Text in English with abstracts in English and Sesotho / The purpose of this study was to describe the role of Life Orientation (LO) in the development of altruistic behaviour among adolescents aged 14 t0 16 years in one rural school of Limpopo Province. The participants were purposively selected. Most communities struggle to involve adolescents in voluntary activities such as home-based care, cleaning campaigns, conducting study groups, and others, if there are no incentives such as money. The study collected data through semi-structured interviews and the altruism scale questionnaire. The latter is not a psychometric measure but a screening tool that gives a qualitative value that can be analysed. The findings of the study have shown that LO has not yet played a critical role in developing altruism in youth, especially adolescents. Participants having reported lack of perceived seriousness taken by their LO teachers on the topics during LO lessons resulted in their different perspectives and experiences regarding the subject. In addition, altruism has not been included in LO curriculum. Therefore, further investigation of the cause of belief in superstition amongst adolescents and downgrading of LO is important. / Morero wo mogolo wa dinyakišišo tše e be e le go hlalosa karolo ye bohlokwa yeo e bapalago ke Thuto ya Tshedimošo ya Bophelo (Life Orientantion) gore bana bao ba golago ba thoma go tšwa mahlalegading ba hlalefa, ba mengwaga ye lesome-nne leba lesome-tshela ba godišwe le go rutwa mekgwa ye mebotse mo sekolong se sengwe seleteng sa Limpopo, Afrika Borwa. Batšeikarolo dinyakišišong tše ba kgethilwe ka maikemišetšo gore ba ntšhe maikutlo a bona ka moka mabapi le tabakgolo yeo monyakišiši a bego a e nyakišiša. Batho ba bantšhi mo setšhabeng ba palelwa ke go huetša bana bao ba golago mo mešomong ya go ikgafa moo elego gore a go na moputso wa tšhelete. Mediro ye ya boikgafo e akaretša go nea balwetši ditirelo tša kalafo ya ka gae, masolo a go thlwekiša, dihlopha tša go ithuta mmogo, magareng ga tše dingwe. Dinyakišišo tše di šomišitše mokgwa wa seka-dipoledišano go tšea tshedimošo gammogo le sekala sa dipotšišo tša go šomišwa go dira diteko tša go utulla mediro ye mebotse ya Mosamaria wa kgaugelo mo setšhabeng. Maikemišetšo a sekala se sa dipotšišo ga se go dira diteko tša monagano, eupša ke sefetleki sa go dirišwa go tšea tshedimošo le go seka-seka maikutlo mabapi le gore batšeikarolo ba ikwa bjang ka tiragalo ye itšeng yeo e nyakišišwago (e sego go seka-seka dipalopalo). Dipoelo tša dinyakišišo tše di laetša gore Thuto ya Tshedimošo ya Bophelo ga e sešo ya fihlelela morero wa go aga mekgwa ya botho mo bathong ba baswa. Batšeikarolo ba nyamišitšwe ke ka mokgwa woo barutiši ba thuto ye ba se nago maikemišetšo ka gona mabapi le go ruta thuto ye ka mafolofolo. Se se ile sa ba le khuetšo ye mpe go barutwana moo bailego ba hlokomologa thuto ye ka go se e tšeele hlogong gomme ba e bona ka leihlo le šele. Godimo ga moo, thuto ya go kwela batho bohloko le go ba hlankela ga se ya akaretšwa mo thutong Tshedimošo ya Bophelo. Bjalo go nyakega dinyakišišo mo go tumelo ya dinonwane magareng ga baswa bao ba golago le go nyenyefašwa ga Thuto ye ya Tshedimošo ya Bophelo. / Educational Studies / M. Ed. (Specialisation in Guidance and Counselling)

In this dissertation of limited scope, the phenomenon of providing effective workintegrated learning mentorship to nature conservation undergraduate students is explored, specifically to determine if mobile technology can be offered as an alternative or supplementary mentoring strategy for an Open Distance Learning university. Mentoring of work-integrated learning undergraduate students is an integral component of the Nature Conservation Diploma offered by the University of South Africa. The prerequisite mentoring of students is not consistent across all required sector-based placements and this could be construed as being unjust and discriminatory. This possible negative perception has motivated this investigation into work-integrated learning mentorship approaches within the Nature Conservation Diploma. This exploratory case study provides insights into and lays a foundation for the development of a supplementary mentorship provision strategy, for students who find it difficult to secure mentorship opportunities. Applying a social learning and integration perspective, three cohorts of undergraduate nature conservation work-integrated learning students participated in this study. This qualitative exploratory case study focused on the interaction and subsequent results achieved by students, through engaging with one of three different mentorship methods available to students at the University of South Africa. The three methods were: face-to-face mentoring by an academic, digital mentoring provided by means of a mobile phone application and sector-based mentoring. The latter method represents the current mentorship provision status quo for all nature conservation work-integrated learning diploma students. The findings reveal that the three mentoring methods are effective in supporting workintegrated learning students. The students indicated their preference for mentorship provided by the University of South Africa, over that of the sector-based mentors. No significant difference between the two university-provided methods of mentorship was found. This study recommends that the University continue with its development of the digital mentor option, to function as a fully functioning supplementary mentor. / Curriculum and Instructional Studies / M. Ed. (Open and Distance Learning)

This thesis offers an assessment design for collaborative learning, utilisation of blended learning support through current communication technologies and highlights the crucial role of the tutor. The thesis designed and tested a theoretical framework which encompassed an active learning environment and resulted in the development of the shamrock conceptual framework. To test the theoretical framework, clarify the role of the tutor and the impact on the learner experience two studies were undertaken using pedagogical models that combined the concepts of learner-centric, sociocultural and dialogic perspectives on collaborative learning and technology in meeting the needs of learners in the 21st Century. In the first study, the role of the tutor was found to be crucial in setting, implementing and guiding learners using the assessment design as part of a social constructivist pedagogical practice. The pedagogical approach adopted was to blend face-to-face and Wiki learning experiences and was found to promote learner ownership, engagement and the fostering of a learning community. The second study validated the first and provided additional asynchronous technology experiences in addition to the Wiki blend in the assessment design. Study 2 examined the role of the tutor and the learner whilst using current technologies comprising podcasts and video and a Wiki in the collaborative experience. Findings showed that the Wiki supported community and collaborative aspects of a sociocultural practice whilst learners were engaged in authentic learning activities and led to a well supported learning environment. The importance of technology design and use to accommodate collaborative and community aspects was found to be an essential component. It was found that technology is not simply an add-on but rather needs to be planned and considered purposefully by both tutors and learners when used in a blend to supplement learning on campus as part of an assessment design in higher education. This study has shown that, for this to happen, academics need to be provided with the appropriate support, knowledge and skills required in developing a blended learning experience using a Wiki supplemented by class contact on campus as part of an assessment design.

Summaries in Engish and Afrikaans / The goal of this research is to evaluate whether a personal and social skills program can effectively be implemented by social workers in a prison. A control- and experimental group were used in a quasiexperimental design. The respondents were twenty-four white, male, sentenced prisoners in Pretoria Central Prison. The Heimler scale for social functioning and the Hudson-scale for family relations are the standard questionnaires, which were utilised to measure results during the pre-testing and post-testing phase. All twenty-four respondents completed the scales during the pre- and post-testing phase. The Wilcoxon t-test and Mann-Whitney U-test were used for statistical purposes. A computer was used to process data. Both measurement scales confirmed positive results. The independent variable, that is, the personal and social skills program had an effect in the desired direction on respondents in the experimental group. The Hudson-scale for interpersonal relationships, however, showed more dramatic results. The results for the control group, showed noticeable decline in both social functioning of the respondents as well as experience of family relationships. / Die doel van hierdie navorsing is om te bepaal of maatskaplike werkers in 'n gevangenis 'n persoonlike en sosiale vaardigheidsprogram effektief kan implementeer. 'n Kontrole- en eksperimentele groep was benut in die uitvoering van 'n kwasi-eksperimentele ontwerp. Die proefpersone was vier-entwintig Blanke, manlike gevangenes te Pretoria-Sentraal Gevangenis. Die Heimler-skaal vir maatskaplike funksionering en die Hudsonskaal vir gesinsverhoudinge was die gestandardiseerde vraelyste, wat gebruik is om die resultate tydens voor- en na-toetsing. Die meetinstrumente is deur al vier-en-twintig respondente voltooi. Die Wilcoxon t-toets en Mann-Whitney U-toets is benut vir statistiese doeleindes. 'n Rekenaar is gebruik om data te verwerk. Beide metingskale het positiewe resultate getoon. Die onafhanklike veranderlike, die persoonlike- en sosialevaardigheidsprogram, het 'n effek in die gewenste rigtings gehad op die proefpersone in die ksperimentele groep, hoewel die Hudson-skaal vir gesinsverhoudinge, meer dramatiese resultate getoon het. Die resultate van die proefpersone in die kontrole groep, het merkbare agteruitgang getoon op beide skale. / Social Sciences / M.A. (Social Work)

L'utilisation des artefacts numériques pour la réalisation d'activités d'apprentissage reste le plus souvent individuelle, faute de disposer d'environnements adaptés, tant du point de vue du matériel que des applications et des pratiques pédagogiques. Cette recherche rend compte de l'expérience d'usages de différents artefacts dans une activité collaborative d'élaboration de cartes mentales et conceptuelles proposée en cours d'histoire de seconde. L'objectif principal est l'étude du rôle de l'espace de travail privé pour l'édition collective de cartes mentales et conceptuelles. Plus précisément, l'objectif est d'évaluer si le recours aux artefacts numériques lors de l'édition collective de cartes mentales et conceptuelles favorise les processus de confrontation cognitive constitutifs de la collaboration. Pour répondre à cet objectif, deux itérations (expérimentation pilote et expérimentation) ont été réalisées avec deux prototypes de dispositif numérique de collaboration qui permettent aux élèves de différencier leur espace de travail individuel de l'espace collectif. La première expérimentation pilote a été réalisée en 2015 avec un prototype de cartes mentales existant avant l'étude. Elle a consisté à valider le protocole expérimental de la recherche et à préciser les questions de recherche et les hypothèses. La deuxième expérimentation, quant à elle, a été réalisée au cours de l'année 2016 via un prototype de cartes conceptuelles conçu et développé dans le cadre de cette recherche. Cette expérimentation a eu pour but d'éprouver les trois hypothèses formulées, qui s'inscrivent dans la théorie de l'apprentissage social de Bandura (1980) et portent à la fois sur des déterminants environnementaux, cognitifs et comportementaux. La première hypothèse (déterminants environnementaux) suppose tout d'abord que la médiation instrumentale d'une activité d'apprentissage collaborative a une influence sur la participation des élèves. La deuxième hypothèse (déterminants cognitifs) quant à elle, soutient que l'adjonction d'un espace de travail personnel de l'élève à un espace d'interaction collectif favorise des processus cognitifs présents dans la collaboration : le conflit sociocognitif (Doise et Mugny, 1997; Perret-Clermont, 1979), l'étayage (Bruner, 1997) et la vicariance (Bandura, 1980; Pentland, 2015). Enfin, la troisième hypothèse (déterminants comportementaux) suggère que la participation individuelle des élèves sur l'élaboration d'une carte conceptuelle collective est influencée par la culture affective du groupe. Afin de vérifier ces 3 hypothèses, un plan expérimental multifactoriel croisé a été mis en place, ce qui a permis de tester les variables indépendantes simultanément auprès de 7 groupes de lycéens de seconde en classe d'histoire. L'analyse de données effectuée est centrée sur la nature des interactions orales et numériques des élèves, ainsi que sur leurs productions écrites et leurs réponses aux entretiens collectifs et aux questionnaires individuels. Les résultats montrent la tendance du dispositif numérique de collaboration (artefacts, organisation de l'activité, scénario pédagogique) à favoriser le processus d'étayage et vicariance suite aux échanges nécessaires à la coordination des tâches techniques d'édition de la carte conceptuelle. Les résultats indiquent qu'après l'utilisation d'un espace privé numérique, les élèves ont des conflits sociocognitifs significatifs lors du travail en groupe, les entraînant à accepter les réponses les plus ouvertes afin d'éviter la confrontation. / The use of digital artifacts for learning activities usually remains individual, as there are no suitable environments, from the point of view of materials, applications and teaching practices. This research reports on the experience of using different artefacts in a collaborative activity to elaborate mental and conceptual maps proposed in a history class in the eleventh grade. The aim is to study the role of a private workspace for the collective edition of mental and conceptual maps. More specifically, the goal is to assess whether the use of digital artifacts in the collective edition of mental and conceptual maps promotes the processes of cognitive confrontation that constitutes collaboration. To meet this objective, two iterations (pilot experimentation and experimentation) were carried out with two digital collaborative prototypes that allow students to differentiate their individual workspace from the collective space. The first pilot experiment was conducted in 2015 with a prototype of mental maps existing prior to the study. It consisted of validating the experimental protocol of the research and clarifying research questions and hypotheses. The second experiment, meanwhile, was carried out in 2016 via a prototype of concept maps designed and developed as part of this research. The purpose of this experiment was to test the three hypotheses formulated, which fit into Bandura's (1980) theory of social learning and address environmental, cognitive and behavioral determinants. The first hypothesis (environmental determinants) assumes that the instrumental mediation of a collaborative learning activity has an influence on the student participation. The second hypothesis (cognitive determinants), for its part, argues that the addition of a personal workspace of the student to a collective interaction space favors cognitive processes present in collaboration: sociocognitive conflict (Doise and Mugny Perret-Clermont, 1979), supporting (Bruner, 1997) and vicariance (Bandura, 1980, Pentland, 2015). Finally, the third hypothesis (behavioral determinants) suggests that the individual participation of pupils in the elaboration of a collective concept map is influenced by the affective culture of the group. In order to verify these 3 hypotheses, a crossed multifactorial experimental plan was put in place, which made it possible to test the independent variables simultaneously with 7 groups of high school students in history class. The data analysis carried out focuses on the nature of students' oral and digital interactions, as well as their written outputs and their responses to group interviews and individual questionnaires. The results show the trend of the digital collaboration device (artifacts, organization of the activity, pedagogical scenario) to favor the supporting and vicariance process as an explanation of the exchanges needed to coordinate the technical tasks of editing the concept map. The results indicate that after using a digital private space, pupils have significant sociocognitive conflicts during group work, leading them to accept the most open responses in order to avoid confrontation. / El uso de artefactos digitales para la realización de actividades de aprendizaje sigue siendo principalmente individual, por falta de entornos adecuados, desde el punto de vista del material, de las aplicaciones y de las prácticas pedagógicas. Esta investigación cuenta la experiencia de uso de diferentes artefactos en una actividad colaborativa de elaboración de mapas mentales y conceptuales propuestos en el transcurso de una clase de historia de cuarto de educación secundaria. El objetivo principal es el estudio del rol del espacio de trabajo privado para la edición colectiva de mapas mentales y conceptuales. Más específicamente, el objetivo es evaluar si el uso de artefactos digitales en la edición colectiva de mapas mentales y conceptuales promueve los procesos de confrontación cognitiva que constituyen la colaboración. Para cumplir este objetivo, se realizaron dos iteraciones (experimentación piloto y experimentación) con dos prototipos de dispositivos digitales colaborativos que permiten a los estudiantes diferenciar su espacio de trabajo individual del espacio colectivo. El primer experimento piloto se llevó a cabo en 2015 con un prototipo de mapas mentales existente antes del estudio. Consistió en validar el protocolo experimental de la investigación y aclarar preguntas e hipótesis de investigación. El segundo experimento, mientras tanto, se llevó a cabo en 2016 a través de un prototipo de mapas conceptuales diseñados y desarrollados como parte de esta investigación. Este experimento fue diseñado para verificar las tres hipótesis formuladas, que se ajustan a la teoría del aprendizaje social de Bandura (1980) y abordan los determinantes ambientales, cognitivos y conductuales. La primera hipótesis (determinantes ambientales) supone que la mediación instrumental de una actividad de aprendizaje colaborativo influye en la participación del alumno. La segunda hipótesis (determinantes cognitivos), por su parte, sostiene que la adición de un espacio de trabajo personal del alumno a un espacio de interacción colectivo promueve procesos cognitivos presentes en la colaboración: el conflicto socio-cognitivo (Doise y Mugny Perret-Clermont, 1979), el apoyo (Bruner, 1997) y la vicarianza (Bandura, 1980, Pentland, 2015). Finalmente, la tercera hipótesis (determinantes conductuales) sugiere que la participación individual de los alumnos en la elaboración de un mapa conceptual colectivo está influenciada por la cultura afectiva del grupo. Para verificar estas 3 hipótesis, se puso en marcha un plan experimental multifactorial cruzado, que permitió probar las variables independientes simultáneamente con 7 grupos de estudiantes de cuarto de secundaria en la clase de historia. El análisis de datos realizado se centra en la naturaleza de las interacciones orales y digitales de los estudiantes, así como en sus resultados escritos y sus respuestas a entrevistas grupales y cuestionarios individuales. Los resultados muestran la tendencia de los dispositivos digitales de colaboración (artefactos, la organización de la actividad, escenario pedagógico) a promover el proceso de apoyo y vicariedad tras las conversaciones necesarias para coordinar las acciones técnicas para publicar en el mapa conceptual. Los resultados indican que después de usar un espacio privado digital, los estudiantes tienen conflictos sociocognitivos significativos durante el trabajo en grupo, lo que los lleva a aceptar las respuestas más abiertas para evitar el enfrentamiento.