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An investigation of the usage and success of blended e–learning material for computer networking students / by Christoffel van AardtVan Aardt, Christoffel Carolus January 2010 (has links)
Students enrolled for the Network Systems III module at the Vaal University of
Technology are experiencing problems with passing this module. Many of them fail
due to the fact that they do not understand the subnet masking part of it. In an
attempt to increase the students' pass rate, this study will make additional study
material available to them, complying with their learning style preferences. This
material will be available as elearning
material on the Internet.
The usage and success of elearning
material implies a holistic approach towards
learning styles. Learning styles consist of different interrelated learning elements.
This study will make use of an action research approach comprising four phases.
In the first phase, different learning styles are diagnosed by means of a literature
study. The information obtained is applied to compile an interpretive questionnaire
for completion by students. This questionnaire will enable the researcher to do an
empirical study with regard to their learning preferences. The data obtained from
the questionnaires will be analysed and information obtained will be applied to
make additional module related elearning
material available on the Internet.
During the second phase, results obtained from the empirical investigation will be
used to develop elearning
material on subnetting, while also addressing the
identified learning styles of participants. The elearning
material is provided on the
Moodle learning management system, enabling students to use it according to their
own preferences.
In the third phase, the success of the intervention on the elearning
material is
investigated. In this phase, the activities of students using the elearning
material
are analysed and tests and examination results processed to determine whether
there is any correlation between time spent on elearning
material and these
results. The usage of elearning
material is tested by means of an interpretive
questionnaire to the students. The last part of the action research approach deals with the question of whether
the research was conducted successfully. A second iteration of the process proved
the results to be satisfactory.
The elearning
material was positively received by students participating in the
research, while a growing interest in this material was noticed from the last
semester in 2007 to the first semester in 2008. / Thesis (M.Sc. (Computer Science))--North-West University, Potchefstroom Campus, 2011.
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An investigation of the usage and success of blended e–learning material for computer networking students / by Christoffel van AardtVan Aardt, Christoffel Carolus January 2010 (has links)
Students enrolled for the Network Systems III module at the Vaal University of
Technology are experiencing problems with passing this module. Many of them fail
due to the fact that they do not understand the subnet masking part of it. In an
attempt to increase the students' pass rate, this study will make additional study
material available to them, complying with their learning style preferences. This
material will be available as elearning
material on the Internet.
The usage and success of elearning
material implies a holistic approach towards
learning styles. Learning styles consist of different interrelated learning elements.
This study will make use of an action research approach comprising four phases.
In the first phase, different learning styles are diagnosed by means of a literature
study. The information obtained is applied to compile an interpretive questionnaire
for completion by students. This questionnaire will enable the researcher to do an
empirical study with regard to their learning preferences. The data obtained from
the questionnaires will be analysed and information obtained will be applied to
make additional module related elearning
material available on the Internet.
During the second phase, results obtained from the empirical investigation will be
used to develop elearning
material on subnetting, while also addressing the
identified learning styles of participants. The elearning
material is provided on the
Moodle learning management system, enabling students to use it according to their
own preferences.
In the third phase, the success of the intervention on the elearning
material is
investigated. In this phase, the activities of students using the elearning
material
are analysed and tests and examination results processed to determine whether
there is any correlation between time spent on elearning
material and these
results. The usage of elearning
material is tested by means of an interpretive
questionnaire to the students. The last part of the action research approach deals with the question of whether
the research was conducted successfully. A second iteration of the process proved
the results to be satisfactory.
The elearning
material was positively received by students participating in the
research, while a growing interest in this material was noticed from the last
semester in 2007 to the first semester in 2008. / Thesis (M.Sc. (Computer Science))--North-West University, Potchefstroom Campus, 2011.
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Die rol van leerstyle in aanvangsleesontwikkeling by graad 2-leerders: 'n gevallestudieWilliams, Anna J M 03 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The main objective of this study was to determine the effects of an intervention
programme on the reading levels of ten grade two learners. A case study was used as
research method.
The research group of five boys and five girls between the ages of 7 and 8 years were
Grade 2 learners at a Boland primary school. These learners did not meet the
Assessment Standards for reading and looking (LO3: 3, 4)
The research process consisted of a pre evaluation phase, the intervention and a post
evaluation phase. The learner’s reading levels were determined during the evaluation
phases. The observation during the intervention was coded and recorded.
The group was taught during a period of 10 weeks, 3 times a week for 30 minutes at a
time. Ananlysis of data showed improvement of reading levels with regards to fluency,
speed, accuracy analysis and self correction.
The study thus shows that the intervention was effective for improving reading levels. / AFRIKAANSE OPSOMMING: Die hoofdoel van die studie was om die invloed van ‘n intervensie op tien graad 2-
leerders se leespeil te bepaal. ‘n Gevallestudie is as navorsingsmetode gebruik.
Die navorsingsgroep, bestaande uit vyf seuns en vyf dogters tussen sewe en agt jaar
oud, was almal in graad 2 aan ‘n Bolandse laerskool. Die leerders het nie voldoen aan
die Nasionale Assesseringstandaarde vir lees en kyk (LU3: 3.4) nie.
Die navorsing het uit twee evalueringsfases en ‘n intervensieprogram bestaan. Tydens
die evalueringsfases is die leespeil van die leerders voor en na die intervensie bepaal.
Tydens die intervensie is waarneming gedoen en met behulp van ‘n koderingstelsel
aangeteken.
Die navorsingsgroep is oor ‘n periode van tien weke drie keer per week vir 30 minute
aan ‘n program blootgestel. Die data-analise het ‘n verbetering getoon ten opsigte van
vlotheid, spoed, akkuraatheid, analise en selfkorrigering.
Die studie het dus aangetoon dat die intervensie die leespeil van die tien leerders
verbeter het.
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Toepasbare aspekte uit breinnavorsingsliteratuur op klavieronderrig vir beginners met spesifieke verwysing na die heelbreinmodel van Ned Herrmann (Afrikaans)Van Niekerk, Theresa 11 August 2008 (has links)
'n Omvattende literatuurstudie oor die funksionering en ontwikkeling van die brein is onderneem ten einde toepasbare aspekte te identifiseer vir die verbetering van aanvangsonderrig vir pianiste. Die oorsig behels die volgende: <ul> <li>Die benutting van die jong brein se vermoë tot plastiese verandering as gevolg van stimulasie</li> <li>Die belangrikheid van vroeë aanvangsouderdom vir klavieronderrig</li> <li>Die bestaan van 'n geleentheidsvensterperiode vir die ontwikkeling van optimale Prestasie</li> <li>Die ontwikkeling van absolute toonhoogtesin as gevolg van vroeë aanvangsklavieronderrig</li> <li>Die ontwikkeling van verbeterde tegniese vaardighede as gevolg van vroeë Aanvangsklavieronderrig</li> <li>Die belangrikheid van genoegsame herhaling vir die vaslegging van tegniese vaardigheid en informasie in die langtermyngeheuestore van die brein</li> <li>Interaksie tussen die invloed van omgewingsfaktore en die bydrae van genetiese potensiaal van die individu vir optimale musikale prestasie</li> <li>Die rol en invloed van emosie, chemiese oordragstowwe en hormone op musicale prestasie</li> <li>Groepsmusiekonderrig vir jong kinders</li> <li>Die onderlinge verhouding tussen onderwyser en leerder.</li></ul> Die leerstylmodel van Ned Herrmann vir heelbreinontwikkeling is gebruik om die karaktereienskappe en leerbehoeftes van individue met betrekking tot hul kognitiewe leervoorkeure te bepaal. Vier verskillende benaderings tot aanvangsklavieronderrig is geïdentifiseer. Die geskiktheid van die onderskeie aanvangsbenaderings word teenoor mekaar opgeweeg ten einde te bepaal of 'n spesifieke benadering beter sou pas by leerders met spesifieke leervoorkeure. Wenke word voorsien aan klavieronderwysers oor hoe om onderrig aan leerders met uiteenlopende kognitiewe leerstyle aan te bied. Twee-en-twintig beginnersboeke is evalueer ten opsigte van hul geskiktheid vir gebruik vir leerders met verskillende kognitiewe leervoorkeure. Aanbevelings word gemaak vir die samestelling van 'n ideale beginnersboek wat met sukses vir alle klavierleerders gebruik sal kan word. Die toegevoegde waarde van prelees, duetpartye, nabootsspel, improvisasie en illustrasies vir beginnersboeke is ondersoek. Aspekte soos geordende aanbieding van konsepte en die noodsaak vir uitgebreide herhaling vir die vaslegging van die informasie en tegniese vaardighede in die langtermyngeheuestore van die brein word beklemtoon. / Thesis (DMus)--University of Pretoria, 2008. / Music / unrestricted
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Kreatiewe hulpverleningsprogram gerig op laerskoolleerders wat taalhindernisse ervaar / A creative support programme aimed at primary school learners with language barriersDe Beer, Anna Cornelia 06 1900 (has links)
Summaries in Afrikaans and English / Die doel van hierdie studie was om te bepaat of 'n hulpverleningsprogram die
laerskoolleerder wat taalhindemisse ervaar kan help om sy probleme op 'n
kreatiewe wyse te benader. 'n Algemene oorsig van leerhindemisse wat
laerskoolleerders ervaar, is gegee. lndien 'n leerder taalhindernisse ervaar, sal dit 'n
direkte invloed op sy ander skoolvakke ook he omdat taal vir die leeraksie benodig
word.
Die kreatiwiteitsbegrip is ook van naderby beskou. Kreatiwiteit kan as die skep van
iets wat oorspronklik, maar ook bruikbaar is, gedefinieer word. Dit sluit egter ook die
Ie van ongewone verbande tussen twee of meer sake of voorwerpe in.
Die program wat ontwikkel is, het as onderbou die teorie oor taalintelligensie van
Howard Gardner, 'n opvoedkundige sielkundige aan Harvard Universiteit. Gardner
meen dit is deur 'n kreatiewe ingesteldheid, multisensoriese tegnieke en gepaste
leerstyle rnoontlik om taalintelligensie teverbeter. Hy is van mening dat
taalintelligensie nie iets is wat op 'n bepaalde tydstip gemeet kan word en
onveranderd bly nie. Soos met alle intellektuele vermoens, kan taalvaardighede ook
uitgebrei en ontwikkel word. Beproefde remedierende tegnieke, wat reeds deur die
navorser in die praktyk met welslae uitgetoets is, is op 'n vars, nuwe manier .in die
hulpverleningsprogram gebruik.
Die hulpverleningsprogram het op die verbetering van perseptuele, mondelinge
stelwerk-,lees- en spellingvaardighede gefokus. Dit het gedurende die empiriese
studie duidelik geword dat leerders wat op 'n bepaalde leergebied nie na wense
presteer nie, dikwels 'n "sielkundige blokkasie" ten opsigte van daardie leerareas
ontwikkel. Hulle assosieer Jaasgenoemde in die meeste gevalle met leeronvermoe
en leermislukking. Die enigste manier om hierdie gevoel van leermagteloosheid aan
te spreek, is om die problematiese leerareas met 'n minder ernstige akademiese
aanslag, waarin die pret-element sterk aanwesig is, te benader. Wanneer die
leeraksie as 'n aangename ondervindingervaar word, kan leerders hulle leervrese
aanspreek en meer waagmoedig begin optree. / The purpose of this study was to investigate the success of an innovative support
programme aimed at assisting primary school learners with language barriers to
overcome these. An overview was given of learning barriers primary school learners
may experience. A learner with a language barrier will find that the other learning
areas are negatively influenced because language is essential for learning.
The concept of creativity, defined as the creation of something original, yet useful,
was adhered to. It included the idea that creativity allows for the connecting of
unrelated issues or objects.
The theories of Howard Gardner, an educational psychologist at Harvard University,
concerning language intelligence, supported this study. According to Gardner it is
possible to improve language intelligence through creative awareness, multi-sensory
techniques and appropriate learning styles. Gardner postulates that language, as in
the case of other intellectual abilities, can be developed and expanded. Remedial
techniques successfully used by the researcher in practice, have been presented in
this support programme in a novel and innovative form.
The creative support programme compiled for this thesis focused on the
1 improvement of perceptual, oral, reading and spelling skills. The need for a more
informal support approach was evident in the empirical research of this study.
Learners sometimes develop a "psychological block" when experiencing repeated
difficulties in a specific learning area. Such learners associate these difficulties with
failures and the inability to learn. In order to overcome the experience of learning
dispair, the feelings of anxiety associated with the problem learning area, have to be
replaced with a less rigid approach in which play encourages feelings of enjoyment
and ease. When learning becomes a pleasant experience, learners start overcoming
their fears and become risk takers. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
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Kreatiewe hulpverleningsprogram gerig op laerskoolleerders wat taalhindernisse ervaar / A creative support programme aimed at primary school learners with language barriersDe Beer, Anna Cornelia 06 1900 (has links)
Summaries in Afrikaans and English / Die doel van hierdie studie was om te bepaat of 'n hulpverleningsprogram die
laerskoolleerder wat taalhindemisse ervaar kan help om sy probleme op 'n
kreatiewe wyse te benader. 'n Algemene oorsig van leerhindemisse wat
laerskoolleerders ervaar, is gegee. lndien 'n leerder taalhindernisse ervaar, sal dit 'n
direkte invloed op sy ander skoolvakke ook he omdat taal vir die leeraksie benodig
word.
Die kreatiwiteitsbegrip is ook van naderby beskou. Kreatiwiteit kan as die skep van
iets wat oorspronklik, maar ook bruikbaar is, gedefinieer word. Dit sluit egter ook die
Ie van ongewone verbande tussen twee of meer sake of voorwerpe in.
Die program wat ontwikkel is, het as onderbou die teorie oor taalintelligensie van
Howard Gardner, 'n opvoedkundige sielkundige aan Harvard Universiteit. Gardner
meen dit is deur 'n kreatiewe ingesteldheid, multisensoriese tegnieke en gepaste
leerstyle rnoontlik om taalintelligensie teverbeter. Hy is van mening dat
taalintelligensie nie iets is wat op 'n bepaalde tydstip gemeet kan word en
onveranderd bly nie. Soos met alle intellektuele vermoens, kan taalvaardighede ook
uitgebrei en ontwikkel word. Beproefde remedierende tegnieke, wat reeds deur die
navorser in die praktyk met welslae uitgetoets is, is op 'n vars, nuwe manier .in die
hulpverleningsprogram gebruik.
Die hulpverleningsprogram het op die verbetering van perseptuele, mondelinge
stelwerk-,lees- en spellingvaardighede gefokus. Dit het gedurende die empiriese
studie duidelik geword dat leerders wat op 'n bepaalde leergebied nie na wense
presteer nie, dikwels 'n "sielkundige blokkasie" ten opsigte van daardie leerareas
ontwikkel. Hulle assosieer Jaasgenoemde in die meeste gevalle met leeronvermoe
en leermislukking. Die enigste manier om hierdie gevoel van leermagteloosheid aan
te spreek, is om die problematiese leerareas met 'n minder ernstige akademiese
aanslag, waarin die pret-element sterk aanwesig is, te benader. Wanneer die
leeraksie as 'n aangename ondervindingervaar word, kan leerders hulle leervrese
aanspreek en meer waagmoedig begin optree. / The purpose of this study was to investigate the success of an innovative support
programme aimed at assisting primary school learners with language barriers to
overcome these. An overview was given of learning barriers primary school learners
may experience. A learner with a language barrier will find that the other learning
areas are negatively influenced because language is essential for learning.
The concept of creativity, defined as the creation of something original, yet useful,
was adhered to. It included the idea that creativity allows for the connecting of
unrelated issues or objects.
The theories of Howard Gardner, an educational psychologist at Harvard University,
concerning language intelligence, supported this study. According to Gardner it is
possible to improve language intelligence through creative awareness, multi-sensory
techniques and appropriate learning styles. Gardner postulates that language, as in
the case of other intellectual abilities, can be developed and expanded. Remedial
techniques successfully used by the researcher in practice, have been presented in
this support programme in a novel and innovative form.
The creative support programme compiled for this thesis focused on the
1 improvement of perceptual, oral, reading and spelling skills. The need for a more
informal support approach was evident in the empirical research of this study.
Learners sometimes develop a "psychological block" when experiencing repeated
difficulties in a specific learning area. Such learners associate these difficulties with
failures and the inability to learn. In order to overcome the experience of learning
dispair, the feelings of anxiety associated with the problem learning area, have to be
replaced with a less rigid approach in which play encourages feelings of enjoyment
and ease. When learning becomes a pleasant experience, learners start overcoming
their fears and become risk takers. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
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