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The study is based on action resarch where four Concept cartoons have been constructed through careful resarch into the structure of the concept. 16 year 2 students in groups of four participated in a survey with the aim of providing knowledge about how students in grades of 1-3 in primary school understand the concept of friction and how their understanding can be developed through the use of Concept cartoons. The students' discussions where recorded on audio files and analyzed thematically. The sociocultural learning perspective emerged both in terms of knowledge that the students showed and through the group discussions, but also traits of construcivism can be seen through the proveneance of concept and the coginition that occurs among the students through the encounter with the conceptual images. The results show that the students in the study are able to relate friction to movment and speed and that friction is a characteristic that can affect speed as well as understanding that fricton is linked to materials.  The result also show that by allowing students to talk about a Concept cartoon together, a consensus is reached and they can trigger each other to reach and show knowledge as well as deepen and expend knowledge. A striking result shows that Concept cartoons can make misconsistent around the concept of friction visible. By allowing active teachers to at the schools' lower ages to work early on Concept cartoons, misconceptions in science can be detected early and turned into good concetual understanding.

This thesis aims to analyze the affect of internalized misogyny on female self-expression. Guided by the research question “How is female self-expression affected by internalized misogyny?” a phenomenological framework of affect based on work by Sara Ahmed is applied. Through an action-oriented focus group discussion, four female-identifying individuals share their embodied experiences of internalized misogyny. This research is positioned within a Western context and includes me as an additional involved participant. Results conclude that internalized misogyny may affect female self-expression through five common themes. These include an internalized female beauty standard resulting in self-objectification, a limited range of acceptable female expression resulting in a passive acceptance of gender roles, competition and comparison among women resulting in a devaluation of ourselves and other women, self-doubt and self-censorship resulting in a distrust of ourselves and other women as well as perfectionism and fear of failure resulting in valuing men over women. These results correlate both with the previous studies presented as well as my own previous first-year master thesis. This research adds to the academic conversation by including a reflection on the internalized attitudes towards ourselves beyond those directed towards other women.

In recent years, the use of social media has grown significantly, yet associations between digital photo-practices and female self-representation in cyberspaces remain unknown. This thesis aims to assess how female self-images shared on Instagram are being associated and evaluated. Inspired by the cyberfeminist effort to create positive cyberspaces for women by reevaluating the relationship between technology and women, a posthuman feminist framework is applied to allow an analysis beyond modern western dualistic understandings of nature vs. culture and reality vs. virtuality. A focus group discussion with four female-identifying participants, mean age 25 years old, was conducted on October 25, 2022. The discussion focused on three digital photo-practices. The analysis of posting frequency suggests that a regular display of female self-images is generally negatively associated with superficiality due to the incompatibility of patriarchally female attractiveness with female intellectuality. Further it suggests that revealing images are generally negatively associated due to the coupling of cyberspaces with masculinity. A digital affirmation of femininity is associated with self-objectification through the male gaze and therefore with sexual intent directed at men. Lastly, the analysis suggests that photo editing practices are generally negatively associated with artificiality. Due to the acceptance of binary oppositions, “artificial” images are negatively associated as “unnatural”. The analysis concludes that the extent of digital photo-practices determines the extended criticism.

The purpose of this study was to investigate how a group of Chinese business students understood the nature and the purpose of the instruction techniques they were exposed to in Britain, and the attitudes the students, Chinese lecturers in China and British lecturers in Britain held towards seminar discussions. The study also investigated how and to what extent students’ prior learning experiences predisposed them to certain attitudes towards seminar discussions. The student participants in this study undertook Part I of their degree programme at a Chinese university for two years before transferring to Britain to study for one year, graduating with a British Bachelors Degree in International Business. Data was gathered from classroom observations, follow-up and exploratory interviews, and a questionnaire survey to discover more about the students’ learning experiences in Part I in China, and from classroom observations, audio-recordings, and follow-up and exploratory interviews to investigate the same group of students’ learning experiences in Part II in Britain. A ranking task and interviews were used to identify the preferences of Chinese students, British lecturers, and Chinese lecturers from China in terms of specific group discussion methods. The study identified three discussion methods used by students in British seminars: these have been termed ‘spiral’, ‘exploratory’ and ‘individual’ methods. The Chinese students tended to use the ‘spiral’ method, repeatedly bringing the discussion back to the question provided by the seminar tutor, whereas the non-Chinese students tended to use the ‘exploratory’ method, reformulating each other’s opinions and building on them by bringing in new information. When discussing within Chinese-only groups, the Chinese students used the ‘individual’ method whereby a group leader took responsibility for the outcomes of the discussion and the other members did not build upon each other’s contributions. Chinese and non-Chinese students sometimes misunderstood each others’ intentions, but were not likely to notice that miscommunication had occurred. The ranking task and the follow-up interviews revealed that the British lecturers preferred the ‘exploratory’ discussion method, whereas Chinese lecturers from China and Chinese students preferred the ‘spiral’ method. The British lecturers were found to adopt a constructivist approach to group discussion tasks, seeing them as a means by which students could obtain professional experience. They treated Business and Management knowledge as divergent and ‘soft’. Chinese lecturers and students, on the other hand, were found to perceive group discussion as a kind of assessment and were keen to find ‘correct’ answers to case study problems, treating Business and Management as convergent and hard disciplines which offered judgements on good practice. The Chinese lecturers in Part I of the programme organised group discussion so that students could exchange answers and check their accuracy, and, perhaps because of this, in Part I the students learnt in an exam-oriented way, strategically dividing up their tasks and working individually on their own task portions in order to find an acceptable answer as quickly as possible. These students were found to continue to employ these strategies during group work after they had transferred to the British component of their degree programme. The study has made a theoretical contribution to knowledge concerning the cultural influences on students’ classroom interactional practices. The findings from the study have implications for the teaching of intercultural business communication, and the enhancement of students’ learning experiences in international business programmes, in business English programmes in China, and whilst learning within groups.

e-Learning, defined as the use of information and communications technology (ICT) for supporting the educational process, has motivated Tanzania to apply ICT in its education systems. Tanzanian secondary schools which are geographically and socially isolated face a number of problems, including a way to get learning materials. The impact of these problems is poor performance in National Examinations. This poor performance however is most noted in science and mathematics. The problem in get- ting learning materials can be reduced by employing ICT. This research developed an interactive e-learning management system (e-LMS) to be used by Tanzanian secondary schools. Tanzania Secondary Schools e-Learning (TanSSe-L) system is the name adopted for an interactive e-LMS developed. The re- search is aimed at supporting teaching and learning functions by allowing for the creation and storage of learning materials, making them available, easily accessed and sharable by students from different secondary schools in Tanzania. It is a context- driven research work of knowledge production in a specific context for application. Initially, the research work focused on two selected pilot schools; Kibaha Secondary School and Wali-ul-Asr Girls’ Seminary in Kibaha town, Pwani region. Features of the TanSSe-L system represent the standard form of any secondary school registered by the Ministry of Education and Vocational Training. The development of the TanSSe-L system made use of software engineering discipline. The research used Unified Modelling Language (UML) and integrated Object-Orient- ed System Analysis and Design (OOSA&D) and Model Driven Architecture (MDA) to address the System Development Life Cycle (SLDC) in a systemic way. UML design class diagram (DCD) is a Platform Independent Model (PIM) that was transformed into a Platform Specific Model (PSM) in MDA for implementation. Implementation made use of open source LMS to help generate a timely solution to TanSSe-L system development. In this specific context, focus group discussion as inspired by action re- search methodology was used. The research evolved into a triple helix process in close cooperation with other stakeholders. Finally, it is considered that replication and mirroring will make learning materials highly available to end-users.

The effective use of Information and Communications Technology (ICT) in devel-oping countries like Tanzania is crucial in order to overcome the challenges that are faced countrywide in many sectors, and to reduce the digital divide and improve the economy. ICT is becoming more and more integrated in societies worldwide, its effects are clearly seen in people’s lives as well as on countries’ economy as it opens doors for new opportunities and change the attitude of people towards learning. Secondary schools in Tanzania are facing many problems which hamper students’ learning. This in turn affects their performance in the National examinations hence reducing the growth of a learned society. This research specifically addresses the prob- lem of lack of learning and teaching materials by using ICT tools for the development and delivery of e-Learning content. The research focused on two secondary schools, namely, the Wali-Ul-Asr Seminary and Kibaha Secondary School as pilot schools in Kibaha district Pwani region. The research used courseware engineering methodology which integrated instructional design and software engineering. The research was also inspired by the concepts of participatory action research, Mode 2 knowledge production and triple helix, which incorporated stakeholders’ participation throughout the research. The main stakeholders are researchers, students, teachers, head teachers, and Ministry of Education and Vocational Training officials. This is an applied type of research addressing a practical problem in society. The out- come is a pilot package of e-Learning material comprised of sample chapters of Mathematics form III at the pilot site. Blended mode of delivery has been considered using Compact Disc/Digital Versatile Disc Read Only Memory, the Tanzania Secondary Schools e-Learning (TanSS-L) System, a customized Moodle platform and by using face to face learning.

Title: Marketing communication of Faculty of Physical Education and Sport, Charles University in Prague Objectives: The aim of this thesis is to analyze the current marketing communication of Faculty of Physical Education and Sport, Charles University in Prague and based on the obtained data to create proposals for the improvement of current marketing communication or suggest new instruments that will help to streamline existing marketing communication. Methods: To analyze the current marketing mix of the faculty is used a qualitative research in the form of group discussions with current students of the faculty and pre-prepared written questioning for the staff of the Marketing department of the faculty. Results: The main outcome of this thesis is the evaluation of current marketing communication and creation of its improvement for example by adding new communication instruments, streamlining of the current marketing communication instruments. Keywords: Marketing, marketing communication, communication mix, non-profit organization, marketing of school, group discussion

Abstract This study focused on enriching collaborative learning through pedagogically scripted multiplayer games. Collaborative learning was examined in the synchronous discussions of small group problem-solving activities in face-to-face and virtual game settings. The theoretical approach is socio-cognitive and builds on the contextual and situated nature of learning. Interaction between group members in social situations is a key mechanism fostering students’ collaborative learning. In the field of Computer-Supported Collaborative Learning the underlying aim is to stimulate and structure socially shared construction of knowledge and development of shared understanding among the collaborators. This thesis consisted of three empirical studies. The first study focused on analysing the macro-level elements of teacher education students’ face-to-face discussions in a context of an international web-based course. The focus of the second and third empirical studies was on how distributed collaboration can be enriched by scripting multiplayer game environments. The game environments were developed and tailored as part of the empirical studies. The main aim was to analyse small-group micro-level interactions and activities taking place during the game. Moreover, the particulars of a 3D voice-enhanced multiplayer game context for small-group shared collaborative activities were investigated. The focus of the last empirical study was on aspects of collaborative game activity and shared problem solving described from the perspective of individual players. The results indicated that the synchronous small-group discussions, on the macro-level, consisted of explaining, sharing knowledge, providing critiques, reflection, and joint engagement. The micro-level elements of the players’ discussions during the game were questions, content statements, social statements, suggestions, instructions or orders, encouragements, and responses. Both macro and micro level elements varied in random order during the discussion, forming a base for small-group discussion and joint problem-solving efforts. Not all problem-solving situations in the game data were shared, indicating that if shared collaborative activity was pursued, the scripting of the game tasks must require equal participation and teamwork during the game. The 3D game environment created a strong shared context for the distributed groups by engaging the players and reinforcing individual participation through the avatar activity. The findings of this thesis contribute to the future development of serious games and highlight the potential of multiplayer games as tools for supporting the social aspects of distributed teamwork. / Tiivistelmä Väitöstutkimus tarkastelee yhteisöllisen oppimisen rikastamista pedagogisesti vaiheistettujen virtuaalipeliympäristöjen avulla. Tutkimuksessa on analysoitu pienryhmien sosiaalista vuorovaikutusta luokkahuonekeskusteluissa ja puhevälitteisissä peliympäristöissä. Teoreettisesti tutkimus pohjautuu sosiokognitiiviseen käsitykseen oppimisesta, jonka mukaan sosiaaliset tilanteet voivat käynnistää yksilöissä oppimisen kannalta keskeisiä mekanismeja, kuten esimerkiksi selittämistä ja tiedon jakamista. Yhteisöllisen oppimisen ytimeksi katsotaan jaetun ymmärryksen rakentaminen sosiaalisessa vuorovaikutuksessa, mitä tietokoneavusteisen yhteisöllisen oppimisen tutkimuslinjassa pyritään tukemaan vaiheistamalla oppimisympäristöjä. Tutkimus koostuu kolmesta eri osatutkimuksesta, joista ensimmäisessä analysoitiin korkeakouluopiskelijoiden pienryhmäkeskustelua luokkahuonetilanteessa. Lähitapaamiset toimivat kurssilla hajautetun kansainvälisen verkkotyöskentelyn tukena. Toisessa osatutkimuksessa tarkasteltiin, voiko hajautettua yhteisöllistä oppimista rikastaa puhevälitteisen monenpelaajan peliympäristön avulla. Pelin tehtävät suunniteltiin ja vaiheistettiin yhteisöllistä toimintaa vaativiksi sekä jaetun ymmärryksen rakentamista tukeviksi. Analyysi keskittyi korkeakouluopiskelijoiden pelinaikaisen keskustelun ja ongelmanratkaisutilanteiden tarkasteluun. Kolmannen osatutkimuksen tavoitteena oli tutkia, mitä osatekijöitä työelämäkontekstista tulleet osallistujat joutuivat hallitsemaan puhevälitteisessä monenpelaajan pelissä. Tutkimusten video- ja haastatteluaineistot analysoitiin laadullisen sisällönanalyysin menetelmin. Tutkimustulokset osoittivat, että pienryhmän vuorovaikutus koostuu makrotasolla mm. selittämisestä, tiedon jakamisesta ja reflektoinnista. Mikrotasolla mm. kysymykset, toteamukset, auttaminen ja ehdottaminen vaihtelivat puheenvuoroittain ja muodostivat yhteisen toiminnan pohjan pienryhmän pelaamisessa. Kaikki ongelmanratkaisutilanteet pelin aikana eivät kuitenkaan olleet jaettuja. Tulokset osoittavat, että kun tavoitellaan aidosti yhteisöllisiä tilanteita, pelin tehtävät täytyy vaiheistaa niin, että ne vaativat kaikkien osallistumista ja pitävät ryhmää virtuaalisesti yhdessä. Tässä tutkimuksessa käytetyt peliympäristöt muodostivat hajautetuille ryhmille vahvan jaetun tilan ja virtuaalisten ihmishahmojen eli avatarien kautta osallistuminen vahvisti yksilöiden toimijuutta pienryhmän osana. Tuloksia voidaan hyödyntää hajautetun tiimityön kontekstissa sekä käyttää tukena tulevaisuuden virtuaalisten tiimipelien suunnittelussa.

Thesis (M.A. Agricultural Management (Agricultural Extension)) -- University of Limpopo, 2019 / This study was designed to examine the perceptions of subsistence farmers about the use of the extension communication channels to receive farm management information including climate variability in relation to their innovation decision process. A survey approach was used in this study and by means of stratified sampling, 85 farmers were selected from 372 respondents from Mankweng and 251 from Tshebela service centres in Polokwane Local Municipality for interviews considering gender and their proportions in each service centre. Data were collected from individual respondents by means of personal interviews using a semi-structured questionnaire. The questionnaire was tested among similar farmers in a village near the University of Limpopo. The data were subjected to both descriptive and inferential analyses using the Statistical Package for the Social Sciences (SPSS) programme. The findings around the research questions and the hypothesis test showed that all respondents received farm management information including climate variability through all 10 communication channels investigated. Furthermore, it was indicated that group discussion was the only channel through which most respondents received information most of the time. The study findings also revealed that of all the channels investigated, slightly more than half of the respondents preferred group discussions and of those who preferred group discussions, almost half of them preferred it as the first choice. The hypothesis test further showed that the farmer characteristics that positively influence farmers‟ use of group communication channels were farming experience, farmer association membership and affordability group channels. In other words, a farmer who has more farming experience and belongs to a farmers‟ association is more likely to choose group channels for receiving farm management information including climate variability. The hypothesis test also indicated that the strongest predictor of reporting preference of group channels of communication channels was seeking innovation for a farm management problem in relation to climate variability. Finally, the study found that time was the most serious constraint farmers face in assessing or receiving farm management information including climate variability. ix In view of the fact that most respondents will have group discussions as their first choice, the use of this channel should be timed to allow respondents to attend. Extension agents therefore, have to discuss the timing of such meetings with participants to arrive at times suitable to most participants. Extension agents also need to realise that a subsistence farmer who is looking for information for a farm management problem including climate variability is more likely to seek it through the television. / ARC