This qualitative study employing ethnomethodology investigated whether previously employed African women between 50-59 years, termed near-old, turned to learning as a coping strategy after losing their jobs. Reflexive discussions, termed ‘herstories,’ were analysed. Whether the women experienced true crisis as a result of cessation from work, how they made meaning as they aged and to what extent retirement was a catalyst for learning formed the central lines of probing. The findings revealed that the near-old women did not consider the transition to old age a crisis. Crises in their experiences were more permanent and emotionally devastating. Meaning schemes and perspectives were transformed as they encountered unbearable work situations. Critical reflection on the situation led to action resulting in them exiting formal employment. There was strong evidence of self-directed and life-long learning. The women sought out new knowledge and skills in order to cope in the competitive work of consultancy. Instances of positive adult development attested to Mezirow’s theory of transformative learning and Brookfield’s reflective thinking. The study highlighted the need to use adult education strategies in order to promote critical reflection and to ‘conscientise’ older people about their deeply embedded beliefs that are often entrenched by their socialisation.

Guided by the conceptual framework of self-directed learning and culture, this study investigated the effectiveness of Title IV private, for-profit colleges and universities (FPCUs). Little research has examined this topic, which is problematic considering the disproportionate rate of student loan defaults experienced by Black FPCU borrowers. A phenomenological design was used to explore the meaning of academic achievement for Black doctorate recipients who attained a doctorate in psychology through an FPCU. This study specifically examined how Black students experience the completion of doctoral psychology programs at 2 FPCUs and what factors contributed to these students finishing their degrees. A unique-criterion-purposive sample of 7 Black students who completed doctoral psychology programs at FPCUs within the past 5 years was recruited to participate in telephone interviews. Moustakas' data analysis steps were applied to the data. The results indicated that study participants saw an association between attaining their doctorates in psychology and their self-actualization. They shared the experiences of selecting a suitable FPCU, choosing a specialty area, negotiating transfer credits, completing the doctoral coursework phase, and completing the dissertation phase. Their commitment to achieving self-actualization was a salient experience in finishing their degrees. A core aspect of self-actualization was their cultural knowledge, which helped them to overcome challenges and persevere. However, the results uncovered some insufficiencies in the FPCUs' practices. They have implications for positive social change by highlighting how FPCU academic support services might use cultural knowledge and self-actualization strategies to maximize the successful matriculation of Black students.

The purpose of this study was to investigate the impact of popular culture, especially prime-time television, on women learner-viewers’ identity development. More specifically, this study explores one specific television show, the 1962-64 Cathy Gale episodes of The Avengers as a portal to adult learning. It further explores the ways in which television, as a form of public pedagogy, can help facilitate the formation of a critical or feminist identity among adult learner viewers. The research questions guiding this study were: 1) How and what did women learn from watching The Avengers? 2) How did women incorporate that learning into their lives and into their identities? and 3) How did women interpret and accommodate the feminist example of Cathy Gale? Data for this study was collected over a two-and-a-half year period. Data consisted of interviews with contemporaneous viewers of the Cathy Gale Avengers episodes, interviews with scriptwriters and the actor who played Cathy Gale, Honor Blackman, numerous documents from statistics obtained at the British Film Institute, fanzines, and newspaper articles of the period. Analysis revealed that in particular historical times and situations television viewing can become a form of public pedagogy, facilitating transformational learning in adult viewers that produces lasting, life-changing effects. The investigation revealed that not only did biologically-born women incorporate Cathy Gale’s feminist example into their identities and actions, but biologically born males whose core gender identity was female did also. This dissertation is written in article format. Each of the six sections has been designed as stand-alone pieces to aid accessibility and enhance readers’ engagement with the study.

In this thesis, the aim was to attain a deeper understanding according to the students meaning of learning related to their own responsibility and independence within a framework of an educa¬tional programme. An empirical study with an ethnographic approach was carried out during one term of a nursing programme that uses the PBL-approach. Based on observations, conversations, inter¬views and documents, three narratives were formulated. One describes the phases students experience in the planned curricula. Periods characterised of chaos, uncertainty and a heavy workload, alternate with periods of ‘cosmos’, optimism, curiosity and satisfaction. The second narrative is about students' learning objectives while realising that they have to make choices and decisions on their own to succeed. A dialectic driving force emerging from frustration and stimulation, chaos and cosmos, results in questions about what to learn and how to act. The third narrative describes how students handle these questions. The narratives reveal two dimensions. One concerns how the students form attitudes about the relevance of learning objectives and how they go about learning a knowledge base necessary for their future profession. The other dimension takes as its starting point the fact that students try to manage their learning situation taking into consideration the framework of the educa¬tional programme. These dimensions were further analysed using theoretical references. The first dimension was analysed from the perspective of teacher/learner control and a didactic analysis of the meaning of an educational setting. The second dimension was analysed on the basis of phenomenographic learning theory. As regards responsibility and independence there seems to be a point in abandoning the concept of self-directed learning. Instead of emphasising self, the interaction between people, the individual and the educational framework and the interaction with content, are found to be fundamental. This interaction includes communication, dialogue and active participation in all the parts of a learning situation. Based on the results of this study, I claim that the driving force in student-centred learning is the dialectic relation between frustration and stimulation, chaos and cosmos. This stimulates the students to engage in the teachers' traditional didactic ques¬tions concerning an educational programme: what are we going to study, how and why, and what are the objectives? The students' conduct as regards independence, vis à vis dependence, are related to a dialectic relationship between the prerequisites provided by the educational frame¬work and the students' interpretation and ability to use them. Expressions of responsibility and independence emerge as choices and decisions concerning the didactic questions, initiative, activity, search for opportunities to reflect and co-operate and self-confidence. The opposite, dependence, is characterised by strategies for “survival”. The students plan their learning situa¬tion so that the examinations and assignments can be successfully tackled, and the learning situation takes on features of a surface approach. I believe that further insights into learning in student-centred education can be found in the two dialectic relationships described above.

The purpose of this study was to investigate the impact of popular culture, especially prime-time television, on women learner-viewers’ identity development. More specifically, this study explores one specific television show, the 1962-64 Cathy Gale episodes of The Avengers as a portal to adult learning. It further explores the ways in which television, as a form of public pedagogy, can help facilitate the formation of a critical or feminist identity among adult learner viewers. The research questions guiding this study were: 1) How and what did women learn from watching The Avengers? 2) How did women incorporate that learning into their lives and into their identities? and 3) How did women interpret and accommodate the feminist example of Cathy Gale? Data for this study was collected over a two-and-a-half year period. Data consisted of interviews with contemporaneous viewers of the Cathy Gale Avengers episodes, interviews with scriptwriters and the actor who played Cathy Gale, Honor Blackman, numerous documents from statistics obtained at the British Film Institute, fanzines, and newspaper articles of the period. Analysis revealed that in particular historical times and situations television viewing can become a form of public pedagogy, facilitating transformational learning in adult viewers that produces lasting, life-changing effects. The investigation revealed that not only did biologically-born women incorporate Cathy Gale’s feminist example into their identities and actions, but biologically born males whose core gender identity was female did also. This dissertation is written in article format. Each of the six sections has been designed as stand-alone pieces to aid accessibility and enhance readers’ engagement with the study.

The e-learning system is one of many educational methods that allow flexible learner-centered education. It is also an information system based on the Internet. Hence, the increasing use of the e-learning has provided an inter-disciplinary research opportunity to information systems and educational engineering fields. But the benefits of an e-learning are subjected to the organization¡¦s learning environments, readiness and the acceptance of self-directed users. In other words, self-directed learning (SDL) is a prerequisite to e-learning success. It is important to evaluate the readiness of self-directed users and their acceptance of e-learning system. This paper focuses on examining the applicability of both the technology acceptance model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) in explaining adult self-directed users¡¦ acceptance of e-learning system in a blended learning context. The combination of user groups (adult learners), the technology (e-learning system), and the context (blended learning in a higher education institution) is new to IT acceptance researches. The purpose of this research is to shed light on more effective ways to motivate part-time adult learners to use e-learning system in a higher education institution. This study extends both the TAM and UTAUT models with self-directed learning (SDL) concepts. A questionnaire was developed based on previous works in the areas of technology acceptance and SDL. Based on responses from 433 adult blended learners, both SDL-based TAM and UTAUT models were evaluated in terms of overall fit, explanatory power, and their causal links. Overall, findings suggest that TAM may be more appropriate than UTAUT for examining high SDLRS score user group¡¦s e-learning acceptance behaviour; UTAUT may provide e-learning designers and management teams some crucial suggestions to enhance low SDLRS score users¡¦ system utilization. This study also asserts that the successful transition to an e-learning environment requires that the self-directed learners be actively encouraged and supported by their organizations. Results of this study provide reliable and valid SDL-based TAM and UTAUT instruments for organizations to determine whether their learners had the necessary skills for SDL-based blended learning before investing huge budget and time in a large-scale e-learning project. As more organizations experiment with e-learning systems, the SDL-based TAM and UTAUT models could be used to (a) assess the degree of users¡¦ self-directed readiness before e-learning implementation; and (b) evaluate the factors affecting users¡¦ acceptance of new e-learning system and provide useful remedies for improving system utilization rate after e-learning implementation.

The purpose of this qualitative multiple case study was to examine HR executives' perspectives on employability enhancement for employees and how it is operationalized in their workplace. The exploratory questions that guided the study were, What are the perspectives of HR executives regarding employability enhancement for employees, and In what ways and under what conditions is organizational support of employability enhancement demonstrated through workplace learning initiatives? The conceptual framework for this study is based on Clarke and Patrickson's (2008) list of assumptions concerning employability as the premise for the new employment contract. Data collected consisted of background questionnaires, semi-structured interviews, organizational documents, and researcher reflective journal notes. Cross case analysis yielded four major themes of "Shared Responsibility," "The Power of Learning Attitude," "Assessment for Growth," and "Resource Availability." These four themes include discussions of the roles and responsibilities for employability, desired employee learning attitudes, recommended assessment activities, and conditions affecting development opportunities provided by organizations. Implications for organizations, their employees, and HRD professionals are described. This study contributes empirical research on today's employment contract based on an employability model from the organization's perspective. It also adds to the body of literature on employability rarely focused on, employability enhancement for employees.

The aim of the thesis was to explore the magnitude of inequity in accessibility to initial formal education, continuing adult education, and work-related informal learning for the workplace. The two main issues that the thesis attempted to determine is whether social background characteristics that affect initial educational attainment continue to influence participation in adult education and work-related informal learning. More specifically, this research focused on three main questions: First, to what extent does parents’ social background influence educational attainment levels for Canadians from different generations? Second, to what extent does parents’ social background influencing participation in adult education for their offspring beyond the effects of an individual’s own social background? And, third, to what extent does parents' social background have on their offspring’s participation in informal learning for the workplace beyond the effects of an individual's own social class background? A secondary data quantitative analysis was carried out on the data collected in the 2004 Work and Lifelong Learning (WALL) survey. Both crosstab analysis and structural equation analysis were used to obtain an overview of inequities in participation in formal education and informal learning and to test the applicability of Bourdieu’s social reproduction theory. Overall, the findings of this thesis indicate that social reproduction occurs not only through the formal education system, but also through the adult education system. More specifically, parents’ education continues to be a good predictor of the level of education attained by offspring. Moreover, one’s level of education continued to be a predictor of participation in adult education. Social reproduction was not present for work-related informal learning. In fact, those from low incomes were more likely to engage in informal learning than those from high incomes. These findings indicate that despite level of cultural and economic capital, the majority of Canadians engage in a learning activity. It is apparent that structures that are present in our formal education system continue to advantage students with high cultural and economic capital; however, work-related informal learning is accessible to all.

The use of Learning Management Systems (LMSs) in higher education institutions is not a new tendency. Although this is an innovative way of implementing e-learning in the educational process, there are a few problems concerning these systems. Educators tend to apply traditional classroom ideas and pedagogy in computer-supported e-learning environments, assuming that because these environments allow the interaction that we see in the classroom, traditional pedagogy can be used. Although most of the pedagogical principles that apply to the traditional classroom-delivery method also apply to e-learning, the e-environment supports such interactions in a different manner. Traditional pedagogical principles should be adapted to accommodate the e-learning environment and should form the very basis for inclusion of features in LMSs. These principles should be integrated into the LMS where every feature included is accompanied by explicit guidelines on how to use the feature in such a way that it will effect pedagogically sound instruction. The aim of this study is to determine how an LMS could be used in order to enhance self-directed learning. In order to reach this aim a brief history of SDL was given and a number of SDL models were discussed. These models were analyzed in order to compile a list of guidelines to foster SDL. The first set of guidelines didn’t focus on any specific learning environment and it was necessary to refine these guidelines for an online environment. To be able to refine the guidelines for an online environment, LMSs in general were discussed and a few models for SDL in an online environment were reviewed. The SDL guidelines were further refined for implementation in eFundiTM. eFundiTM is the LMS used at the North-West University, Potchefstroom campus, South Africa. The nature of the AGLE 121 module (a literacy module for all first year students) and the specific functionalities of eFundiTM were discussed and taken in consideration when the final set of guidelines was compiled. The researcher did an empirical study to gather valid and reliable data. A mixed methods inquiry approach was used to obtain reliable evidence. The population consisted of all the students that were enrolled for the AGLE modules over 2 years. These students were divided into 2 groups, the AGLE 121 in 2010 (237 students) and the AGLE 121 (287 students) in 2011. The questionnaire that was used for the quantitative research in this study was based on the Fisher, King and Taque (2001) SDL readiness scale for nursing education. Semi-structured interviews were conducted with seven participants from each group in order get a better understanding of the data collected from the quantitative research, and to elaborate further on the students’ development of SDL. Findings indicated that the students from the second year of the study did not necessarily improve their SDL-skills. Most of the results from the quantitative data showed small practical significant differences. However, the qualitative data indicated that the SDL skills of the students improved in two of the three factors after they used the newly developed eFundiTM site, in the second year of the study and therefore the researcher is of opinion that the intervention had a positive impact on the students’ SDL skills. / Thesis (MEd (Computer Science Education))--North-West University, Potchefstroom Campus, 2012

The use of Learning Management Systems (LMSs) in higher education institutions is not a new tendency. Although this is an innovative way of implementing e-learning in the educational process, there are a few problems concerning these systems. Educators tend to apply traditional classroom ideas and pedagogy in computer-supported e-learning environments, assuming that because these environments allow the interaction that we see in the classroom, traditional pedagogy can be used. Although most of the pedagogical principles that apply to the traditional classroom-delivery method also apply to e-learning, the e-environment supports such interactions in a different manner. Traditional pedagogical principles should be adapted to accommodate the e-learning environment and should form the very basis for inclusion of features in LMSs. These principles should be integrated into the LMS where every feature included is accompanied by explicit guidelines on how to use the feature in such a way that it will effect pedagogically sound instruction. The aim of this study is to determine how an LMS could be used in order to enhance self-directed learning. In order to reach this aim a brief history of SDL was given and a number of SDL models were discussed. These models were analyzed in order to compile a list of guidelines to foster SDL. The first set of guidelines didn’t focus on any specific learning environment and it was necessary to refine these guidelines for an online environment. To be able to refine the guidelines for an online environment, LMSs in general were discussed and a few models for SDL in an online environment were reviewed. The SDL guidelines were further refined for implementation in eFundiTM. eFundiTM is the LMS used at the North-West University, Potchefstroom campus, South Africa. The nature of the AGLE 121 module (a literacy module for all first year students) and the specific functionalities of eFundiTM were discussed and taken in consideration when the final set of guidelines was compiled. The researcher did an empirical study to gather valid and reliable data. A mixed methods inquiry approach was used to obtain reliable evidence. The population consisted of all the students that were enrolled for the AGLE modules over 2 years. These students were divided into 2 groups, the AGLE 121 in 2010 (237 students) and the AGLE 121 (287 students) in 2011. The questionnaire that was used for the quantitative research in this study was based on the Fisher, King and Taque (2001) SDL readiness scale for nursing education. Semi-structured interviews were conducted with seven participants from each group in order get a better understanding of the data collected from the quantitative research, and to elaborate further on the students’ development of SDL. Findings indicated that the students from the second year of the study did not necessarily improve their SDL-skills. Most of the results from the quantitative data showed small practical significant differences. However, the qualitative data indicated that the SDL skills of the students improved in two of the three factors after they used the newly developed eFundiTM site, in the second year of the study and therefore the researcher is of opinion that the intervention had a positive impact on the students’ SDL skills. / Thesis (MEd (Computer Science Education))--North-West University, Potchefstroom Campus, 2012