Text in English, with abstracts and keywords in English, Zulu and Afrikaans / This qualitative study investigated the information needs and information-seeking behaviour of doctoral students who use smartphones or tablets for learning. Fifteen doctoral students who are registered at the University of Cape Coast were interviewed. Ellis’s (1989) model of information-seeking behaviour guided the study and supported the researcher in developing a model that could be used to acquire an understanding of how mobile technologies influence information needs and information-seeking behaviour. Two contexts influence the participants’ information needs and information-seeking behaviour, namely, the academic context and their everyday life contexts. The interplay between the elements of the context in which participants find themselves and their mental structures appear to influence their information needs and information-seeking behaviour. Most of the participating students do not seem to have the required information literacy skills to seek information in an online environment. The contextual elements that appear to influence the participants’ information needs and searching behaviour include situations in action, academic tasks and information resources. The ability to connect to the Internet and retrieve online sources of information proved to be important. The participants use the mobile devices to retrieve information from the Internet and in some instances from the university library’s resources. Certain device-related characteristics, such as small screens, limited memory space and short battery lifespan, seem to affect the usefulness of mobile devices for information-seeking purposes. The cost of data and an inability to connect to the Internet, due to disruptions in network signals and a lack of Wi-Fi infrastructure, also curb the use of mobile devices. WhatsApp not only provides the participants with the means to share information and discuss their academic tasks, but it also makes collaboration and group work possible. Some of the students lack the required information literacy skills to make optimal use of the library’s resources. Therefore, it would be prudent for the university to include information literacy skills training in the curricula for all levels of study. This requirement should also include doctoral students who have not previously completed an information literacy course. / Lolu cwaningo lohlelo olugxile kwingxoxo beluphenya izidingo zolwazi kanye nezenzo zokucinga ulwazi lwabafundi abakwiziqu zesibili abasebenzisa ama-smartphones noma ama-tablets ukufunda. Abafundi abayishumi nanhlanu abasezingeni leziqu zesibili abazibhalise kwi-University of Cape Coast bebehlolwa ngokwezimvo. Imodeli ka-Ellis (1989) yezenzo ezihlose ukufumana ulwazi ihole ucwaningo futhi yaxhasa umcwaningi ekuthuthukisweni kwemodeli engasetshenziswa ukuthola ulwazi olumayelana nokuthi ngabe izinhlelo zobuchwepheshe be-inthanethi yefowunu zithinta kanjani izidingo zolwazi kanye nezenzo ezihlose ukuthola ulwazi. Izizinda ezimbili zinomthelela phezu kolwazi lwabadlalindima kanye nokuziphatha okuhlose ukuthola ulwazi, zona yilezi yisizinda sezemfundo kanye nezizinda ezimayelana nempilo yabo yansuku zonke. Ukuhlangana phakathi kwezinhlaka ezimayelana nesizinda abadlalindima abazithola ngaphakathi kwaso kanye nokuhleleka kwemiqondo yabo kubonakala kunomthelela phezu kwezidingo zabo zolwazi kanye nokuziphatha okuhlose ukuthola ulwazi. Iningi labafundi abadlala indima alibonakali lifuna amakhono olwazi lokufunda ukuze bacinge ulwazi kwisizinda kwu-inthanethi. Izinhlaka zesizinda ezibonakala zithinta izidingo zolwazi lwabadlalindima kanye nezenzo zokusesha zifaka izimo kwimisebenzi yezenzo zemfundo kanye nemithombo yolwazi. Ikhono lokuxhumanisa i-inthanethi kanye nokuvumbulula imithombo ye-inthanethi kukhombisa kusemqoka kakhulu. Abadlalindima basebenzisa izixhobo zomakhalekhukhwini ukulandelela ulwazi ku Inthanethi, kanti kwezinye izimo, ukuthola ulwazi kwimithombo eyithala lezincwadi yasenyuvesi. Yize-kunjalo, izimpawu ezithile ezihlobene nezixhobo, ezingamasikirini amancane, isikhala esincane sokugcina ulwazi kanye nempilo emfushane yebhediri, kubonakala kuthinta izinga lokusebenziseka kwezixhobo ezingomakhalekhukhwini ngezinhloso zokucinga ulwazi. Izindleko zedatha kanye nokungakwazi ukuxhumana nge Inthanethi ngenxa yokuphazamiseka kwamasiginali obuxhakaxhaka benediweki kanye nokwentuleka kwengqalasizinda ye Wi-Fi kanti futhi nokuvimbela ukusetshenziswa kwezixhobo ezingomakhalekhukhwini. Uhlelo lwe-WhatsApp aluhlinzeka kuphela abadlalindima ngamasu okuphana ngolwazi kanye nokuxoxa ngemisebenzi yezemfundo, kanti futhi yenza ukuthi kube nokusebenzisana kanye nokuthi iqembu likwazi ukusebenza. Abanye babafundi baswela amakhono wokufunda adingekayo ukuze bakwazi ukusebenzisa ngokusezingeni eliphezulu kwemithombo yethala lezincwadi. Ngakho-ke, bekungaba kuhle kwinyuvesi ukuthi izinhlelo zokuqeqesha mayelana namakhono olwazi lokufunda kwikharikhulamu yawo wonke amazing ocwaningo. Lezi zinhlelo ezifunekayo kufanele futhi zisebenze kubafundi beziqu zesibili abangakaze esikahthini esedlule baphothule isifundo sokuthola ulwazi. / Hierdie kwalitatiewe studie het ondersoek ingestel na die inligtingsbehoeftes en inligtingsoekgedrag van doktorale studente wat slimfone of tablette vir hul studie gebruik. Onderhoude is gevoer met vyftien doktorale studente wat by die University of Cape Coast geregistreer is. Ellis (1989) se model van inligtingsoekgedrag het die studie gerig en het die navorser ondersteun in die ontwikkeling van ’n model wat gebruik kan word om ’n begrip te vorm van hoe mobiele tegnologieë inligtingsbehoeftes en inligtingsoekgedrag beïnvloed. Twee kontekste affekteer die deelnemers se inligtingsbehoeftes en inligtingsoekgedrag, naamlik die akademiese konteks en die konteks van hul daaglikse lewe. Dit wil voorkom of die wisselwerking tussen die elemente van die konteks waarin deelnemers hulself bevind, asook hul verstandelike strukture, hul inligtingsbehoeftes en inligtingsoekgedrag beïnvloed. Die meeste van die deelnemende studente beskik klaarblyklik nie oor die nodige inligtingsgeletterdheidsvaardighede om in ’n aanlyn omgewing vir inligting te soek nie. Die kontekstuele elemente wat skynbaar die deelnemers se inligtingsbehoeftes en -soekgedrag beïnvloed, sluit situasies in aksie- akademiese take en inligtingshulpbronne in. Daar is bevind dat die vermoë om tot die internet te koppel en aanlyn inligtingsbronne te verkry, belangrik is. Die deelnemers gebruik die mobiele apparate om inligting van die internet, en in sommige gevalle, van die universiteit se biblioteekhulpbronne te verkry. Sommige apparaatkenmerke soos klein skerms, beperkte geheuespasie en kort batterylewe blyk ‘n uitwerking op die bruikbaarheid van mobiele apparate vir inligtingsoekdoeleindes te hê. Die koste van data en ’n onvermoë om tot die internet te koppel vanweë onderbrekings in netwerksein en ’n gebrek aan Wi-Fi infrastruktuur belemmer ook die gebruik van mobiele apparate. WhatsApp bied nie net aan die deelnemers ’n manier om inligting te deel en hul akademiese take te bespreek nie; dit maak ook samewerking en groepwerk moontlik. Sommige van die studente beskik nie oor die nodige inligtingsgeletterdheidvaardighede om die biblioteek se hulpbronne optimaal te kan benut nie. Daarom sal dit wys wees as die universiteit opleiding in inligtingsgeletterdheidvaardighede in die kurrikula vir alle studievlakke insluit. Hierdie vereiste moet ook geld vir nagraadse studente wat nie vantevore ’n kursus in inligtingsgeletterdheid voltooi het nie. / Information Science / D. Litt et Phil. (Information Science)

The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

Abstract in English, Tswana and Afrikaans / People who graduated from higher education, whether they attended classes on campus or studied via a distance mode of learning, have not only been educated but are also able to participate in and contribute positively to the political, social and economic forums in their immediate environments and within their country. Progressing through the higher education system successfully is not easy since there are many challenges to overcome. Students With Disabilities (SWD) face even greater challenges in making their way through the system to emerge triumphantly as graduates. Institutions of higher learning, including Open Distance eLearning (ODeL) facilities, must provide support to SWD in order to facilitate their learning experience so that they are better equipped to succeed. Therefore, it is vital to promote access to higher education for people with disabilities and to provide support, such as making assistive technologies and human services available, for SWD within ODeL institutions. This qualitative study was exploratory in nature and used a multiple case study research design in the chosen area to investigate the provision of support for SWD in the ODeL institution. Data were collected by means of semi-structured interviews and a document analysis, and these two methods of data gathering assisted with triangulation. The research findings revealed differences between the findings that were obtained through the responses received from teacher and staff member participants. The research findings also revealed differences between the findings that were obtained through the responses received from the participants, in general, and those obtained through the document analysis. The findings obtained through responses received from teacher participants showed that support for SWD was more evident at the school level than at the ODeL institution, that is, at the tertiary level of education. The document analysis of the policies of the ODeL institution revealed that the policies were general and did not specifically relate to the needs of SWD. At the same time, the findings in this dissertation of limited scope showed that the use of technology and the availability of assistive devices were more prominent at the school level than at the ODeL institution. / Batho ba ba alogang go tswa mo ditheong tse kgolwane tsa Thuto, ba tswa ba ka bo ba rutilwe le go ithuta ka go tsenela dikamuso (attending lecturers) mo khemphaseng kgotsa ba rutilwe le go ithuta ka thutotlhaeletsano, ga ba rutega fela mme ba kgona gape le go nna le seabe le go abelana ka tshiamo mo diforamong tsa sepolotiki, tsa seloago le tsa seikonomi mo ditikologong tse ba iphitlhelang ba le mo go tsona naga ka bophara. Go tsweletsa dithuto mo setheong sa thuto e kgolwane ka katlego ga go bonolo ka gonne go na le dikgwetlho di le dintsi tse o tshwanelwang ke go di fenya. Baithuti ba ba tshelang-ka-bogole (Students with disabilities -SWD) ba lebagane le dikgwetlho tse dikgolo thata mo setheong sa thuto e kgolwane, go ka ipona kwa bofelelong e le dialogane tse di atlegileng. Ditheo tsa thuto e kgolwane, go akaretsa le tsa tlamelo ya thutotlhaeletsano ka mafarafatlha ntle le maparego (ODeL), di tshwanelwa ke go tshegetsa SWD mo dithutung tsa bone gore batle ba atlege. Ka jalo, go botlhokwa go rotlweetsa phitlhelelo ya thuto e kgolwane go batho ba ba tshelang ka bogole le go ba tshegetsa, jaaka go ka ba direla le go ba neela thekenoloji tsa thuso le ditirelo tsa thuso-ka-batho. Tshegetse fela jaaka e tshwanetse go SWD ba ba mo ODeL. Patlisiso e ya khwaletatifi, e tlhametswe go utulola mme ebile e dirisitse mefuta e le mentsi ya go batlisisa ka ga mokgwa wa go tshegetsa SWD mo ODeL. Tshedimosetso kgotsa dinewane di kokoantswe ka go dirisa seripa sa dipotsolotso le go sekaseka tokamana, mme mekgwa e mebedi e, e thusitse ka go netefatsa diphitlheleo tse di bonweng. Diphitlhelelo tsa patlisiso di bontshitse dipharologano magareng ga diphitlhelelo tse di bonweng go tswa go barutabana kwa sekolong le go tswa go badiri kwa ODeL. Diphitlhelelo tsa patlisiso, di tlhagisitse gape dipharologano magareng ga diphitlhelelo tse di bonweng go tswa go banna-le-seabe, ka kakaretso, le tse di bonweng go tswa mo go sekasekeng tokamana. Diphitlhelelo tse di bonweng go tswa go barutabana, di bontshitse gore tshegetso ya SWD e tlhomame kwa sekolong go na le kwa ODeL, e leng setheo sa thuto e e kgolwane. Tshekatsheko ya tokomana ya dipholisi tsa ODeL, e bontsitse fa dipholisi e le tsa kakaretso fela mme di sa tote ka tlhamalalo ditlhokego tsa SWD. Go ntse go le jalo, diphitlhelelo tsa tlhotlhomisi e e lekanyeditsweng mothamo, di bontshitse fa tiriso ya thekenoloji le go nna teng ga didiriswa-thuso, di tlhomame kwa sekolong go na le kwa ODeL. / Mense wat aan hoëronderwysinstellings gradueer, of hulle klasse op kampus bygewoon het of deur 'n afstandsmetode van leer studeer het, is nie slegs onderrig nie, maar hulle kan ook deelneem aan en positief bydra tot die politieke, sosiale en ekonomiese forums in hul onmiddellike omgewing en in hul land. Dit is nie maklik om suksesvol deur die hoëronderwysstelsel te vorder nie, omdat daar baie struikelblokke is om te oorkom. Studente met gestremdhede (SMG) het selfs meer uitdagings om hul weg deur die stelsel te baan en triomfantlik as graduandi te verrys. Hoëronderriginstellings, insluitende oop e-afstandsleer (ODeL) -fasiliteite, moet ondersteuning aan SMG bied om hul leerervarings te fasiliteer sodat hulle beter toegerus is om sukses te behaal. Dit is daarom noodsaaklik om toegang tot hoër onderwys en ondersteuning aan mense met gestremdhede te bied, soos om hulptegnologieë en menslike dienste aan SMG in ODeL-instellings beskikbaar te stel. Hierdie kwalitatiewe studie was verkennend van aard en het 'n veelvoudige gevallestudie-ontwerp in die gekose veld gebruik om die voorsiening van ondersteuning aan SMG in 'n ODeL-instelling te ondersoek. Data is versamel deur semigestruktureerde onderhoude en 'n dokumentonleding; hierdie twee metodes van dataversameling het met triangulasie gehelp. Navorsingsbevindings het verskille aangedui tussen die data wat verkry is van die onderwyser en die van deelnemende personeellede se reaksies. Navorsingsbevindings het ook verskille aangedui tussen die data wat verkry is van deelnemers se reaksies oor die algemeen en die wat deur dokumentontleding verkry is. Die bevindings wat deur die onderwyserdeelnemers verkry is, het aangedui dat ondersteuning aan SMG duideliker op skoolvlak was as by die ODeL-instelling; dit is op tersiêre vlak van onderwys. Die dokumentontleding van die ODeL-instelling se beleide het aangedui dat die beleide algemeen was nie spesifiek met SWD se behoeftes verband hou nie. Terselfdertyd het die bevindings van hierdie verhandeling van beperkte omvang getoon dat die gebruik van tegnologie en die beskikbaarheid van hulptoestelle meer prominent was op skoolvlak as by die ODeL-instelling. / Curriculum and Instructional Studies / M. Ed. (Open Distance Learning)