Studies in astronomy education have shown that socio-cultural factors combine with everyday human experience to create learning difficulties that are unique to this field. The history of astronomy also shows a complex link between science and religion. The foundations of modern astronomy lie in religious beliefs and practices, but over time, in the West, as science grew ever more powerful in explaining the apparently mechanistic processes of nature, the beliefs and understanding associated with scientific explanations came into conflict with those of the Christian church. In Africa, Western religious and scientific beliefs were brought by the missionaries, and imposed onto already existing beliefs systems. From colonial times to the present, Western knowledge has been privileged over local knowledge in African formal schooling. Little recognition has been given to the learning difficulties that may be caused in situations where the knowledge system taught at school is different to that imbibed through home and culture. The difficulties of epistemic access have been highlighted through the development of socio-cultural constructivist theories of learning. This study, which is based on the sociocultural constructivist theories of cultural border crossing and collateral learning, represents an investigation of the learning difficulties experienced by South African first year university students who study a compulsory course in basic astronomy called 'The Earth in Space'. The sample was thus a convenience sample, made up of 191 students who took the course between 2000 and 2004. The investigation was carried out using a pre-instruction questionnaire to record the precourse knowledge of the students. The questions that were asked focused on knowledge related to some of the key concepts in basic astronomy, such as an understanding of the nature of stars, the rotation and revolution of the earth and the phases of the moon. These questions had the dual purpose of benchmarking South African students' knowledge of the scientific explanations for these phenomena against similar international studies, as well as establishing the prevalence of cultural or traditional ideas held by these students. After the course had been completed, a post instruction questionnaire was used to establish students’ views on the difficulties they had experienced in learning in the course. This was followed up by semi-structured interviews with 25 of the students. The data obtained from the questionnaires were analysed using two methods: the first used a deductive coding system where the students’ responses were allocated to chosen categories, i.e. whether they conformed to the explanations of Western Modern Science or to cultural knowledge and beliefs, or both. The second method used a computer software programme, Atlas.ti, where each statement made by the student was recorded and coded, leading to an inductive, fine-grained analysis of their responses. The results from the pre-instruction questionnaire indicated that South African students display similar poor levels of knowledge in this field, to students from other Western and non-Western countries. The explanation for this lies in the fact that understanding the scientific explanations requires the ability to think abstractly, and to be able to construct complex mental models, in situations where the processes involved run counter to normal daily experience. However, the explanations given by the South African students also indicated that there were epistemological and ontological issues, related to conflicting beliefs in terms of culture and religion, which exacerbated the barriers to border crossing in this field. However, the data indicated that students did not find it as difficult to cross the barriers created by cultural or traditional beliefs as those caused by fundamentalist Christian beliefs. The biggest obstacle to learning related to conflict between creationist and scientific accounts of the formation of the Earth and Universe. While this is not unusual, as shown by studies carried out in the United States, where religious students are also affected by the apparent conflict between Christianity and science, the most significant finding of this study related to the existence and extent of this conflict in Black African students. In post-1994 South Africa, the revision of the national education system has resulted in a science curriculum that recognizes 'other ways of knowing'. These refer specifically, however, to Indigenous Knowledge Systems (IKS) rather than religious beliefs. The curriculum does not acknowledge that African ontology is religious. It also does not recognize the duality of this ontology in terms of African Traditional Religion and Christianity, which is the stated religion of the majority of Black South Africans. The findings of this study indicate that because of the nature of African philosophy, religious ways of knowing need to be explicitly acknowledged as one of the 'other ways of knowing'. Such acknowledgement by science teachers and lecturers would help to prevent these different knowledge systems from being discarded or compartmentalized, which was found to lead either to the promotion of scientism, or to the preclusion of meaningful engagement with science.

<p>In this research paper, guided by Prof Z Groener, I explore the learning barriers experienced by deaf learners in the structured workplace component of a learnership programme. I focus on the learning barriers of deaf learners at work on an Information Technology learnership where the learning environment shapes and are shaped by deaf learners. Twenty deaf learners have entered during 2005 into an Information Technology: Technical Support NQF4 learnership, funded by the Information Systems (IT), Electronics and Telecommunications Technologies Sector Education Training Authority (ISETT Seta). I have determined how deaf learners are faring with work and learning in a technological environment that has experienced rapid and extensive restructuring during the past ten years. The specific difficulties which they experience during their structured workplace component of the learnerships have also been defined. I argue that when deaf learners form part of a community of practice, consisting of both deaf learners and hearing colleagues and who operate in the same area of knowledge and activity, they fare better than those who did not form part of such a community. I conclude this research paper with a link to the situated learning theory where I explain why the learner&rsquo / s situation contributed to their ability to learn.</p>

The purpose of this study is to examine and describe student and instructor experiences and perceptions of course design, and identify the critical issues regarding the use of a blended learning environment. A design based research (DBR) framework with qualitative approaches was carried out by collecting data from an undergraduate course offered to sophomores. The primary approach was phenomenology using the lens of heuristic inquiry. Interviews, questionnaires, documents, observation notes, instructor diary, and weekly reflection reports were the main data sources. Data were collected in three periods: preliminary study, pilot study, and actual implementation. The results of instructor experiences revealed that instructor considerations for the analysis period centered on needs and context. The design and development considerations centered v on pedagogical approach, course materials and documents, course organization, interaction, and instructor-student roles. The enablers (benefits and opportunities) of the implementation period included arousing student interest and participation potentially more, having flexibility, saving time, tracking student progress more easily, and increased interaction, collaboration, and communication opportunities. The barriers (challenges and limitations) were increased workload, difficulties related to the course and time management, overlaps, and creating harmony among F2F and online environments. The students mentioned interaction and communication opportunities, increased motivation, opportunity to voice opinions, and reinforcement of learning as enablers of the blended learning environment. The barriers were increased workload, cultural and technical barriers and dependability of environments. The critical issues were found to be context, pedagogical framework, instructor competency, and technical issues. It can be concluded that use of blended learning environments can be regarded as a paramount initiative for the higher education institutions by maximizing the enablers of both environments but also has its unique barriers to consider. The results also implied that it is the decisions on the instructional design approaches for creating balance in the course activities that is critical to blended learning environment designs.

<p>In this research paper, guided by Prof Z Groener, I explore the learning barriers experienced by deaf learners in the structured workplace component of a learnership programme. I focus on the learning barriers of deaf learners at work on an Information Technology learnership where the learning environment shapes and are shaped by deaf learners. Twenty deaf learners have entered during 2005 into an Information Technology: Technical Support NQF4 learnership, funded by the Information Systems (IT), Electronics and Telecommunications Technologies Sector Education Training Authority (ISETT Seta). I have determined how deaf learners are faring with work and learning in a technological environment that has experienced rapid and extensive restructuring during the past ten years. The specific difficulties which they experience during their structured workplace component of the learnerships have also been defined. I argue that when deaf learners form part of a community of practice, consisting of both deaf learners and hearing colleagues and who operate in the same area of knowledge and activity, they fare better than those who did not form part of such a community. I conclude this research paper with a link to the situated learning theory where I explain why the learner&rsquo / s situation contributed to their ability to learn.</p>

Magister Educationis - MEd / In this research paper, guided by Prof Z Groener, I explore the learning barriers experienced by deaf learners in the structured workplace component of a learnership programme. I focus on the learning barriers of deaf learners at work on an Information Technology learnership where the learning environment shapes and are shaped by deaf learners. Twenty deaf learners have entered during 2005 into an Information Technology: Technical Support NQF4 learnership, funded by the Information Systems (IT), Electronics and Telecommunications Technologies Sector Education Training Authority (ISETT Seta). I have determined how deaf learners are faring with work and learning in a technological environment that has experienced rapid and extensive restructuring during the past ten years. The specific difficulties which they experience during their structured workplace component of the learnerships have also been defined. I argue that when deaf learners form part of a community of practice, consisting of both deaf learners and hearing colleagues and who operate in the same area of knowledge and activity, they fare better than those who did not form part of such a community. I conclude this research paper with a link to the situated learning theory where I explain why the learner&rsquo;s situation contributed to their ability to learn. / South Africa

Background Strategic alliances grant access to rare know-how, inimitable resources and valuable capabilities otherwise out of reach for a single firm. Existing alliance management literature focuses on the transfer of technical know-how between alliance partners. The intra-organizational learning process with the aim to build a firm-level alliance management capability to become better at managing strategic alliances has received little attention. Especially striking is the lack of extensive research on the barriers to this process. Aim This paper aims to shed light on the existence of learning barriers to the building of a firm-level alliance management capability. Methodology A qualitative study was conducted using semi-structured interviews. Ten individuals with varying degrees of experience in managing strategic alliances were interviewed. The ten respective sample firms were spread across seven different countries and six different industries. Findings The analysis revealed 38 learning barriers existent to the building of a firmlevel alliance management capability both confirming common organizational learning barriers and revealing context-specific learning barriers. They originate either in the firm member’s thinking and behavior, the firm’s processes and structures or in the specific learning environment. Categorized in thematical clusters, they show problem areas such as a lack of top management support. Some of the found learning barriers like the tendency of alliance managers to prioritize the relationship to the alliance partner are findings that have not received attention in theory yet. Those contributions can support a deeper understanding of what individual firms and the field of alliance management is missing in building a firm-level alliance management capability.

Third grade teachers participated in a study that examined the ways teachers learn new skills for reading instruction and transfer their learning into the classroom on a daily basis. A review of literature included identification of a purpose for teacher learning, how teacher self-perception influenced use of new knowledge and teacher skills, and improved reading achievement. The teachers discussed challenges and barriers for their learning and implementation of new learning, which included reflection of how each has evolved as a reading teacher. Teachers expressed interests for new learning in reading instruction and self-awareness necessary for improvement in their practice.

This research focuses on the challenges encountered by teachers in terms of support in teaching inclusive education in primary schools. According to the White Paper 6 of 2001, the Department of Education gives guidelines and points out the strengths of school-based support teams (SBST) and district support teams in attempting to overcome inclusivity. The SBST works with a variety of internal support structures to meet the needs of teachers who are teaching inclusive education. Schools in South Africa - especially in townships – are, generally, of the opinion that managing the process of inclusive education is the sole responsibility of the Department of Education. The research methodology employed in this study is qualitative which is explorative and descriptive by nature. The purpose of this study was to explore the role of the principals and the school-based teams in supporting teachers teaching inclusive education in primary schools. Data was collected by means of two focused interviews, which involved the principals and members of the school-based support team and by using one-on-one, semi–structured interviews. The collected data was analysed and categorized according to a constant comparative method. The data revealed a number of frustrations and challenges for teachers who need support in teaching learners in inclusive education. It is evident that there is a lack of support both from the principals and the SBSTs in supporting teachers who are teaching inclusive education. There is an insufficient knowledge and a lack of skills in supporting teachers teaching inclusive education as there has been no proper training for these teachers. However, the Department of Education has ensured that the introduction of White Paper 6 is aligned to the schools’ contextual systems. / Dissertation (MEd)--University of Pretoria, 2013. / Education Management and Policy Studies / unrestricted

Introduction: To predict the future, how a coming day, week, or month will look has become even more crucial than ever for a firm, due to recent pandemic crises, and wars. Being able to predict the future will enable firms to reduce costs and increase time efficiency. Processes such as forecasting have been at the forefront to aid managers in these matters by improving decision-making and planning. Greater forecasting capabilities have been achieved by adopting technologies such as Artificial Intelligence (AI). As it has shown to aid practitioners in predicting the future with high accuracy. Thus, leading to improved decision making and planning. Problem discussion: AI is still in its infancy, and technology adoption is a staged-based process. More research is needed to identify the potential barriers a firm faces when looking to adopt AI into their forecasting process. As well as how these barriers are mitigated, and what barriers are relevant depending on the stage of adoption. Purpose and Research question: The purpose of this study is to investigate the barriers of AI pre-adoption in forecasting and how these barriers are mitigated. To answer the following research question: How does a manufacturing firm mitigate AI pre-adoption barriers in the forecasting process? Method: First, a scoping review is conducted to identify barriers in AI adoption with the support of the TOE framework, (Technological, Organizational, and Environmental). Later, the thesis follows a qualitative approach, conducting a single case study. The primary source of empirical data was collected from five in-depth semi-structured interviews. The data is collected from an international manufacturing firm located in Sweden that is looking to adopt AI-ML into its forecasting process. The findings collected from the firm are later discussed with an expert in the field of AI and forecasting to further bring validity and input to the findings. Findings: Organizational readiness, Top management, Poor data, Inappropriate technology infrastructure, and Partnership were identified as key barriers in the AI-ML pre-adoption for the forecasting process. The barrier could be mitigated by building a strong business case, creating managerial awareness and understanding, interactive data platform, comprehensive dataset, and incentives. Conclusion: The study provides theoretical contributions as well as managerial implications. By shedding light on the barriers in the pre-adoption phase and providing insight as to how to mitigate the barriers. Future research is recommended to study the same phenomena at another firm.

Purpose - The purpose of this thesis is to investigate incumbent automakers in their role as ecosystem orchestrators in order to study how they facilitate organizational learning within ecosystems for the benefit of themselves and their partners, as well as barriers that prohibit learning. Method - Qualitative, exploratory multiple case study of incumbent automakers. Data collection included 20 interviews in three waves and the data was analysed using a thematic analysis.  Findings - The findings of this thesis are divided into three parts. First, we shed light on the organizational learning activities employed by automakers to learn from and within their ecosystems. Second, we present three distinct categories of ecosystem design factors that promote the facilitation of learning in ecosystems. Third, we present three categories of barriers that prohibit automakers from orchestrating learning in their ecosystems. Theoretical implications - This thesis contributes to previous literature on learning in ecosystems in three ways. First, we contribute by showing that learning in ecosystems is not always actively facilitated by the orchestrator and instead occurs spontaneously. Second, our findings contribute to literature by revealing that automakers are not utilizing small-scale rollouts and pilot projects as a means to experiment and learn from partners to a large extent, which have led to automakers associating ecosystem collaboration with high risk. Third, this thesis contributes by identifying organizational factors that form barriers to learning in ecosystems. Practical implications - This thesis offers practical implications for managers looking to learn from and with partners in ecosystems by identifying activities that can be used to actively facilitate learning. Additionally, we shed light on factors that can be considered when designing an ecosystem for learning. Finally, we help managers avoid pitfalls by identifying common barriers to learning in ecosystems. / Syfte - Syftet med detta examensarbete är att undersöka etablerade biltillverkare i deras roll som orkestratör av ekosystem för att studera hur de faciliterar organisatoriskt lärande inom ekosystem till fördel för dem själva och deras partners, och barriärer som förhindrar lärande. Metod - Kvalitativ, explorativ flerfallstudie av etablerade biltillverkare. Datainsamlingen inkluderade 20 intervjuer i tre omgångar och analysmetoden var tematisk analys. Resultat - Resultatet av detta examensarbete är uppdelat i tre delar. Till att börja med belyser vi aktiviteter för organisatoriskt lärande som tillämpas av biltillverkare för att lära sig från och inom sina ekosystem. Vidare presenterar vi tre distinkta kategorier av faktorer rörande ekosystemets uppbygnad som främjar faciliterande av lärande i ekosystem. Till sist presenterar vi tre kategorier av barriärer som förhindrar biltillverkare att orkestrera lärande i sina ekosystem. Teoretiska implikationer - Detta examensarbete bidrar till tidigare litteratur om lärande i ekosystem på tre sätt. Vårt första bidrag är att visa att lärande i ekosystem inte alltid aktivt faciliteras av orkestratören utan i stället sker spontant. Vidare bidrar vi till litteratur genom att illustrera att biltillverkare inte nyttjar småskaliga pilotprojekt som ett sätt att experimentera och lära sig från sina partners i någon större utsträckning vilket har lett till att biltillverkare associerar ekosystem med hög risk. Slutligen bidrar detta examensarbete till litteratur genom att identifiera organisatoriska faktorer vilka formar barriärer till lärande i ekosystem.  Praktiska implikationer - Detta examensarbete erbjuder praktiska implikationer för chefer som ämnar att lära sig från och med partners inom ekosystem genom att identifiera aktiviteter som kan användas för att aktivt facilitera lärande. Dessutom belyser vi faktorer som kan beaktas när ett ekosystem formas för att främja lärande. Slutligen erbjuder vårt arbete hjälp i att undvika fallgropar genom att identifiera vanliga barriärer till lärande i ekosystem.