet the teaching, learning and research needs of the institutions’ communities (Department of Arts and Culture, 2015:18). Technology makes it easier to accomplish this by allowing librarians to embed products and services directly into the teaching, learning and research environments used by the communities. Course Management Systems such as Blackboard, are used by higher learning institutions to provide blended learning experiences. Many face-to-face lectures rely on an online module, and students appear to be more comfortable using the various online tools than ever before. For librarians, the online component of such a hybrid learning model is an opportunity to extend the traditional face-to-face library training and information literacy sessions into the Virtual Learning Environment (VLE). Virtually embedded librarians enable students’ access to library information online (Hoffman & Ramin, 2010:298) and libraries that have shifted towards embedding in online courses reach users at their point of need (Paganelli and Paganelli, 2017:55). If these statements are true, the question remains whether the end user is satisfied with the services rendered online or not. Many surveys have been conducted to assess users’ satisfaction with library resources and the quality of library services (Zhang, 2015:273). Some studies investigated library use patterns of different user groups but few studies focus on the needs of Engineering students (Zhang, 2015:273) and if these needs are being addressed by embedded library services and products. The objective of this research was to establish the role that Engineering students expect an Information Specialist to play in a VLE, to identify the products and services the Engineering students expect the Information Specialist to provide, and to what extent. This was done using a case study research design. As was expected, this research confirmed that the Engineering students recognise the importance of librarians embedding in their online modules. It is anticipated that librarians who embed online will be able to meet the needs of the students and build strong relationships with the students. If that does become the case, it is feasible to expect that the students’ use of library resources will increase. The next phase would be to build and launch a pilot project. Recommendations made for embedding in a VLE were (1) to consult with the faculty, library staff, and the instructional designer before the librarian attempts to launch embedded activities; (2) to identify the top in-demand products and services that can be embedded for each course as a matter of urgency; (3) to pilot the program with a few students and library staff and obtain feedback before the initiative is made publicly available to all students; and (4) to align the expectations or activities of the program with those of the course. / Mini Dissertation (MIT)--University of Pretoria, 2018. / Information Science / MIT / Unrestricted

Each year over half a million children are victims of childhood maltreatment. While a plethora of interdisciplinary research has evaluated the detrimental outcomes of these experiences, few studies have analyzed the effects contextual components of child abuse and neglect can have on the life-course of maltreated youth. Juvenile delinquency has been identified as a prominent outcome of maltreatment, however, a lesser portion of the empirical literature has focused on outcomes among more serious justice-involved juveniles. This study analyzed the effects of childhood maltreatment severity on the recidivism outcomes of 853 blended-sentenced juveniles in a large southern state. Previous studies demonstrated worsened outcomes associated with more severe maltreatment, thus higher recidivism rates were expected for more severely maltreated juveniles. The results indicated only sexual abuse severity impacted recidivism rates, and the direction of the relationship was negative. Implications of the findings and directions for future research are discussed.