Recent nursing literature has repeatedly proclaimed the need for creativity in nursing. The complexity of contemporary nursing practice as a result of the explosion of knowledge and technology, changing human values and diverse health care systems, requires an innovative and creative nurse who can adapt to change and provide holistic, individualised, context-specific patient care. Higher levels of cognitive thought, creative thinking and problem-solving skills have been stressed as desirable qualities of student nurses. It is suggested in the literature that the evolution of innovative strategies and the ways to implement them into nursing curricula be explored in order to assist and encourage students to develop these higher cognitive skills. From an analytical study of the literature which was undertaken with the aim of exploring the nature of creativity and the processes involved in creative thinking and learning, and of identifying innovative strategies particularly relevant to the teaching of nursing, it became apparent that the most significant determinants in teaching for creativity, are the learning enviromnent, the educator-student relationship, and the provision of a variety of teaching strategies, which are student-centred with a problem-solving focus. It was established that stimulation of both the left and right hemispheres of the brain is essential for the development of creative thinking skills. Based on the insights and knowledge gained in the study, a nursing education model for the fostering of creativity was developed. This model encompasses a wide variety of didactic considerations and is designed to stimulate whole brain learning. It is hoped that its use will be of value in the production of innovative and courageous nurse practitioners who will be better equipped to cope with the changes and challenges of their working environment and be able to provide context-specific nursing care. / Health Studies / D. Litt. et Phil. (Nursing Science)

Das Thema Information Retrieval hat insbesondere in Form von Internetsuchmaschinen eine große Bedeutung erlangt. Retrievalsysteme werden für eine Vielzahl unterschiedlicher Rechercheszenarien eingesetzt, unter anderem für firmeninterne Supportdatenbanken, aber auch für die Organisation persönlicher E-Mails. Eine aktuelle Herausforderung besteht in der Bestimmung und Vorhersage der Leistungsfähigkeit einzelner Komponenten dieser Retrievalsysteme, insbesondere der komplexen Wechselwirkungen zwischen ihnen. Für die Implementierung und Konfiguration der Retrievalsysteme und der Retrievalkomponenten werden Fachleute benötigt. Mithilfe der webbasierten Lernanwendung Xtrieval Web Lab können Studierende praktisches Wissen über den Information Retrieval Prozess erwerben, indem sie Retrievalkomponenten zu einem Retrievalsystem zusammenstellen und evaluieren, ohne dafür eine Programmiersprache einsetzen zu müssen. Spielemechaniken leiten die Studierenden bei ihrem Entdeckungsprozess an, motivieren sie und verhindern eine Informationsüberladung durch eine Aufteilung der Lerninhalte. / Information retrieval has achieved great significance in form of search engines for the Internet. Retrieval systems are used in a variety of research scenarios, including corporate support databases, but also for the organization of personal emails. A current challenge is to determine and predict the performance of individual components of these retrieval systems, in particular the complex interactions between them. For the implementation and configuration of retrieval systems and retrieval components professionals are needed. By using the web-based learning application Xtrieval Web Lab students can gain practical knowledge about the information retrieval process by arranging retrieval components in a retrieval system and their evaluation without using a programming language. Game mechanics guide the students in their discovery process, motivate them and prevent information overload by a partition of the learning content.

The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p > .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p > .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.

Accounting education, and specifically audit education, has been calling for change in the teaching methodology applied by audit lecturers in higher education since the 1950s. This call for change is evident in current literature, which indicates that the approach followed in audit education has been creating a knowledge-to-application barrier. Despite the vigorous research on how to change the way audit students are taught at universities and other higher education institutions, consensus has yet to be reached on the teaching methodology that would produce competent and self-efficient young professionals entering practice after graduation. The literature review performed in this thesis indicated a gap between research and practice in accounting education and research, first, because the research seems too technical for practitioners to understand and, secondly, too many research objectives seem unrelated to the realities of practice. Based on these findings, this thesis provides the novice researcher in accounting education with some guidelines on the research methodologies that could be applied in this field. It also highlights some best practices that should be followed when conducting research in this field. It was noted from the literature that all the variables in the audit teaching-learning environment need consideration when attempting to bring change to this environment, because each variable would have an impact on transforming the current approach followed in audit pedagogy. These variables were identified as: • The audit lecturer; • The audit student; • The subject content of the audit teaching-learning environment; and Summary • The milieu of the audit teaching-learning environment. In an attempt to answer the call for change in audit education, this thesis sought to develop an audit simulation as an educational tool which takes into account all the variables in the audit teaching-learning environment and can be applied at universities and other audit training institutions around the globe. A framework for simulation design was developed based on the findings of the literature review and informed the development of the audit simulation. The simulation was, subsequently, applied and evaluated at a university accredited by the South African Institute of Chartered Accountants. The newly developed audit simulation was evaluated by applying a mixed methodology research design, which had been proven to be a resourceful and trusted design in accounting education research in the past. Pre-test and post-test questionnaires were administered to the respondents as part of a quasi-experimental design. The quantitative findings from these tests were supported by qualitative findings from focus group discussions. The empirical findings from the pre-test questionnaire confirmed the call for change and the room for improvement in the current teaching methodology in the audit classroom. Participants indicated lower levels in some competencies relative to other competencies, which also did not particularly score satisfactory when the competence levels were evaluated. The competencies that showed the lowest level of achievement due to the current teaching methodology, as perceived by the participants, included executing the work plan, evaluating the evidence and drawing conclusions, and drafting the report upon completion of the engagement. It was also established that the call for change was not confined to only one university in South Africa, which broadened the generalisability of the research findings, conclusions and recommendations of this study. The results of both the quantitative and qualitative analysis support the view that the newly developed audit simulation is able to assist in bringing change to audit education. The simulation had a positive effect on the audit students’ perceived competence levels in the competencies of auditing and assurance, and the various generic and pervasive skills tested in this study. Furthermore, it was established that the audit simulation had a greater effect on the audit students’ perceived broad competence levels (i.e. auditing and assurance, and generic and pervasive skills) and their understanding of the audit process as a whole, in relation to just attending normal lectures. The qualitative findings from the focus group discussions informed the quantitative findings by indicating that the audit simulation proved to be an instrument that, among other things: Summary • Gave students the opportunity to obtain a holistic view of the audit process; • Assisted students in visualising how the audit theory is applied in practice; • Actively involved the students in the learning process; and • Replicated audit practice. Finally, it was confirmed that the newly developed audit simulation takes into account the variables in the audit teaching-learning environment which need consideration if transformation is to take place in the way the audit subject is currently being taught at higher education level. Recommendations on the way forward in audit education, based on the findings in this thesis, were also provided. This study provides audit lecturers and other audit educators around the world with a newly developed, empirically evaluated audit simulation which can be applied in the audit classroom as well as assist in answering the current call for change to audit education. / PhD (Accountancy), North-West University, Potchefstroom Campus, 2015

Accounting education, and specifically audit education, has been calling for change in the teaching methodology applied by audit lecturers in higher education since the 1950s. This call for change is evident in current literature, which indicates that the approach followed in audit education has been creating a knowledge-to-application barrier. Despite the vigorous research on how to change the way audit students are taught at universities and other higher education institutions, consensus has yet to be reached on the teaching methodology that would produce competent and self-efficient young professionals entering practice after graduation. The literature review performed in this thesis indicated a gap between research and practice in accounting education and research, first, because the research seems too technical for practitioners to understand and, secondly, too many research objectives seem unrelated to the realities of practice. Based on these findings, this thesis provides the novice researcher in accounting education with some guidelines on the research methodologies that could be applied in this field. It also highlights some best practices that should be followed when conducting research in this field. It was noted from the literature that all the variables in the audit teaching-learning environment need consideration when attempting to bring change to this environment, because each variable would have an impact on transforming the current approach followed in audit pedagogy. These variables were identified as: • The audit lecturer; • The audit student; • The subject content of the audit teaching-learning environment; and Summary • The milieu of the audit teaching-learning environment. In an attempt to answer the call for change in audit education, this thesis sought to develop an audit simulation as an educational tool which takes into account all the variables in the audit teaching-learning environment and can be applied at universities and other audit training institutions around the globe. A framework for simulation design was developed based on the findings of the literature review and informed the development of the audit simulation. The simulation was, subsequently, applied and evaluated at a university accredited by the South African Institute of Chartered Accountants. The newly developed audit simulation was evaluated by applying a mixed methodology research design, which had been proven to be a resourceful and trusted design in accounting education research in the past. Pre-test and post-test questionnaires were administered to the respondents as part of a quasi-experimental design. The quantitative findings from these tests were supported by qualitative findings from focus group discussions. The empirical findings from the pre-test questionnaire confirmed the call for change and the room for improvement in the current teaching methodology in the audit classroom. Participants indicated lower levels in some competencies relative to other competencies, which also did not particularly score satisfactory when the competence levels were evaluated. The competencies that showed the lowest level of achievement due to the current teaching methodology, as perceived by the participants, included executing the work plan, evaluating the evidence and drawing conclusions, and drafting the report upon completion of the engagement. It was also established that the call for change was not confined to only one university in South Africa, which broadened the generalisability of the research findings, conclusions and recommendations of this study. The results of both the quantitative and qualitative analysis support the view that the newly developed audit simulation is able to assist in bringing change to audit education. The simulation had a positive effect on the audit students’ perceived competence levels in the competencies of auditing and assurance, and the various generic and pervasive skills tested in this study. Furthermore, it was established that the audit simulation had a greater effect on the audit students’ perceived broad competence levels (i.e. auditing and assurance, and generic and pervasive skills) and their understanding of the audit process as a whole, in relation to just attending normal lectures. The qualitative findings from the focus group discussions informed the quantitative findings by indicating that the audit simulation proved to be an instrument that, among other things: Summary • Gave students the opportunity to obtain a holistic view of the audit process; • Assisted students in visualising how the audit theory is applied in practice; • Actively involved the students in the learning process; and • Replicated audit practice. Finally, it was confirmed that the newly developed audit simulation takes into account the variables in the audit teaching-learning environment which need consideration if transformation is to take place in the way the audit subject is currently being taught at higher education level. Recommendations on the way forward in audit education, based on the findings in this thesis, were also provided. This study provides audit lecturers and other audit educators around the world with a newly developed, empirically evaluated audit simulation which can be applied in the audit classroom as well as assist in answering the current call for change to audit education. / PhD (Accountancy), North-West University, Potchefstroom Campus, 2015

This study deals with the way school principals, educators and learners manage learner behaviour inside the classrooms, as well as in the entire school for the effective and uninterrupted realisation of teaching and learning activities. A qualitative approach was used in this study. The research findings were based on observations, the analysis of documents, as well as the main and sub-categories that were formulated from the interview data gathered at the selected schools. The research confirmed what is already known on learner discipline and discipline problems. In the dissertation more attention is given to factors that contribute to misbehaviour, the impact of misbehaviour on the culture of learning and teaching, and how learner behaviour should be managed in the classrooms and in the schools in general. Furthermore, effective measures of managing learner behaviour are explained and a comprehensive school-wide model of preventing and remediating learner misbehaviour is also provided. / M. Ed. (Education Management)

The purpose of this study was to find out if there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Literatures and questionnaires from 1383 learners and 12 teachers have proven that the interactions between teacher and learners have great impact on the performance, understanding and the environment that prevail in the laboratory. The main data collection methods used was the mixed method research through the use of questionnaires and interviews. The results from the study show that good teacher-learner interactions have contributed to the positive learning environment that prevails in Namibian schools. Although the majority of the learners especially the girls have negative connotations towards Chemistry in terms of content, calculations and assessment generally learners look forward and are excited to do experiments in practical work. The impact of the excitement and willingness of learners to do practical investigations has not proven to improve learners‘ performance in Chemistry practical work in Namibia. The majority of the learners rated their teachers as good in subject knowledge, good leaders, helpful and friendly during practical investigations. The shortage of chemicals, equipments in laboratory activities that should have inspired involvement of learners in handling equipments is one of the factors that contributed negatively to the learning environment and teacher-learners interactions. Teachers mostly resolve to demonstrations due to lack of chemicals and equipment. Some schools show low/poor level of learner-learner interactions because some learners tease, laugh and discourage others during practical investigations. Chemistry laboratories in Namibia are characterised by lack of equipment, chemicals, poorly behave learners while on the other hand there are good behaviours from the teachers‘ side with most learners showing that their teachers always try to make the best out of the prevailing situations in the laboratories. The laboratory environment in Namibia closely resemble laboratory environment in other studies in Asia, Africa and Europe. From empirical evidence it can be therefore concluded that there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Although the relationship is not as harmonious or congruent as it ought to be, the government of Namibia can play a greater role in creating positive, productive and enjoyable learning environment by supplying secondary schools‘ laboratories with the needed equipment and chemicals to support the practical work as stated in the Physical Science syllabi. The three questionnaire used were rated by learners and teacher as effective; easy to understand; covering most areas of the Chemistry environment; not time consuming, statistically valid and consistent. The changes made to the questionnaire fit well to the Namibia Chemistry environment and it produced nearly the same reliability and validity when compared to the pilot study questionnaire and other similar questionnaires used in other country. / Curriculum and Instructional Studies / D. Ed. (Didactics of Education)

The purpose of this study was to find out if there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Literatures and questionnaires from 1383 learners and 12 teachers have proven that the interactions between teacher and learners have great impact on the performance, understanding and the environment that prevail in the laboratory. The main data collection methods used was the mixed method research through the use of questionnaires and interviews. The results from the study show that good teacher-learner interactions have contributed to the positive learning environment that prevails in Namibian schools. Although the majority of the learners especially the girls have negative connotations towards Chemistry in terms of content, calculations and assessment generally learners look forward and are excited to do experiments in practical work. The impact of the excitement and willingness of learners to do practical investigations has not proven to improve learners‘ performance in Chemistry practical work in Namibia. The majority of the learners rated their teachers as good in subject knowledge, good leaders, helpful and friendly during practical investigations. The shortage of chemicals, equipments in laboratory activities that should have inspired involvement of learners in handling equipments is one of the factors that contributed negatively to the learning environment and teacher-learners interactions. Teachers mostly resolve to demonstrations due to lack of chemicals and equipment. Some schools show low/poor level of learner-learner interactions because some learners tease, laugh and discourage others during practical investigations. Chemistry laboratories in Namibia are characterised by lack of equipment, chemicals, poorly behave learners while on the other hand there are good behaviours from the teachers‘ side with most learners showing that their teachers always try to make the best out of the prevailing situations in the laboratories. The laboratory environment in Namibia closely resemble laboratory environment in other studies in Asia, Africa and Europe. From empirical evidence it can be therefore concluded that there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Although the relationship is not as harmonious or congruent as it ought to be, the government of Namibia can play a greater role in creating positive, productive and enjoyable learning environment by supplying secondary schools‘ laboratories with the needed equipment and chemicals to support the practical work as stated in the Physical Science syllabi. The three questionnaire used were rated by learners and teacher as effective; easy to understand; covering most areas of the Chemistry environment; not time consuming, statistically valid and consistent. The changes made to the questionnaire fit well to the Namibia Chemistry environment and it produced nearly the same reliability and validity when compared to the pilot study questionnaire and other similar questionnaires used in other country. / Curriculum and Instructional Studies / D. Ed. (Didactics of Education)

Significant changes have taken place in higher education over dte past ten years. Learners are more liberated and want to be acknowledged as individuals with differences, and not expected to adapt their individual characteristics to fit in with the specific environment of the learning situation. A new emphasis is placed upon creating and sustaining learning environments that accommodate Ieamer needs and dte process of effective learning. Learners' individual needs include their need to learn how to learn and an acceptance of their individual differences as expressed in learning styles. Active Ieamer participation in dte learning process is necessary for effective learning to take place. Only dten can the desired outcome be reached. For a Ieamer to actively participate in the learning process, the Ieamer must know how to learn, and how to function as an independent Ieamer. To reach these goals, sound knowledge of individual differences in learning st;ytes is necessary. The impact of individual differences on education and the way they affect educational practice, future learning and academic achievement places the emphasis even more strongly on constant awareness, updatlng or change, improvement and development of the educational environment. The educator, as one of the role players in the educational environment, is the facilitator of learning, and should be empowered with a strong knowledge base regarding individual differences among both learners and educators, thus becoming more innovative and creative. Qualitative non-empirical research was undertaken. The aim of this research was to analyse and explore the concept learning style as well as to promote learning style awareness through assessment of learning st;ytes, and to provide an organised frame of reference to guide the learning process and provide for systematic education. Based on insight and knowledge gained through Inductive and deductive reasoning, The Learning Style Assessment Tool and a model for learning style promotion in higher education were constructed. The instrument enables learners and educators to assess their own learning st;ytes and identify their learning characteristics and preferences. The model can serve as a basis for acknowledging and accommodating learning styles in higher education. The desired outcome of this research is effective learning and quality education. / Health Studes / D. Litt. et Phil. (Advanced Nursing Sciences)

The study investigated the perceptions of student nurses and supervisors with regard to the block system used in the general nurse diploma programme in Zimbabwe. Their perceptions were elicited so that the researcher could identify the positive and negative aspects of the blook system which respectively promote and inhibit or obstruct the teaching and learning of student nurses. The study was conducted at the Harare, Parirenyatwa, Mpilo and United Bulawayo Schools of Nursing and in Mashonaland East province. A cross·sectional descriptive survey research design was used to obtain accurate information about the block system. Data was collected from nurse teachers, clinical teachers and sisters in charge of wards/units by means of structured interviews and from community health nurses and student nurses by means of self-administered questionnaires. The following positive aspects of study blocks were identified: the availability of time for student nurses to acquire knowledge, skills and attitudes without fear of hurting patients, the availability and willingness of nurse teachers to teach, the attendance of study blocks as groups and straight off duties. During clinical area placements, the integration of theory and practice took place, and there were opportunities for student nurses to apply the knowledge and skills they learnt during study blocks and to work as members of health teams. The negative aspects of the study blocks that were identified included too much theory content taught in each study block, inadequate demonstrations, a shortage of nurse teachers, no periods for individual study, a theory-practice gap and the too-frequent use of the formal lecture teaching method. The negative aspects of the clinical area placements included the inadequate teaching/supervision of student nurses, excessive night duties for student nurses, a shortage of qualified staff: clinical allocation of student nurses not based on study block content, inadequate clinical teaching by nurse teachers, and unplanned clinical teaching. Most clinical teaching was performed by peers and the most junior professional nurses. / Health Studies / D.Litt. et Phil. (Advanced Nursing Sciences)