Philosophiae Doctor - PhD / There has been a global transformation of higher education institutions (HEIs) in response to a wave of dynamic education sector reforms; specifically, this is related to the adoption of educational technologies to enhance teaching-and-learning practices, education management, research and administration. This situation has placed a strain on HEIs in South Africa and elsewhere, due to changing societal expectations, the inevitable integration of technology, and specifically eLearning into traditional interventions; and at the same time, the increasing pressure on practitioners to deliver quality education. Equally important, the question arises whether Information and Communication Technology (ICT) is indeed constructively impacting teaching-and-learning practices. Consequently, a need has arisen for ePedagogy training and support for academics and students within challenging, complex HE settings. Within this context, the research has endeavoured to position the eLearning discourse within a global perspective; as well as to explore the theoretical underpinnings which impact the application of learning, and specifically eLearning. In particular, the merging of learning theories; different teaching and learning approaches, and technology that enables the creation of effective eLearning models and provides a more structured approach to the implementation of eLearning, were studied. Building on this theoretical basis, the importance and content of models within the discourse have highlighted the recent emphasis on the delivery of quality education. The principal thrust of this research was, therefore, to highlight the main developmental phases towards the creation of an Integrated eLearning model to influence organisational cultural change in Higher Education Institutions. The research was built on an in-depth case study of a large HEI, namely: the University of the Western Cape (UWC), over the period September 2005 to October 2011. This explorative, longitudinal study was undertaken because of the numerous “unsuccessful” or “incomplete” eLearning implementations in developing countries, as well as the many challenges faced by academics. As a result, the study explored the factors that contribute to the successful implementation of eLearning within the empirical setting of UWC, a complex higher education environment. This has been an accumulative exercise that started shortly before the establishment of the E-Learning Development and Support Unit (EDSU) and the ‘eLearning Awareness Campaign’ – reflecting on the deployment of a non-coercive approach to the implementation of eLearning and its impact on the organisational culture of the institution. The result was the development of an Online Course Creation model, which forms the core of phase 1 (September 2005 – December 2006) of the case study. Subsequently, phase 2 (January 2007 – August 2008) of the case study showcased gaps in the Online Course Creation model and emphasised that eLearning implementation in a complex higher education setting should go beyond the focus on ePedagogy with regard to effective online course creation. Hence, this second phase of the case study involved the development of a revised eLearning model, the Inclusive ePedagogy model. Consequently, phase 3 (September 2008 – October 2011) of the case study highlighted the main developmental stages implemented in the creation of a final Integrated eLearning model, and discussed how these integrated factors contribute to the implementation of eLearning, and ultimately, influence the organisational cultural change within UWC. Interaction with various stakeholders during the phases of the study included interviews and questionnaires. As a result thereof, the research reflected on the exponential growth of eLearning; improved attitudes and mindsets; strategic commitment for the infusion of technology and ePedagogy; and the institutional teaching and learning strategy. On the other hand, these results are in stark contrast to the lack of management in the development of the home-grown Open Source platform, coupled with intermittent access to internet connectivity. This shortcoming has often hindered online teaching and learning initiatives and support processes. Furthermore, the research has indicated how educational technology has positively impacted on prevailing communities of practice, and has even led to sound practices, such as sharing online courses/modules within the institution and with the global community. The escalating numbers of students seeking eLearning training and support have been supported by blended eLearning approaches. These approaches reflect the importance of integrated curriculum design. Moreover, the presented Integrated eLearning model, shows that ‘eLearning success’ can never be claimed, but is rather a process undergirded by a dedicated support team committed to continuous eLearning marketing, together with the review of processes within dynamic, complex higher education settings. Equally important, eLearning implementation within a HEI inherently impacts the organisational cultural changes. This is not just a once-off event, as it entails the difficult task of changing mindsets toward the use of new pedagogies, in order to supplement traditional instruction. At the same time, considering people-development processes; as well as organisational issues, which include peoples’ perceptions at different times of the eLearning continuum, is presented as various factors, which contribute to the successful implementation of eLearning. The most important factors contributing to successful eLearning implementation, as established through the research, and also incorporated into the proposed Integrated eLearning Model are: the provision of holistic online activities; integrated institutional ICT infrastructure and systems; the support of educators and students; the necessary positive attitude by lecturers to take a hands-on role in the application of blended eLearning practices – aligned to research – and the contribution to the knowledge era; the importance of communities of practice within and outside the institution; the need for motivated formal leadership and educators to take ownership of the development of aligned, integrated curriculum strategies supportive of emergent educational technologies; continuous commitment to eLearning support, and quality-assurance processes; sustainable eLearning change management and marketing strategies; as well as crucial integrated professional leadership, management and support of the elements of the Integrated eLearning model.

Doctor of Philosophy / Curriculum and Instruction Programs / Debbie K. Mercer / Abstract Twenty three in-depth qualitative telephone interviews were conducted in this multiple case study with instruction librarians at eight four-year colleges and universities. Snowball sampling was used to select instruction librarian, information literacy department head and administration participants employed at institutions recognized by Association of College and Research Libraries for exemplary information literacy best practices: information programs. The questions researched in this dissertation were: How are selected four-year colleges implementing exemplary information literacy courses? How do exemplary four-year college library information literacy courses implement the Association of College and Research Libraries Framework for Information Literacy in Higher Education (2016)? How do exemplary four-year colleges and universities implement digital literacy and the six frames of the Association of College and Research Libraries Framework for Information Literacy for Higher Education (2016)? The Association of College and Research Libraries Standards (2000) and the Framework for information literacy for higher education (2016) were used as a foundation for this study. A conceptual framework was built in this study around information literacy historical underpinnings and five major national educational reports that were submitted to Congress between 1983 and 1989. These reports accelerated the information literacy agenda in institutions. The major study findings suggested that information literacy programs in institutions were most successful when the library’s program was supported by the institution’s administration. Successful information literacy course and program implementation in all eight institutional settings were dependent on the collaborative arrangements made between the instructional librarians and the faculty. Online information literacy courses were not common at the eight institutions. Information literacy instruction was blended and information literacy tutorials provided to students had online-components. Instruction librarians were using best practices in six areas that directly related to the development and design of the information literacy course: in their reference interactions with students, in choosing information literacy and teaching and learning models that would fit their institution’s programs, in the development of information literacy curriculum, in curriculum and program administration procedures and in assessing their information literacy courses and programs. Findings also indicated that although there was a great deal of anecdotal evidence that instructors provided that their students were information literate when they graduated, and that they were lifelong learners, no institutions had implemented tests for seniors that determined whether they were graduating information literate.

This study aims to provide strategies for blended learning situations which combine supervised on-line courses with traditional classroom lectures in order to take into account the different learning styles of particular groups of students. Most studies, to date, on learning styles have focused on the individual level. This research proposed that commonly preferred learning styles and leanings towards certain media presentations can be identified in whole groups that share some common group characteristics. An interpretive case study was chosen as the methodology to reach the research goal because it collectively combines the benefits of a case study and multiple data collections from students who studied on a required on-line course in the same learning context. The students, who participated in this study, were majoring in either Science, Social Science, or Management. Various data collection techniques included a survey of 576 students who studied IT courses, personal interviews of 34 students, participatory and on-line observations, and reference to institutional documents. Qualitative analysis of the data employed a concept synthesis coupled with a template analysis to compare and contextualise all the facets of reality depicted by the data (King, 2004). This approach was necessary due to the extensive theoretical background required to generate the initial template and the need to completely comprehend the group learning phenomenon. The research discerned that students in specific major academic fields have common preferences for on-line media and activities that assist the learning process because they process and perceive information differently. A model is proposed to identify the interactions between the learner, the media and activity content, and the context of learning. The design of on-line course materials should take into account group learning styles to propose a holistic picture for effective learning. This is a valuable resource for the teachers and designers of compulsory on-line courses and for those who determine educational policy and strategy.

The thesis is focused on learning materials at University of Economics Prague. In the con-text of modern trends in tertiary education it highlights opportunities to improve learning process with electronic learning materials. The theoretical part discusses the role of learn-ing materials and e-learning in tertiary education. The practical part then continues to ana-lyse the current situation of learning materials at the University of Economics. The main focus of the thesis is on the availability of high quality electronic learning materials. When looking for possible solutions the thesis also explores approaches used at other universities in the Czech Republic and abroad. It concludes with evaluation of possible solutions and makes recommendations for improving the situation with electronic learning materials at the University of Economics.

The existing literature is inconclusive on how technology in education influences student outcomes and whether it will lead to an improvement in tertiary education access. This paper aims to determine whether the implementation of technology in higher education will lead to an improvement in the access to higher education through online education as well as improving student outcomes. In addition, the paper aims to show that implementing technology in higher education could increase existing inequalities amongst students from different backgrounds. The paper will do this by demonstrating the qualitative and quantitative factors which are the underlying reasons for some students doing better in an online setting compared to others. Furthermore, the paper will show that students from advantaged backgrounds with respect to race and income, benefit more from online and blended learning than students from more disadvantaged backgrounds. Therefore, tertiary institutions need to provide caution when establishing blended learning and online education programmes as it could lead to increasing educational inequalities.

This dissertation centers on competencies for K-12 online and blended teaching. Article 1, published in Distance Education, is the literature review, which compares K-12 online and blended teaching competencies. We found that online and blended teaching share personalization as the most salient competency, but that blended teaching competencies emphasize pedagogical skill sets and online teaching competencies emphasize managing the online course. Article 2, published in the Journal of Online Learning Research, is an analysis of selected literature from Article 1, which analyzes the modality in which competencies occur (online or digital context, face-to-face context, generic, or blended). Over half of the competencies analyzed were deemed generic, or not specific enough to denote which modality in which they occur, and 30% of competencies were for an online or digital context, and a very few competencies were specifically for face-to-face modality, and blended competencies made up Article 3 is a description of the validation of a Blended Teaching Assessment of five competency areas associated with blended teaching: (a) technology skills, dispositions, and digital citizenship, (b) technology-mediated interactions, (c) blending online and in-person learning, (d) personalization, and (e) real-time data practices. While the confirmatory factor analysis showed minimal evidence of validity, we believe this is an important first step to building an objective assessment of blended teaching skills, and the assessment should be refined and further analyzed if it is to be used for summative purposes.

The relatively new utilization of learning management system (LMS) facilitated blended learning in secondary public schools has grown in popularity, but there is a void in research at this level. Teachers learned how to use the LMS features and honed their blended learning design skills through their own experiences, and in observation of their students' experiences. In this study, the knowledge teachers built and the decisions they made while designing blended learning were explored. In this mixed-methods study, the quantitative and qualitative results aligned, indicating that teachers design courses using a variety of components, often in different ways. Six themes emerged. The relationships between themes were used to create a theoretical visual of the factors impacting secondary teachers' decisions in the design of LMS-facilitated blended learning. Teacher design decisions were focused on the impact their choices would have on students. Variation in course design was purposely used by teachers to differentiate for students individually; however, variation was also the result of design challenges blocking teachers from a specific design choice. The implications for practice primarily focus on removing the design challenges. The results of this study add to other foundational studies to begin to fill the research gap in the area of LMS-facilitated blended learning design in secondary schools.

Philosophiae Doctor - PhD / There has been a global transformation of higher education institutions (HEls) in response to a wave of dynamic education sector reforms; specifically, this is related to the adoption of educational technologies to enhance teaching-and-learning practices, education management, research and administration. This situation has placed a strain on HEls in South Africa and elsewhere, due to changing societal expectations, the inevitable integration of technology, and specifically eLearning into traditional interventions; and at the same time, the increasing pressure on practitioners to deliver quality education. Equally important, the question arises whether Information and Communication Technology (ICT) is indeed constructively impacting teaching-and-learning practices. Consequently, a need has arisen for ePedagogy training and support for academics and students within challenging, complex HE settings. Within this context, the research has endeavoured to position the eLearning discourse within a global perspective; as well as to explore the theoretical underpinnings which impact the application of learning, and specifically eLearning. In particular, the merging of learning theories; different teaching and learning approaches, and technology that enables the creation of effective eLearning models and provides a more structured approach to the implementation of eLearning, were studied. Building on this theoretical basis, the importance and content of models within the discourse have highlighted the recent emphasis on the delivery of quality education. The principal thrust of this research was, therefore, to highlight the main developmental phases towards the creation of an Integrated eLearning model to influence organisational cultural change in Higher Education Institutions. The research was built on an in-depth case study of a large HEL namely: the University of the Western Cape (UWC), over the period September 2005 to October 2011. This explorative, longitudinal study was undertaken because of the numerous "unsuccessful" or "incomplete" eLearning implementations in developing countries, as well as the many challenges faced by academics. As a result, the study explored the factors that contribute to the successful implementation of eLearning within the empirical setting of UWC, a complex higher education environment. This has been an accumulative exercise that started shortly before the establishment of the E-Learning Development and Support Unit (EDSU) and the 'el.earning Awareness Campaign' - reflecting on the deployment of a non-coercive approach to the implementation of el.earning and its impact on the organisational culture of the institution. The result was the development of an Online Course Creation model, which forms the core of phase 1 (September 2005 - December 2006) of the case study. Subsequently, phase 2 (January 2007 - August 2008) of the case study showcased gaps in the Online Course Creation model and emphasised that eLearning implementation in a complex higher education setting should go beyond thefocus on ePedagogy with regard to effective online course creation. Hence, this second phase of the case study involved the development of a revised eLearning model, the Inclusive ePedagogy model. Consequently, phase 3 (September 2008 - October 2011) of the case study highlighted the main developmental stages implemented in the creation of a final Integrated el.earning model, and discussed how these integrated factors contribute to the implementation of eLearning, and ultimately, influence the organisational cultural change within UWC. Interaction with various stakeholders during the phases of the study included interviews and questionnaires. As a result thereof, the research reflected on the exponential growth of eLearning; improved attitudes and mindsets; strategic commitment for the infusion of technology and ePedagogy; and the institutional teaching and learning strategy. On the other hand, these results are in stark contrast to the lack of management in the development of the home-grown Open Source platform, coupled with intermittent access to internet connectivity. This shortcoming has often hindered online teaching and learning initiatives and support processes. Furthermore, the research has indicated how educational technology has positively impacted on prevailing communities of practice, and has even led to sound practices, such as sharing online courses/modules within the institution and with the global community. The escalating numbers of students seeking eLearning training and support have been supported by blended eLearning approaches. These approaches reflect the importance of integrated curriculum design. Moreover, the presented Integrated eLearning model, shows that 'eLearning success' can never be claimed, but is rather a process undergirded by a dedicated support team committed to continuous eLearning marketing, together with the review of processes within dynamic, complex higher education settings. Equally important, eLearning implementation within a HEI inherently impacts the organisational cultural changes. This is not just a once-off event, as it entails the difficult task of changing mindsets toward the use of new pedagogies, in order to supplement traditional instruction. At the same time, considering people-development processes; as well as organisational issues, which include peoples' perceptions at different times of the eLearning continuum, is presented as various factors, which contribute to the successful implementation of eLearning. The most important factors contributing to successful eLearning implementation, as established through the research, and also incorporated into the proposed Integrated eLearning Model are: the provision of holistic online activities; integrated institutional ICT infrastructure and systems; the support of educators and students; the necessary positive attitude by lecturers to take a hands-on role in the application of blended eLearning practices - aligned to research - and the contribution to the knowledge era; the importance of communities of practice within and outside the institution; the need for motivated formal leadership and educators to take ownership of the development of aligned, integrated curriculum strategies supportive of emergent educational technologies; continuous commitment to eLearning support, and quality-assurance processes; sustainable eLearning change management and marketing strategies; as well as crucial integrated professional leadership, management and support of the elements of the Integrated eLearning model.

abstract: As higher education embraces innovative educational models, support for the faculty members who must carry them out remains a vital ingredient for success. Despite this need, many institutions adopt innovations such as blended learning for all of the benefits afforded, with minimal consideration to meaningfully equip professors teaching these courses. “Faculty Learning Communities” (FLC’s) provide a powerful model of supporting and equipping faculty in their teaching practice. Nevertheless, ongoing and collaborative faculty development was historically unavailable to professors teaching undergraduate blended courses at Lancaster Bible College. Thus, the purpose of this qualitative action research study was to examine the ways that faculty perceived an FLC during the design and facilitation of a blended course. The Community of Inquiry (CoI) framework guided the design and facilitation of the FLC in fall 2018, as well as providing insight into measuring how learning communities formed during the FLC and while participants taught their courses. This FLC model blended learning for participants by occurring four times on campus, with online sessions following each in-person meeting. The faculty developer provided resources and support as faculty collaborated in designing their blended courses for the spring 2019 semester. Faculty perceptions of support were gathered in a focus group at the end of fall semester. During the spring 2019 semester, the faculty developer observed both on-campus and online sessions of the blended courses and led a second focus group about faculty perceptions of effectiveness and support. Qualitative data sets included video recordings of the FLC, focus groups, and class observations, field notes, and screenshots of online environments during the FLC and courses. Findings demonstrated substantial evidence of CoI measures of social presence, cognitive presence, and teaching presence were present in both the FLC and participants’ courses. These results affirmed the CoI framework provided a meaningful platform for faculty development. Additionally, participants perceived the FLC as supportive for their blended teaching practices, making direct mentions of support and indicating belief that broader institutional change be implemented toward this end to enhance faculty development opportunities. Limitations and implications of the study, as well as desired future research were explored. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

abstract: The focus of this study was to investigate better learning opportunities at the epicenter of field-level aircraft maintenance technical training for the United States Air Force. While narrow in focus, this project may be informative for training communities across diverse industries. The intent of this project is to improve the transfer of training from the classroom to the workplace by implementing a blended learning classroom pedagogy, successively enhancing class time for more meaningful construction of student-centered learning. This mixed-methods research study utilized surveys, observations, and interviews with students, instructors and supervisors to explore perceptions that aircraft maintainers have about the current and potential value of curriculum. The first significant finding was that aircraft maintainers do believe there is opportunity to improve the current rote transmission style of curriculum and make it more learner-centered. The second significant finding is that aircraft maintainers do see a blended learning classroom as a means to explore the curriculum in more depth and improve the transfer of their knowledge in a more meaningful way to the workplace. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019