Text in English with abstracts in English and Afrikaans / The objective of this study was to investigate how the integration of social media applications such as Facebook can be advantageous to students in Open Distance Learning (ODL) settings or environments. This study was carried out in the context and recognition that the use of social media has become a norm in modern-day society where people in general, and students in particular, can upload videos, images and texts towards achieving a common purpose. In order to achieve the objectives of this study, the researcher employed two theoretical frameworks, namely Connectivism and New Media Theory. The study also used Qualitative Research Methodology, particularly the qualitative content analysis research technique and focus group interviews. The study found that the use of Facebook provided students with better access to online resources and facilitated more interaction with fellow students. In an ever-changing world, the study established that technology has the potential to innovate distance learning, providing students with an open space to learn, collaborate and communicate more effectively. This means that social media applications have the power to connect people and bridge the gaps of time and distance. This is especially relevant in ODL environments where students operate in isolated spaces and have little or no direct interaction with their lecturers and fellow students. / Die doel van die studie is om ‘n ondersoek te loods na sosiale media integrasie, meer spesifiek Facebook, en hoe voordelig die gebruik daarvan vir studente in die konteks van ‘n Oop- en Afstandsonderrigleer (OAL) is. Die studie was gedoen binne die konteks, en met inagneming van, hoe die gebruik van sosiale media ‘n norm in die hedendaagse samelewing geword het, en hoe mense oor die algemeen videos, prente, en teks kan oplaai om ‘n gesamentlike akademiese doel te bereik. Ten einde die doel van die betrokke studie te bereik, het die navorser twee teoretiese raamwerke gebruik, naamlik Konnektivisme (Connectivism) en Nuwe media-teorie. Die studie het gebruik gemaak van ‘n kwalitatiewe navorsingsmetode, meer spesifiek kwalitatiewe inhoudsanalise en fokus-groep onderhoude. Die studie het bevind dat die gebruik van Facebook studente beter toegang tot aanlynhulpbronne verleen, en ook meer interaksie tussen studente bewerkstellig. In ‘n veranderende wêreld het die studie bevestig dat die gebruik van tegnologie oor die potensiaal beskik om innoverende afstandonderrig aan te bied en ope platforms vir studente bied om met mekaar saam te werk asook meer effektief te kommunikeer. Sosiale media beskik dus oor die vermoë om mense nader aan mekaar te bring, en ook die gaping van tyd en afstand te oorbrug. Dit is hierin ook die geval waar studente dikwels in isolasie, met min of geen direkte kontak met dosente of mede studente in ‘n OAL konteks, studeer. / Communication Science / M.A. (Communication Science)

Can adult learners of international English learn the language online? This thesis relates research in the domains of the English language learning paradigm, Second Language Acquisition theories, and online language learning findings to produce a model for an English Language Learning Online Network (ELLON) for usage from within an educational institution. This model is partially designable over Moodle. The main original features of this learning design are the reversal of the knowledge transmission system through learner-generated lessons and learning objects, a model designed towards an expanding network of users, knowledge conceptualization and reuse of generated language learning objects; personalization to the socio-economic context of learner needs in English; and its focus on the learning of “online international English” competences. Guidelines are given towards the building and testing of this “ELLON” model. ELLON is designed for learners of English with a B1 level onwards.

English text, with summaries in English, Afrikaans and Zulu / This study aims to propose an e-learning framework for mobile devices in Africa to help improve enrolment rates and education standards in the FET (Further Education and Training) phase. The study is qualitative in nature and employs document analysis as main research method. An overview of the South African education context with supporting statistical data to motivate why an e-learning alternative is crucial for improving South African and African education is provided. The literature review includes a descriptive analysis of 7 existing e- and m-learning frameworks, with key features highlighted for possible adaptation or incorporation into an e-learning framework for Africa. Behaviourism, Constructivism and Connectivism are discussed as applicable learning theories to pedagogically underpin this proposed e-learning framework. Thereafter, a critical evaluation of current South African education policy documents (White Papers, the Norms and Standards for Educators and the Draft Policy for the Provision and Management of Learning Teaching and Support Materials) is conducted to determine whether these policies support and enable e-learning effectively. Part 2 of Chapter 5 comprises a critical analysis and comparison of education systems and applicable legislation in the USA, Finland and Malawi to establish how education is structured and how e-learning is administered in these countries to make relevant recommendations for South Africa and to inform the design of an e-learning framework for Africa. Research findings are presented as answers to the research questions posed and the proposed e-learning framework with further recommendations are presented to the South African Department of Basic Education, teachers and researchers. / Die doel van hierdie studie is om ‘n e-onderrig-en-leer raamwerk vir mobiele toestelle vir Afrika voor te stel, sodat inskrywingsgetalle en onderrig- en leerstandaarde in die Verdere Onderrig en Opleidings (VOO) fase verbeter kan word. Dit is ‘n kwalitatiewe studie en dokumentanalise word as navorsingsmetode toegepas. ‘n Oorsig van die huidige Suid-Afrikaanse onderwysstelsel en konteks met ondersteunende statistiese bevindinge word verduidelik om e-onderrig-en-leer as noodsaaklike alternatief vir Suid-Afrika en Afrika te motiveer. Die literatuuroorsig sluit ‘n beskrywende analise van sewe bestaande e- en m-onderrig-en-leer (mobiele-onderrig-en-leer) raamwerke in. Hoofkenmerke van elke raamwerk word uitgelig vir moontlike aanpassing en inkorporering in ‘n e-onderrig-en-leer raamwerk vir die Afrika-konteks. Leerteorië, nl Behaviourisme, Konstruktivisme en Konnektivisme (Connectivism) word in diepte bespreek as pedagogies fundamenteel om die e-onderrig-en-leer raamwerk te onderbou en te ondersteun. ‘n Kritiese evaluasie van Suid-Afrikaanse onderwysbeleid (d.w.s. Witskrifte, die Norme and Standaarde vir Onderwysers en die konsepdokument oor die Voorsiening en Bestuur van Onderrig-, Leer- en Ondersteuningsmateriaal) is gedoen om vas te stel of die beleid wel e-onderrig-en-leer effektief ondersteun en prakties moontlik maak. ‘n Krities analitiese en vergelykende studie van die VSA (Verenigde State van Amerika), Finland en Malawi se onderwysstelsels- en wetgewing is gedoen in hoofstuk 5 deel 2 om te bepaal hoe dié lande onderwys struktureer en hoe e-onderrig-en–leer geadministreer word, sodat relevante voorstelle vir Suid-Afrika gemaak kan word en om insae te lewer in die ontwerp van ‘n e-onderrig-en-leer raamwerk toepaslik vir die Afrika-kontinent. Navorsingsbevindinge word voorgelê aan die Suid-Afrikaanse Departement van Basiese Onderwys, onderwysers sowel as aan navorsers. / Lolu cwaningo luhlose ukuphakamisa uhlaka lwe-e-learning lamadivaysi eselula e-Afrika ukusiza ukuthuthukisa izinga lokubhalisa nezindinganiso zemfundo kwiSigaba se-FET (Further Education and Training). Ucwaningo luyimfanelo enemvelo futhi lusebenzisa ukuhlaziywa kwedokhumenti njengendlela yokucwaninga eyinhloko. Ukuhlolisisa umongo wezemfundo waseNingizimu Afrika ngokusekela imniningwane yezibalo ukugqugquzela ukuthi kungani enye yokufunda email ibalulekile ekuthuthukiseni imfundo yaseNingizimu Afrika ne-Afrika. Ukubuyekezwa kwezincwadi kuhlanganisa ukuhlaziywa okuchazayo kwezinhlaka eziyisikhombisa ezisekhona ze-e- e-m-learning, nezici eziyinhloko eziqokonyiswe ukukhishwa kwe-adaption noma ukufakwa kwisakhiwo se-e-learning se-Afrika. Ukuzikhethela, Ukwakhiwa kwe-Constructivism (Kwe Zokwakha) kanye ne-Connectivism (Kwe Zokuxhumana) kuxoxwa njengezifundo ezifanele zokufunda ukusekela lolu hlelo oluhlongozwayo lwe-e-learning. Ngemuva kwaloko, ukuhlolwa okubalulekile kwemibhalo yamanje yemfundo yaseNingizimu Afrika (Amaphepha Asemhlophe, Imigomo Nemigomo Yabafundisi kanye neNqubomgomo Yohlaka Lokufundiswa Nezifundo Nokusekela) kwenziwa ukuze kutholakale ukuthi lezi zinqubomgomo zisekela futhi zikwazi yini ukufundisa nge-e-ephumelelayo. Ingxenye yesibili yeSahluko sesihlanu iqukethe ukuhlaziywa okubucayi kanye nokuqhathaniswa kwezinhlelo zemfundo kanye nemithetho esebenzayo eMelika, eFinland nase Malawi ukuqinisekisa ukuthi imfundo ihlelwe kanjani nokuthi i-e-learning inikezwa kanjani ukwenza izincomo ezifanele eNingizimu Afrika nokwazisa ukuklama uhlaka lwe-e-learning lwe-Afrika. Imiphumela yokucwaninga inikezwa njengezimpendulo zemibuzo yokucwaninga ephakanyisiwe kanye nohlaka oluhlongozwayo lwe-e-learning kanye nezincomo ezengeziwe ezethulwa eMnyangweni wezemfundo Eyisisekelo, othisha nabacwaningi baseNingizimu Afrika. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

This study was conceptualised within a social-constructivist ontological orientation and, further, uses an interpretive epistemological lens to extract information from the participants who are coming from different life worlds. This thesis, Effective assessment in open distance and e-learning: using the Signature Courses at the University of South Africa as a model for future practice, investigated how emerging information communication technologies (ICTs) can be used to transform, enhance and influence student assessment practices in Open Distance and e-Learning (ODeL) contexts. The ultimate objective of the study was to establish assessment guidelines for effective student assessment in distance education using technology as an enabler. To achieve the objectives of this study, a mixed methods research methodology was adopted in which Unisa lecturers’ and first-year students’ experiences, perceptions, attitudes, and beliefs regarding the use of ICT as a tool to enhance and influence student assessment were sought. Despite some limitations, the study was able to reveal that technology has the potential to influence student-lecturer, and student-peer interaction thereby bridging the isolation gap that normally exists between them. Further, these potential benefits also include the identification of teaching strengths and weaknesses, the indication of areas where instructional change or modification is needed, and the application of more effective means of interacting with students. A key function of this study, therefore, is to help the lecturers involved in higher learning assessment to use technology effectively and efficiently to enhance assessment practices as a means of maintaining both the academic standards and enhancing the quality of the student learning experience. In addition, the study has shown that technology has the potential to enhance and influence student learning and motivation. Furthermore, this study made theoretical and practical contributions to the literature on information communication technology implementation on lecturers’ and students’ pedagogical and technological readiness to online learning and assessment in open distance and e-learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The Information Technology (IT) as subject taught in South African secondary schools is considered to be a very perplexing subject. The IT as a subject has four learning outcomes which are E-Communication (weight 10%), Social and Ethical Issues (weight 10%), Hardware and Systems Software (weight 20%) and Programming and Software Development (weight 60%). The Programming and Software Development enjoys the highest weight as outcome of IT and it is believed to be the main cause of the difficulty of IT. The number of Grade 9 learners willing to offer IT as a subject in Grade 10 is decreasing and the number of learners pursuing IT until Grade 12 is declining in every school in South Africa annually. The aim of this research is to investigate methods that enhance teaching and learning Information Technology at a selected high school focusing on Grade12 learners. Although this work investigated many teaching and learning methods, it has come to be known that the hybrid system or method is the best to adopt and apply in teaching and learning of IT in high schools especially in the relevant target high school. Thirty (30) participants were sampled. Three (3) data collection instruments, which were questionnaires, interviews and observations were used. Results that were obtained from the use of these data collection instruments were recorded and analysed. Results from these instruments were compared and conclusions drawn. A major finding was that the hybrid system that combines both teacher-centered and learner-centered teaching approaches was able to enhance the teaching and learning of IT. / Science and Technology Education / M. Ed. (Natural Science Education)

Abstract in English, Tswana and Afrikaans / People who graduated from higher education, whether they attended classes on campus or studied via a distance mode of learning, have not only been educated but are also able to participate in and contribute positively to the political, social and economic forums in their immediate environments and within their country. Progressing through the higher education system successfully is not easy since there are many challenges to overcome. Students With Disabilities (SWD) face even greater challenges in making their way through the system to emerge triumphantly as graduates. Institutions of higher learning, including Open Distance eLearning (ODeL) facilities, must provide support to SWD in order to facilitate their learning experience so that they are better equipped to succeed. Therefore, it is vital to promote access to higher education for people with disabilities and to provide support, such as making assistive technologies and human services available, for SWD within ODeL institutions. This qualitative study was exploratory in nature and used a multiple case study research design in the chosen area to investigate the provision of support for SWD in the ODeL institution. Data were collected by means of semi-structured interviews and a document analysis, and these two methods of data gathering assisted with triangulation. The research findings revealed differences between the findings that were obtained through the responses received from teacher and staff member participants. The research findings also revealed differences between the findings that were obtained through the responses received from the participants, in general, and those obtained through the document analysis. The findings obtained through responses received from teacher participants showed that support for SWD was more evident at the school level than at the ODeL institution, that is, at the tertiary level of education. The document analysis of the policies of the ODeL institution revealed that the policies were general and did not specifically relate to the needs of SWD. At the same time, the findings in this dissertation of limited scope showed that the use of technology and the availability of assistive devices were more prominent at the school level than at the ODeL institution. / Batho ba ba alogang go tswa mo ditheong tse kgolwane tsa Thuto, ba tswa ba ka bo ba rutilwe le go ithuta ka go tsenela dikamuso (attending lecturers) mo khemphaseng kgotsa ba rutilwe le go ithuta ka thutotlhaeletsano, ga ba rutega fela mme ba kgona gape le go nna le seabe le go abelana ka tshiamo mo diforamong tsa sepolotiki, tsa seloago le tsa seikonomi mo ditikologong tse ba iphitlhelang ba le mo go tsona naga ka bophara. Go tsweletsa dithuto mo setheong sa thuto e kgolwane ka katlego ga go bonolo ka gonne go na le dikgwetlho di le dintsi tse o tshwanelwang ke go di fenya. Baithuti ba ba tshelang-ka-bogole (Students with disabilities -SWD) ba lebagane le dikgwetlho tse dikgolo thata mo setheong sa thuto e kgolwane, go ka ipona kwa bofelelong e le dialogane tse di atlegileng. Ditheo tsa thuto e kgolwane, go akaretsa le tsa tlamelo ya thutotlhaeletsano ka mafarafatlha ntle le maparego (ODeL), di tshwanelwa ke go tshegetsa SWD mo dithutung tsa bone gore batle ba atlege. Ka jalo, go botlhokwa go rotlweetsa phitlhelelo ya thuto e kgolwane go batho ba ba tshelang ka bogole le go ba tshegetsa, jaaka go ka ba direla le go ba neela thekenoloji tsa thuso le ditirelo tsa thuso-ka-batho. Tshegetse fela jaaka e tshwanetse go SWD ba ba mo ODeL. Patlisiso e ya khwaletatifi, e tlhametswe go utulola mme ebile e dirisitse mefuta e le mentsi ya go batlisisa ka ga mokgwa wa go tshegetsa SWD mo ODeL. Tshedimosetso kgotsa dinewane di kokoantswe ka go dirisa seripa sa dipotsolotso le go sekaseka tokamana, mme mekgwa e mebedi e, e thusitse ka go netefatsa diphitlheleo tse di bonweng. Diphitlhelelo tsa patlisiso di bontshitse dipharologano magareng ga diphitlhelelo tse di bonweng go tswa go barutabana kwa sekolong le go tswa go badiri kwa ODeL. Diphitlhelelo tsa patlisiso, di tlhagisitse gape dipharologano magareng ga diphitlhelelo tse di bonweng go tswa go banna-le-seabe, ka kakaretso, le tse di bonweng go tswa mo go sekasekeng tokamana. Diphitlhelelo tse di bonweng go tswa go barutabana, di bontshitse gore tshegetso ya SWD e tlhomame kwa sekolong go na le kwa ODeL, e leng setheo sa thuto e e kgolwane. Tshekatsheko ya tokomana ya dipholisi tsa ODeL, e bontsitse fa dipholisi e le tsa kakaretso fela mme di sa tote ka tlhamalalo ditlhokego tsa SWD. Go ntse go le jalo, diphitlhelelo tsa tlhotlhomisi e e lekanyeditsweng mothamo, di bontshitse fa tiriso ya thekenoloji le go nna teng ga didiriswa-thuso, di tlhomame kwa sekolong go na le kwa ODeL. / Mense wat aan hoëronderwysinstellings gradueer, of hulle klasse op kampus bygewoon het of deur 'n afstandsmetode van leer studeer het, is nie slegs onderrig nie, maar hulle kan ook deelneem aan en positief bydra tot die politieke, sosiale en ekonomiese forums in hul onmiddellike omgewing en in hul land. Dit is nie maklik om suksesvol deur die hoëronderwysstelsel te vorder nie, omdat daar baie struikelblokke is om te oorkom. Studente met gestremdhede (SMG) het selfs meer uitdagings om hul weg deur die stelsel te baan en triomfantlik as graduandi te verrys. Hoëronderriginstellings, insluitende oop e-afstandsleer (ODeL) -fasiliteite, moet ondersteuning aan SMG bied om hul leerervarings te fasiliteer sodat hulle beter toegerus is om sukses te behaal. Dit is daarom noodsaaklik om toegang tot hoër onderwys en ondersteuning aan mense met gestremdhede te bied, soos om hulptegnologieë en menslike dienste aan SMG in ODeL-instellings beskikbaar te stel. Hierdie kwalitatiewe studie was verkennend van aard en het 'n veelvoudige gevallestudie-ontwerp in die gekose veld gebruik om die voorsiening van ondersteuning aan SMG in 'n ODeL-instelling te ondersoek. Data is versamel deur semigestruktureerde onderhoude en 'n dokumentonleding; hierdie twee metodes van dataversameling het met triangulasie gehelp. Navorsingsbevindings het verskille aangedui tussen die data wat verkry is van die onderwyser en die van deelnemende personeellede se reaksies. Navorsingsbevindings het ook verskille aangedui tussen die data wat verkry is van deelnemers se reaksies oor die algemeen en die wat deur dokumentontleding verkry is. Die bevindings wat deur die onderwyserdeelnemers verkry is, het aangedui dat ondersteuning aan SMG duideliker op skoolvlak was as by die ODeL-instelling; dit is op tersiêre vlak van onderwys. Die dokumentontleding van die ODeL-instelling se beleide het aangedui dat die beleide algemeen was nie spesifiek met SWD se behoeftes verband hou nie. Terselfdertyd het die bevindings van hierdie verhandeling van beperkte omvang getoon dat die gebruik van tegnologie en die beskikbaarheid van hulptoestelle meer prominent was op skoolvlak as by die ODeL-instelling. / Curriculum and Instructional Studies / M. Ed. (Open Distance Learning)