Most hospitality institutions have increasingly moved classes online but are concerned about migrating classes and instructional content online. The concern is most Web-based models are designed to deliver the acquisition of knowledge but lack the ability to transform that knowledge into applied career skills for practical use in the industry. The purpose of this study was to test a new Web-based instructional model. The model supported delivering both the acquisition and application of knowledge. Educators, researchers, and practitioners can utilize the new model to enhance the application of career skills and enhance organizational objectives by providing just-in-time training. The new Web-based instructional model can be delivered through multiple platforms including computers, electronic devices, wireless devices and mobile devices. The application of knowledge was delivered through experiential role-play exercises delivered live to the comparison group and virtual, inside Second Life, to the treatment group. An Analysis of Co-Variance (ANCOVA) revealed a significant difference between groups with higher application scores for the students who received the role-play live compared to virtual. In addition, an analysis was conducted to explore factors to consider when examining the cost effectiveness of Web-based instructional content. Factors determined to be important were developmental costs, delivery costs, and reusability of the Web-based instruction.

A sample of corporate instructional designers and professors of instructional design completed the "Corporate Instructional Design Scale." The data yielded information on the extent of agreement that descriptive statements identified conventionally and systematically designed instruction. Descriptive and asymmetric log linear (statistical) analyses were conducted. In the asymmetric log linear analyses, the extent of agreement was used as the dependent variable. The three independent variables with three levels each were Program type (conventionally designed instruction, both conventionally and systematically designed instruction, and systematically designed instruction), Instructional component (instructional intents, instructional strategies, and instructional assessments), and Trainer type (professional trainers in manufacturing, professional trainers in non-manufacturing, and professors of instructional design). The asymmetric log linear analysis using 16 models was a 3x3x3x3 factorial design. The extent of agreement on the indicators of conventional instruction was lower than the extent of agreement on the indicators of systematic instruction. The extent of agreement for instructional assessment indicators was lower than the extent of agreement for instructional intents and strategies. There were only minor differences between the extent of agreement on indicators classified as intents and indicators classified as strategies. the extent of agreement on the indicators which differentiated conventionally and systematically designed instruction was higher for the professors of instructional design than for the trainers in manufacturing and non-manufacturing companies. Study results should be carefully considered by professors of instructional design when designing their instructional design courses. The high extent of agreement by professors of instructional design on items that distinguished conventional instruction and systematic instruction suggest that academia is fairly clear about the indicators of instructional design, specially instructional intents and instructional strategies, while the practitioners of instructional design have a substantially lower extent of agreement. These results suggest at least two conclusions. First, the academic world of instructional design is not in tune with the corporate world. Academia has been promoting idealized procedures for instructional design, while practitioners have adjusted their instructional designed to corporate realities of time and cost. Second, corporate instructional designers have found academic world suggestions unrealistic. Corporate instructional designers have made modifications to their instructional designs. Their instructional designs may actually only approximate whatever type of instruction the professional trainers or corporation where they are employed may advocate.

This study develops and applies a conceptual framework that can be used to evaluate dynamic Web platforms in order to determine a platform for teaching Web application development in tertiary institutions. The framework is specific, yet comprehensive and supported with theory and empirical experimental programming results. We first identify the concepts of Web application development and the constraints to be satisfied by a platform for teaching identified concepts. Then we establish various criteria that will enhance the teaching of the concepts. We also establish qualities and experiment that will ensure that a selected platform is easy to use, fast, portable and affordable. A spreadsheet tool is developed to apply the framework and enable users to customize the framework by varying the criteria's weights. The developed framework is tested by the evaluation of the suitability of Java Servlets, JSP, ASP and PHP with PHP emerging as a suitable platform. / Computing / M.Sc. (Information Systems)

Text in Afrikaans / Die Suid-Afrikaanse Nasionale Weermag (SANW) beskou effektiewe opleiding as 'n noodsaaklike voorvereiste vir paraatheid. Instruksionele ontwerp - 'n benadering wat uit onderrigtegnologie ontwikkel het - word gebruik om nuwe kursusse daar te stel wat effektiewe 'n instruksionele ontwerpprojek uitgevoer behoort teword. Die fokus van die studie het vervolgens verskuif na die talle veranderinge wat sedert die ontstaan van die SANW op 26 April 1994, na die eerste ten voile demokratiese verkiesing in die Republiek van Suid-Afrika. ingetree het. In vergelyking met sy voorganger het die SANW nuwe en meer uitgebreide sekondere rolle, wat hoer eise aan opleiding stel en evaluering ook meer kompleks maak. Dit bevestig inderdaad die behoefte aan 'n evalueringstelsel wat volgens sisteembeginsels bedryf word. Teen die agtergrond van die voorgaande is oorgegaan tot die ontwerp van 'n oorkoepelende instruksionele evalueringsisteem vir die SANW. Aangesien die suksesvolle implementering en funksionering van die sisteem grootliks beinvloed sal word deur die wyse waarop die instruksionele evalueerder sy taak volvoer, is daar ten slotte ook aandag geskenk aan die ontwerp van 'n instruksionele evalueerderskursus. opleiding moontlik maak. Om effektiwiteit te beoordeel, word evaluering vereis en derhalwe behoort instruksionele evaluering 'n integrale komponent van die instruksionele ontwerpgebeure te vorm. Die SANW beskik nog nie oor toereikende kundigheid om hierdie komponent tot sy reg te laat kom nie en die doel van die studie was om hierdie leemte aan te vul. Daar is eerstens gepoog om, deur middel van 'n literatuurstudie, die didakties-wetenskaplike basis te bepaal waarop evaluering binne 'n sisteembenadering tot opleiding behoort te berus. Daarna is die aard en rol van instruksionele evaluering in die instruksionele ontwerpsisteem binne 'n militere opleidingsmilieu verken, ten einde te kon bepaal wat die funksies van instruksionele evaluering behels en welke evalueringstake in die verskillende fases van 'n instruksionele ontwerpprojek uitgevoer behoort te word. Die fokus van die studie het vervolgens verskuif na die talle veranderinge wat sedert die ontstaan van die SANW op 26 April 1994, na die eerste ten volle demokratiese verkiesing in die Republiek van Suid-Afrika, ingetree het. In vergelyking met sy voorganger het die SANW nuwe en meer uitgebreide sekondere rolle, wat hoer eise aan opleiding stel en evaluering ook meer kompleks maak. Dit bevestig inderdaad die behoefte aan 'n evalueringstelsel wat volgens sisteembeginsels bedryf word. Teen die agtergrond van die voorgaande is oorgegaan tot die ontwerp van 'n oorkoepelende instruksionele evalueringsisteem vir die SANW. Aangesien die suksesvolle implementering en funksionering van die sisteem grootliks beinvloed sal word deur die wyse waarop die instruksionele evalueerder sy taak volvoer, is daar ten slotte ook aandag geskenk aan die ontwerp van 'n instruksionele evalueerderskursus. / The South African National Defence Force (SANDF) regards effective training as an essential prerequisite for preparedness. Instructional design - an approach that has developed from instructional technology - is used to establish new courses that facilitate effective training. Evaluation is essential for assessing effectiveness and therefore instructional evaluation should form an integral part of the learning events. The SANDF does not as yet have the expertise to do justice to this component, and the aim of this study was to fill this gap. Firstly, it was attempted to determine, by means of a literature study, the didactic scientific foundation on which evaluation within a systems approach towards training should rest. The nature and role of instructional evaluation in the instructional design system within a military training milieu was subsequently investigated. This was done to determine what the functions of instructional evaluation comprise and what evaluation tasks should be carried out in the different phases of an instructional design project. The focus of the study then shifted to the numerous changes that took place since the inception of the SANDF on 26 April 1994, after the first democratic election in the Republic of South Africa. Compared to its predecessor the SANDF has new and more extensive secondary roles that demand higher standards of training and make evaluation a more complicated task This indeed confirms the need for an evaluation system that is practised according to system principles. Against the background of the afore-mentioned, the design of an overall instructional evaluation system for the SANDF was proceeded with. As the successful implementation and functioning of the system is, to a large extent, influenced by the way in which the instructional evaluator carries out this task, attention was finally given to the design of a course for instructional evaluators. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

This study aimed to assess the effectiveness of an instructor-led and a self-managed computer training course. A sample of forty nine (n=49) previously disadvantaged South African adult learners was used. Half the sample was randomly assigned to the instructor-led course, while the other half was assigned to the self-managed course. Data dealing with the course content and design, subject demographics, previous computer experience, preferred learning style, and learning potential was collected prior to each course. After the course, the ability to create key outcomes using the learned software was assessed, as well as subject perceptions of the course and various support and performance system factors. The results showed that there was no significant difference between the performance on the competence assessment of the students from the two groups. The data did, however, indicate a stronger preference for the self-managed approach. A number of limitations to the study were also noted. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

Thesis (PhD)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: The rationale for this study emerged from a realization that conventional instructional design approaches for introducing Calculus concepts, based on the logical sequencing and structuring of the concepts, did not adequately attend to or address students’ ways of thinking. This was particularly important in a distance education environment where learners depend on instructional texts to make sense of what is being presented, often without support from tutors. The instructional design theory of Realistic Mathematics Education (RME) offered a promising approach for designing learning sequences based on actual investigations of the ways in which students think. This study’s focus was on trialling the process of RME theory-based design using the Fundamental Theorem of Calculus as an example. Curve sketching was prominent in this exercise. Applying RME required developing a hypothetical learning trajectory (HLT) while attempting to adhere to methodological guidelines of design research. In this project, the instructional designer’s conceptualization and interpretation of the derivative-integral construct has had the most immediate implications for the study. The line of inquiry has been largely didactic, in that it was framed by a need to establish ways of introducing the teaching of a mathematical concept following instructional design principles. Throughout the project, the instructional design space has been contested, broken down, rebuilt and, ultimately, enriched by the contributions of the expert teachers and the engagement of participating students. The series of design experiments have revealed knowledge about student reasoning in this learning domain in relation to four main areas of quantifying change, curve sketching, general mathematical reasoning and symbol use. The primary contribution of this research has been a deeper understanding of the extent to which RME can be used as an instruction design theory for planning and introducing a distance teaching Calculus unit. From the study, it is clear that successful adoption of the RME theory is influenced and facilitated by a number of factors, including: careful selection of the concepts and mathematical structures to be presented; a team of experts (mathematicians and mathematics subject didacticians) to research, test and develop the learning activities; opportunities for student interactions; and time and resources for effective RME adoption. More involved research is required to get to the stage of the evolution of a local instructional theory around introducing the derivative-integral relationship as expressed in the Fundamental Theorem of Calculus. / AFRIKAANSE OPSOMMING: Die rasionaal van hierdie studie het uit die besef ontstaan dat konvensionele onderrigontwerpbenaderings vir die bekendstelling van Calculus konsepte, gebaseer op die logiese ordening en strukturering van die konsepte, nie voldoende beantwoord aan die eise van hoe studente dink nie. Dit was van spesifieke belang in die geval van afstandonderwys waar hierdie studente sin moet maak van wat aangebied word, dikwels sonder die ondersteuning van tutors. Die onderrigontwerpteorie van Realistiese Wiskundeonderwys (RWO) bied belowende moontlikhede om leertrajekte te ontwerp wat gebaseer is op werklike ondersoeke van hoe studente dink. Hierdie studie se fokus was om die RWO-gebaseerde teoretiese ontwerp se proses wat die Fundamentele Stelling van Calculus as voorbeeld gebruik, uit te toets. Krommesketsing was prominent in hierdie oefening. Die toepassing van RWO het vereis dat 'n leertrajek ontwikkel moet word terwyl aan die metodologiese vereistes van die ontwikkelingsondersoekbenadering getrou gebly word. In hierdie projek het die onderrigontwerper se konseptualisering en interpretasie van die afgeleide-integraalkonstruk onmiddellike implikasies gehad vir die studie. Die lyn van ondersoek was grootliks didakties van aard. Desnieteenstaande was die instruksionele ontwerpruimte voortdurend beding, afgebreek, herbou en uiteindelik verryk deur die bydraes van die bedrewe onderwysers en die betrokkenheid van die deelnemende studente. Die reeks ontwerpeksperimente het kennis blootgelê van hoe studente in hierdie veld redeneer met betrekking tot die volgende vier hoof areas: kwantifisering van verandering, krommesketsing, algemene wiskundige beredenering en die gebruik van simbole. Die primêre bydrae van hierdie navorsing is die dieper verstaan van die mate waarin RWO gebruik kan word as 'n instruksionele ontwerpteorie vir die beplanning en bekendstelling van 'n Calculus eenheid in afstandsonderrig.Dit is duidelik vanuit die studie dat suksesvolle aanneming van die RWO teorie afhanklik is van 'n aantal faktore: 'n noukeurige seleksie van die konsepte en wiskundige strukture wat aangebied moet word; 'n span van bedrewe wiskundiges en wiskunde vakdidaktici om die leeraktiwiteite na te vors, uit te toets en te ontwikkel; geleenthede vir studente-interaksies, en tyd en bronne vir effektiewe RWO aanpassing. Verdere toegespitsde navorsing hierop is nodig om die fase te bereik van die ontluiking van 'n lokale onderrigteorie oor die bekendstelling van die afgeleide-integraal verwantskap soos uitgedruk in terme van die Fundamentele Stelling van Calculus.

Doctor of Philosophy / The thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process, having much greater control over their selection of technological learning tools, learning resources and learning methodologies. This is very much in line with the shift from the traditional focus on content design and knowledge transmission towards a more student-centred design for knowledge co-construction, a development which demands the type of new thinking about the design of learning tasks and learning resources contained in this study. Also set out are new lines of action for the fashioning of a collaborative learning environment, for community interaction and the sharing of knowledge, and for promoting good teaching and learning practice. The central argument of the study is that such pedagogical goals may be attained by juxtaposing the theories of Systemic Functional Linguistics (hereafter SFL) and pattern languages. These have not, thus far, been used in combination. SFL is a well established theory in the study of language, and is used in this thesis to help analyse and classify discourses produced and shared by teachers and students in networked learning. Pattern languages have their origin in architecture. Design patterns can be used as a means of representing and sharing important and specific empirical research results and design experiences. This new knowledge can be used to support and improve the quality of educational design. The study has two central components. The first uses the SFL theoretical framework to demonstrate how text is used as a key medium in networked learning. In other words, it is argued in this section that the quality of texts has a direct impact on the quality of learning and learning outcomes. The quality of text is assessed by means of a detailed discourse analysis of selected texts. This process involves deconstructing, identifying and capturing the linguistic resources and language strategies used in the texts. The detailed discourse analysis also illustrates and reveals how language is used in the construction of knowledge and the promotion of collaboration in teaching and learning. The second component centres on the argument that SFL provides valuable language knowledge which can be represented by using Alexander’s design patterns. New knowledge encoded in these design patterns can be used by teachers and designers as reusable and shared resources to help them improve their design work. The empirical research was carried out in three phases. The first involved a) the identification of text patterns of discourses used in networked learning based on detailed discourse analysis; b) Interviewing experienced academic staff to identify their perspectives on good online teaching practices and success factors. The second phase involved using the data which emerged from these interviews and discourse analysis to model illustrative patterns. (Here, illustrative means that due to the scope of the study, it is only possible to develop a limited number of patterns to illustrate the methods used for pattern development. It is not the intention to develop a full repository of design patterns in this study). In the third (validation) phase the patterns were reviewed by two groups of academic staff, with the aim of improving these patterns. Improved patterns were then tested on a group of educational design students for their usefulness and application. It is concluded from this research that it is possible to develop design patterns which ensure the best use of linguistic resources in both the teaching and learning process. Finally, it is argued that the combination of SFL and pattern languages provides a promising theoretical framework for the complex and demanding task of educational design. Future research could make use of such a framework to explore a fuller application of the pattern- based approach for the representation of new knowledge for educational design. Suggested additional research directions include finding new ways of capturing a new pedagogical approach to mobile learning and blended learning. Also, a promising direction could be the use of SFL Appraisal theory (Martin, 2000) for the investigation on how students construct interpersonal relationships (appraise peer work) in online joint projects. In the conclusion, it is contended that through its exploration of new ground in the use of SFL and pattern language theory in the construction of education design patterns, the study makes a significant contribution to knowledge in the field of networked learning.

Doctor of Philosophy / The thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process, having much greater control over their selection of technological learning tools, learning resources and learning methodologies. This is very much in line with the shift from the traditional focus on content design and knowledge transmission towards a more student-centred design for knowledge co-construction, a development which demands the type of new thinking about the design of learning tasks and learning resources contained in this study. Also set out are new lines of action for the fashioning of a collaborative learning environment, for community interaction and the sharing of knowledge, and for promoting good teaching and learning practice. The central argument of the study is that such pedagogical goals may be attained by juxtaposing the theories of Systemic Functional Linguistics (hereafter SFL) and pattern languages. These have not, thus far, been used in combination. SFL is a well established theory in the study of language, and is used in this thesis to help analyse and classify discourses produced and shared by teachers and students in networked learning. Pattern languages have their origin in architecture. Design patterns can be used as a means of representing and sharing important and specific empirical research results and design experiences. This new knowledge can be used to support and improve the quality of educational design. The study has two central components. The first uses the SFL theoretical framework to demonstrate how text is used as a key medium in networked learning. In other words, it is argued in this section that the quality of texts has a direct impact on the quality of learning and learning outcomes. The quality of text is assessed by means of a detailed discourse analysis of selected texts. This process involves deconstructing, identifying and capturing the linguistic resources and language strategies used in the texts. The detailed discourse analysis also illustrates and reveals how language is used in the construction of knowledge and the promotion of collaboration in teaching and learning. The second component centres on the argument that SFL provides valuable language knowledge which can be represented by using Alexander’s design patterns. New knowledge encoded in these design patterns can be used by teachers and designers as reusable and shared resources to help them improve their design work. The empirical research was carried out in three phases. The first involved a) the identification of text patterns of discourses used in networked learning based on detailed discourse analysis; b) Interviewing experienced academic staff to identify their perspectives on good online teaching practices and success factors. The second phase involved using the data which emerged from these interviews and discourse analysis to model illustrative patterns. (Here, illustrative means that due to the scope of the study, it is only possible to develop a limited number of patterns to illustrate the methods used for pattern development. It is not the intention to develop a full repository of design patterns in this study). In the third (validation) phase the patterns were reviewed by two groups of academic staff, with the aim of improving these patterns. Improved patterns were then tested on a group of educational design students for their usefulness and application. It is concluded from this research that it is possible to develop design patterns which ensure the best use of linguistic resources in both the teaching and learning process. Finally, it is argued that the combination of SFL and pattern languages provides a promising theoretical framework for the complex and demanding task of educational design. Future research could make use of such a framework to explore a fuller application of the pattern- based approach for the representation of new knowledge for educational design. Suggested additional research directions include finding new ways of capturing a new pedagogical approach to mobile learning and blended learning. Also, a promising direction could be the use of SFL Appraisal theory (Martin, 2000) for the investigation on how students construct interpersonal relationships (appraise peer work) in online joint projects. In the conclusion, it is contended that through its exploration of new ground in the use of SFL and pattern language theory in the construction of education design patterns, the study makes a significant contribution to knowledge in the field of networked learning.

This study develops and applies a conceptual framework that can be used to evaluate dynamic Web platforms in order to determine a platform for teaching Web application development in tertiary institutions. The framework is specific, yet comprehensive and supported with theory and empirical experimental programming results. We first identify the concepts of Web application development and the constraints to be satisfied by a platform for teaching identified concepts. Then we establish various criteria that will enhance the teaching of the concepts. We also establish qualities and experiment that will ensure that a selected platform is easy to use, fast, portable and affordable. A spreadsheet tool is developed to apply the framework and enable users to customize the framework by varying the criteria's weights. The developed framework is tested by the evaluation of the suitability of Java Servlets, JSP, ASP and PHP with PHP emerging as a suitable platform. / Computing / M.Sc. (Information Systems)

Text in Afrikaans / Die Suid-Afrikaanse Nasionale Weermag (SANW) beskou effektiewe opleiding as 'n noodsaaklike voorvereiste vir paraatheid. Instruksionele ontwerp - 'n benadering wat uit onderrigtegnologie ontwikkel het - word gebruik om nuwe kursusse daar te stel wat effektiewe 'n instruksionele ontwerpprojek uitgevoer behoort teword. Die fokus van die studie het vervolgens verskuif na die talle veranderinge wat sedert die ontstaan van die SANW op 26 April 1994, na die eerste ten voile demokratiese verkiesing in die Republiek van Suid-Afrika. ingetree het. In vergelyking met sy voorganger het die SANW nuwe en meer uitgebreide sekondere rolle, wat hoer eise aan opleiding stel en evaluering ook meer kompleks maak. Dit bevestig inderdaad die behoefte aan 'n evalueringstelsel wat volgens sisteembeginsels bedryf word. Teen die agtergrond van die voorgaande is oorgegaan tot die ontwerp van 'n oorkoepelende instruksionele evalueringsisteem vir die SANW. Aangesien die suksesvolle implementering en funksionering van die sisteem grootliks beinvloed sal word deur die wyse waarop die instruksionele evalueerder sy taak volvoer, is daar ten slotte ook aandag geskenk aan die ontwerp van 'n instruksionele evalueerderskursus. opleiding moontlik maak. Om effektiwiteit te beoordeel, word evaluering vereis en derhalwe behoort instruksionele evaluering 'n integrale komponent van die instruksionele ontwerpgebeure te vorm. Die SANW beskik nog nie oor toereikende kundigheid om hierdie komponent tot sy reg te laat kom nie en die doel van die studie was om hierdie leemte aan te vul. Daar is eerstens gepoog om, deur middel van 'n literatuurstudie, die didakties-wetenskaplike basis te bepaal waarop evaluering binne 'n sisteembenadering tot opleiding behoort te berus. Daarna is die aard en rol van instruksionele evaluering in die instruksionele ontwerpsisteem binne 'n militere opleidingsmilieu verken, ten einde te kon bepaal wat die funksies van instruksionele evaluering behels en welke evalueringstake in die verskillende fases van 'n instruksionele ontwerpprojek uitgevoer behoort te word. Die fokus van die studie het vervolgens verskuif na die talle veranderinge wat sedert die ontstaan van die SANW op 26 April 1994, na die eerste ten volle demokratiese verkiesing in die Republiek van Suid-Afrika, ingetree het. In vergelyking met sy voorganger het die SANW nuwe en meer uitgebreide sekondere rolle, wat hoer eise aan opleiding stel en evaluering ook meer kompleks maak. Dit bevestig inderdaad die behoefte aan 'n evalueringstelsel wat volgens sisteembeginsels bedryf word. Teen die agtergrond van die voorgaande is oorgegaan tot die ontwerp van 'n oorkoepelende instruksionele evalueringsisteem vir die SANW. Aangesien die suksesvolle implementering en funksionering van die sisteem grootliks beinvloed sal word deur die wyse waarop die instruksionele evalueerder sy taak volvoer, is daar ten slotte ook aandag geskenk aan die ontwerp van 'n instruksionele evalueerderskursus. / The South African National Defence Force (SANDF) regards effective training as an essential prerequisite for preparedness. Instructional design - an approach that has developed from instructional technology - is used to establish new courses that facilitate effective training. Evaluation is essential for assessing effectiveness and therefore instructional evaluation should form an integral part of the learning events. The SANDF does not as yet have the expertise to do justice to this component, and the aim of this study was to fill this gap. Firstly, it was attempted to determine, by means of a literature study, the didactic scientific foundation on which evaluation within a systems approach towards training should rest. The nature and role of instructional evaluation in the instructional design system within a military training milieu was subsequently investigated. This was done to determine what the functions of instructional evaluation comprise and what evaluation tasks should be carried out in the different phases of an instructional design project. The focus of the study then shifted to the numerous changes that took place since the inception of the SANDF on 26 April 1994, after the first democratic election in the Republic of South Africa. Compared to its predecessor the SANDF has new and more extensive secondary roles that demand higher standards of training and make evaluation a more complicated task This indeed confirms the need for an evaluation system that is practised according to system principles. Against the background of the afore-mentioned, the design of an overall instructional evaluation system for the SANDF was proceeded with. As the successful implementation and functioning of the system is, to a large extent, influenced by the way in which the instructional evaluator carries out this task, attention was finally given to the design of a course for instructional evaluators. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)