This study examined a web-based undergraduate course structured around social learning theories through the lens of social construction as a theoretical framework and a case study research method. The purpose of the study was to investigate students' learning experiences from a cognitively guided research framework. Instructional strategies practiced in the course, instructional design developed, and demonstrated students' learning outcomes were examined to help characterize students' learning experiences. The study proceeded from a social constructivist framework, employing a qualitative case study approach. Data collected to support the description of students' learning experiences included early course survey, in-depth interviews, course documents, students' artifacts, online class interactions, email correspondences among participants, and the researcher's journals based on online observations. The results of the study reveal that students' learning experiences and learning outcomes were greatly affected by the instructor's belief about teaching a distance course. Her belief that students should be fully responsible for their own learning in the web-based course resulted in minimal facilitation of the class in all aspects, including moderating students' online discussions, fostering learning communities within the class, and providing elaborate, critical feedback to elicit students' cognitive processes. As a result, the engaged cognitive processes and knowledge domains students demonstrated over the term were not significantly improved. Furthermore, the course goal of establishing a collaborative, interactive, and social learning environment for distance students was not met. The results of this study contribute to the picture of the facilitation skills and moderating practices that support more fully the goal of the development of a cognitively rich learning community. / Graduation date: 2006

The main objective of this research is to estimate internal and external wage effects associated with a changing share of college graduates in Canada. This paper uses data drawn from the Canadian 1991, 1996, and 2001 Public Use Microdata File for 25 to 65 years old individuals working full-time and full-year in metropolitan areas. These workers are then separated into four different levels of education groups in order to estimate the effect of change in the share of college-educated workers on their earnings. <p>The Ordinary Least Squares (OLS) estimates, controlling for potential work experience, total years of schooling, individual occupation, employment industry, immigration status, visible minority status, show a significant positive relationship between the percentage change of the share of college-educated workers and the percentage change of individuals real weekly wage rates. We found that one percentage point increase in a census metropolitan areas share of college-graduated workers was associated with a 0.35 percentage change in all workers wage rates in that city. For separated education groups, our results showed that a one percentage expansion in the supply of college-graduated workers raised less than high schools wage rate by 0.245 percent, raised high-school graduates wage rate by 0.363 percent, raised more than college-educated workers wage rate by 0.385 percent, and raised college-educated wage rate by 0.326 percentage. These results are consistent with the conclusion arrived at by E. Moretti, (2004) that all types of workers earnings increased when a citys share of college graduates rose.

The main objective of this research is to estimate internal and external wage effects associated with a changing share of college graduates in Canada. This paper uses data drawn from the Canadian 1991, 1996, and 2001 Public Use Microdata File for 25 to 65 years old individuals working full-time and full-year in metropolitan areas. These workers are then separated into four different levels of education groups in order to estimate the effect of change in the share of college-educated workers on their earnings. <p>The Ordinary Least Squares (OLS) estimates, controlling for potential work experience, total years of schooling, individual occupation, employment industry, immigration status, visible minority status, show a significant positive relationship between the percentage change of the share of college-educated workers and the percentage change of individuals real weekly wage rates. We found that one percentage point increase in a census metropolitan areas share of college-graduated workers was associated with a 0.35 percentage change in all workers wage rates in that city. For separated education groups, our results showed that a one percentage expansion in the supply of college-graduated workers raised less than high schools wage rate by 0.245 percent, raised high-school graduates wage rate by 0.363 percent, raised more than college-educated workers wage rate by 0.385 percent, and raised college-educated wage rate by 0.326 percentage. These results are consistent with the conclusion arrived at by E. Moretti, (2004) that all types of workers earnings increased when a citys share of college graduates rose.

The study focused on an exploration of utilisation of Mathematics skills by Technology Education pre-service teachers to enhance conceptual understanding of Electronic Systems during the design and construction of artefacts. This study attempted to discover Mathematics concepts that pre-service teachers utilised in the completion of their artefacts and it encapsulated design and making of a model of a house and an electronics circuit. Data were collected through qualitative participant observation, semi-structured interviews and the submission of working artefacts. A sample considered for this study was the whole cohort in the EDTE 210 Electronic Systems course at the University of KwaZulu-Natal. Data were collected through observation of construction of a model house and design of a circuit for Electronic Systems in different phases. In each phase of design, observations and notes were supplemented by semi-structured interview questions as design and construction unfolded. Observation looked for the geometry involved in design of a model house and algebra involved in the design of electronic circuits. Data from interviews with the pre-service teachers indicated mathematical connotations in both the modelling of the house and electronics circuits. It was imperative to know how and why certain measurements, angles and shapes were used for their model houses. Furthermore, it was essential to understand the motives behind particular manipulation of different formulas, conversions and fraction implications by pre-service teachers in their design of effective circuit diagrams. Pre-service teachers at a university level have arithmetic experience which can be used in Technology and may be extended to mainstream Mathematics. It was observed that design and making of this project exposed concepts of Mathematics that made Electronic Systems manageable and comprehensible. Use of projects was discovered to have a positive impact on enhancing understanding of abstract concepts in Mathematics that are essential for Electronic Systems. It is believed that these skills of integrating different areas of learning through interdisciplinarity are paramount for pre-service teachers, as they will soon assume autonomous professional positions for curriculum design in Technology. This provides a diverse approach to conceptual understanding of Electronic Systems through participative learning. Findings and recommendations for effective teaching of Electronic Systems through mathematical skills/concepts are outlined. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

The title of this research study is: Information technology as an instructional tool in the teaching of mathematics in secondary schools: Perceptions of educators and learners in the North West Province of the Republic of South Africa. This research study was intended to study the role played by information technology as an instructional tool in high schools and the challenges associated with the integration of information technology in the teaching and learning of mathematics in high schools: The research study sought to investigate the following research questions: Is information technology an effective instructional tool to teach secondary school mathematics? What are the perceptions of educators and learners regarding the use of computers in mathematics lessons? What are the challenges faced by educators and learners when using Information technology in the teaching and learning of mathematics? This research study drew its population from all high schools in the Mafikeng, Zeerust and Lichtenburg Districts of the North West Province, which used computers in teaching. A sample of eight high schools was used; two in the Zeerust District, two in the Lichtenburg District and four in the Mafikeng District. This research sample was made up of mathematics and computer studies educators and learners from the chosen secondary schools. Two questionnaires were used for the purposes of data collection. One of the questionnaires was intended to study the perceptions of learners on the use of information technology in teaching and learning mathematics and the other was intended to study the perceptions of educators on the use of information technology in mathematics education. Both quantitative and qualitative techniques were used to analyse the research. The main findings of the research study were that: The majority of educators (76%) regarded information technology as an effective instructional too.] in the teaching and learning of secondary school mathematics . , Educators were generally not well trained to use information technology as an instructional tool and that there was a shortage of hardware and software due to financial constraints in high schools. I have recommended that: The Department of Education, in conjunction with the Faculty of Education of the North West University should organise in-service programmes on the use of information technology as an instructional tool in the teaching and learning of mathematics. More research studies are required in the development of relevant and appropriate software for use in the teaching and learning of mathematics. In conclusion, the researcher hopes that the use of Information technology will go a long way in enhancing the learning and teaching of mathematics in high schools throughout the North West Province of the Republic of South Africa. / (M.Ed.) North-West University, Mafikeng Campus, 2003

The purpose of this study was to investigate the relationship between twenty-first century instructional methods and student learning experiences. To do so, a typical and representative group of eight students was selected for qualitative interviews which ascertained student perception of their engagement in a typical New Media class. The study determined the perceived impact of a "student-centered instructional approach to video creation" on levels of student engagement in order to understand the nature of engagement and how they moved towards higher levels of independent learning. Transcripts of these interviews were used to identify a thematic structure of student perceptions of their engagement in a classroom where a "student-centered instruction approach to video creation" was used. Lastly, using the teacher's professional reflections, notes, and anecdotal reports from the class, students' stories of engagement were created to illustrate each unique journey toward self-engaged independence from the teacher's perspective. The results of this data pointed to three meta-themes. Meta-theme 1: Positive Relationships and Affective Climate, Meta-theme 2: Personalized, Student-centered Supported Independence, and Meta-theme 3: Accelerated Lift and Independent Learning. / xiv, 371 leaves ; 29 cm

Thesis submitted in fulfilment of the requirements for the degree Doctor of Technology: Design in the Faculty of Informatics and Design at the Cape Peninsula University of Technology / Design education has been fundamentally changed by computers and new digital technologies. New ideas and new frontiers have emerged. Available literature shows ICT has revolutionalised design education through the online studio and blended learning. In response to the growing needs of ICT in design education, new courses are being designed, while collaborations on design projects are emerging owing to virtual design studios (VDS). Researchers in design, especially in professional architecture and engineering, believe that ICTs enhance the teaching and learning of design. The adoption of ICT at the various stages of problem solving has not yet been reflected in the teaching of graphic design, especially in idea development. In developing economies, in the recent past, more attention has been paid to graphic design pedagogy, as it particularly relates to using ICT in ideation. Using the ‘multi-method’ approach, the research captured both quantitative and qualitative approaches in a pragmatic paradigm. It explored how ICT has affected the teaching and learning of ideation in graphic design in a university in a developing country. This included investigating pedagogical models and paradigms that had informed graphic design education since the incorporation of ICT. It surveyed ICT methods and the players involved in graphic design education, and documented the everyday experiences of students and educators in the lecture rooms to obtain a more holistic impression of teaching and learning. Empirical evidence suggests considerable access to computer and ICT methods by students especially. Various perceptions on the use of ICT by students in ideation activities as far as graphic design education is concerned, and how ICT is informing ideation, were also captured through the data. The study revealed activity systems of ICT integration as something that created contradictions. The contradictions were characterised by activities of collaborations and uses of ICT by students on one hand, and lecturers on the other hand. There were significant revelations of the development of the graphic design processes of using ICT in ideation. Ultimately, they were revelations of complexity of the design process for which there were no precise and fixed formulas that bring together form, function, and context conditions, and which gave credence to the orientation of pragmatism in terms of epistemology to which the study ascribed from the beginning. The study therefore elicits a review of the pedagogy of graphic design, with constructivism becoming relevant in the teaching of ideation in graphic design education.

M.Ed. (Ict in Education) / South African learners are underperforming in Mathematics. Annual National Assessments for grade 9 and grade 12 results in Mathematics are shocking according to the Ministry of Education. This study investigates informal learning as an alternative method of addressing underperformance in Mathematics in South African schools. Informal learning with the use of mobile technology enhances engagement in Mathematics learning. The participants of this study had access to Nokia MoMaths on their mobile phones. A quantitative survey research was conducted in four schools in Sedibeng West. The data was analysed using SPSS version 20.0. Results indicated a positive relationship between engagement and informal mobile mathematics learning.

The starting point of this research is the observation that tutors in the Computing Sciences (CS) Department at NMMU require more support than they currently receive in order to be effective. This research project investigated how technology could be used to support tutors during practical sessions. Focus group discussions with tutors in the CS Department revealed that challenges exist which hinder them from effectively assisting students during practical sessions. Through analysis of focus group discussions and literature regarding the use of technology in education, it was determined that a tablet PC could be used to support tutors by providing on-demand access to practical content and answers to frequently asked questions. Existing models using technology in education to support either students or tutors in learning were investigated. A conceptual model using technology to support tutors during practical sessions was designed and proposed based on features of the existing models which were considered relevant to the CS context, and ways in which they could support tutors. Relevant features of the conceptual model include the system, purpose, boundary, key variables and best practices applied to the technological component of the model. During development of the model, these features were considered. In the context of the CS Department, a tablet PC tool was used by tutors as a means to support themselves and assist students during practical sessions. The tool is a component of the model which provides practical information. Each layer of the model’s three layer architecture was tested to ensure that the correct information is provided, on demand, to tutors during practical sessions. Positive results from a field study evaluation revealed that the conceptual model, using a tablet PC tool, could be applied to the CS context with the intention of supporting tutors during practical sessions.

Innovation is essential for growth, yet can be difficult to achieve due to the associated cost and risk. As such, organizations earnestly seek to adopt practices that positively impact innovation outcomes and improve innovation team effectiveness. Existing research has shown that team learning is an important enabler of innovation and that Agile software development practices have distinct advantages over traditional methods. However, little is understood about the learning dynamics of Agile teams, particularly in an innovation context where teams are focused on creating new product and technology solutions. This qualitative multiple case study explored the perceptions of software development teams at two leading organizations in the HealthTech and InsureTech industries, in order to gain a deeper understanding of and expand what is known about how Agile teams learn and how they leverage learning to innovate. Participating teams were engaged in innovation work and used Agile methods to co-create solutions with customers. The study used multiple data collection methods, incorporated cross-team/cross-case analyses, and featured an integrated theoretical framework based on three team learning models: Dechant, Marsick & Kasl (1993), Edmondson (1999), and Decuyper, Dochy & Van den Bossche (2010). Research results revealed that Agile teams learn informally, incidentally, and synergistically through eight dynamic, learning-rich, practice-driven experiences and that specific team learning behaviors and team innovative work behaviors that foster innovation are quite prevalent on Agile teams. Results also demonstrated that Agile values, principles, and practices shape and support team learning by creating a team-centered learning culture which facilitates collective thinking and action. This study sets forth a new understanding of Agile practice-driven experiences as learning-centered work and demonstrates how large-scale Agile transformation helped to facilitate the reskilling and upskilling of experienced adult learners. It also emphasizes the importance of strategically leveraging Agile team learning at both the team and organizational levels and provides specific recommendations for research and practice. Empirical insights from this study can prove valuable for leaders and organizations employing Agile methods, as well as researchers and educators engaged in the advancement of innovation practice, workplace learning and technology workforce education.