This dissertation provides initial empirical evidence for Expectancy Value Theory for Help Sources and generates design recommendations for online courses based on the newfound understanding between theory and student behavior. My high-level research goals are pursued in the context of help seeking in the presence of reputation systems in MOOC discussion forums. Educational technology can be intentionally designed and introduced in such a way as to maintain the benefits of existing technology while reducing negative impact on learning-relevant behaviors. I do this through the lens of student expectancy and values for the help source, and costs of pursuing that help. Within this thesis I present three online survey experiments, one is intended to provide empirical evidence for the connection between Expectancy Value Theory for Help Sources and student help seeking outcomes. The remaining two survey experiments are designed to further investigate the results of a system for help exchange through the lens of Expectancy Value Theory for Help Sources. The first survey supports the existence of beliefs for help sources, although careful design of value manipulations is necessary to isolate value beliefs from expectancy beliefs for the help source. In a field experiment investigating the design of a help exchange system, I explore the connection between common reputation system features and Expectancy Value Theory for Help Sources. This provides support for the theory outside of a controlled laboratory setting. This Quick Helper MOOC Experiment and the supporting Quick Helper Theory Survey Experiment show that voting within a reputation system context decreases the number of peers invited to be helpers possibly through an increase in evaluation anxiety. Help giver badges ca reduce this evaluation anxiety and mitigate the negative impact of voting. I performed a final field experiment in a small private online course to examine these issues in a more naturalistic setting outside of the Quick Helper help exchange system. I explored learning expectancy-emphasizing email prompts and voting in the course discussion forum, and how these manipulations impacted larger, more nuanced dependent variables such as help seeking and learning. Results from this experiment are not as strong as the more tightly controlled survey experiments and Quick Helper MOOC field experiment, but we still see support in the general direction of our original hypotheses. From these experiments I generate a series of design recommendations for instructors of online courses implementing discussion forums: (1) reputation systems can have a positive effect on student engagement in discussion forums, but there may be a negative effect on help seeking and other vulnerable learning-relevant behaviors, (2) The negative impact of evaluation anxiety from voting can be mitigated through the use of either help giver badges or using only upvoting instead of up/downvoting which may reduce evaluation anxiety, and (4) Email prompts with dilute implementation have questionable impact on student contributions in discussion forums.

This study examined the level of satisfaction reported by participants of a technologically assisted intervention study (TAI). TAI is a type of teletherapy done through online, live video conferencing. Satisfaction was examined at three different time points, post therapy, 3-months post therapy, and 6-months post therapy. Analyses examined if there were any changes in reported satisfaction over the three time periods. Participants received cognitive behavioral therapy (CBT) targeted at reducing symptoms of mild to moderately severe depression. A satisfaction measure was developed for this study, and included quantitative and qualitative items which were analyzed to determine participants' level of satisfaction. Seventeen women residing in the Vernal and Roosevelt, Uintah Basin areas, volunteered to participate in the study that was funded by a CURI and AES grant. This study found that the women experienced a high level of satisfaction with TAI across the various dimension measured. This high level of satisfaction remained consistent across the three time periods examined. Qualitative data offered a depth of understanding regarding what particularly participants were and weren't satisfied with. (106 pages)

This case study features an exploratory investigation involving capability development among technologically oriented student entrepreneurs within the University of Ottawa’s entrepreneurial ecosystem. Utilization took place of a mixed methods approach involving a survey of student entrepreneurs, interviews with facilitators and student entrepreneurs, and secondary data where possible. This mixed methods approach was necessary to collect a ‘thickness’ of data to justify a case study research design, including a check for robustness such as to demonstrate ‘trustworthiness’ of the data. Unique insights build on existing literature to offer a contribution to knowledge. Although the university ecosystem offered varied supporting mechanisms, perceived barriers also existed. Moreover, invariably the development of threshold rather than dynamic capabilities took place. Implications for practitioners follow from the theoretical contributions in order to facilitate a more effective university entrepreneurial ecosystem. In particular, a need exists to enhance the development of capabilities that build traction and scalability.

The phenomenon of technostress can also be seen as a worldwide pandemic (Boyer-Davis, 2020). The transition to e-learning due to the sudden COVID-19 pandemic outbreak has created new demands on teachers and students and their interaction with technology (Galvin et al. 2021). Previous research has discovered higher levels of technostress for both students and teachers when using technology at home. The aim of this study was to investigate the potential effects of the implemented distance-based form of teaching that was enforced on students and teachers at Uppsala University during the pandemic outbreak. The study collected data from students and teachers on a survey comprising eight questions related to technostress and the use of technology. The data were then linked to different stressors introduced by Tarafdar et al. (2007) and Nimrod (2017) to explain the effects of e-learning. The P-E Fit theory was then used to further explain why various effects were prominent. The study found that teachers experienced high levels of primarily techno-overload, with an example being more preparation before lectures. Students experienced a more mixed result, where they saw techno-invasion as the highest effect, while techno-complexity and techno-overload were also prominent. An example of an effect related to techno-invasion that students experienced was the lack of balance between time reserved for studies and free time.

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Rapid industrialization, breakthroughs in science and technological development have ushered in an era regarded as a technocratic age. The advent of a technocratic age has necessitated the acquisition of technologically appropriate knowledge, skills and attitudes, and consequently it has become necessary to establish education systems that fulfil the demands set by technocratic age principles. Present-day education is typified by technocratic age imperatives which include meritocracy, specialization, vocationalism, professionalism and scientism. Technocratic age education is further characterized by mass education, free and compulsory education and greater bureaucratic control of education. In technocratic age education systems, entrance examinations are used to select learners for advanced education and training. It would appear that this takes place with little regard for the learner's personal worth or meeting the learner's distinctive needs. / Educational Studies / M. Ed. (History of Education)

Thesis (MBA (Business Management))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The aim of this research report is to investigate sustainable alternative solid waste management methods for the Drakenstein Municipal Area in particular and South African municipalities in general. The point of departure is that landfilling alone is not sustainable and that alternative and/or complementary methods are required. Current solid waste management policies and practices in various countries all over the world are investigated in order to understand the global context of municipal solid waste management. The development of solid waste management in both developed and developing countries is considered in order to appreciate the different approaches and legal frameworks underpinning each approach. Several solid waste treatment methods, both established and advanced, are considered before the development of solid waste management in South Africa since 1992 is reviewed. An important aspect of evaluating alternatives is the identification of relevant stakeholders, key drivers for success and the constraints. An important conclusion reached in the research is that the lack of funding and the inherent inability of most municipalities in South Africa to render even basic municipal services currently make the introduction of advanced solid waste treatment methods non-sustainable. It is therefore suggested that the newly developed legal framework underpinning solid waste management in South Africa, be implemented in such a manner that all stakeholders are involved in the implementation of the basic principles of the waste hierarchy. The author believes that the introduction of technologically advanced waste treatment and disposal options will be premature if the basics of the waste hierarchy are not practiced by all. / AFRIKAANSE OPSOMMING: Die fokus van hierdie navorsingsverslag is ‘n ondersoek na volhoubare, alternatiewe vaste afvalbestuursmetodes vir Suid-Afrikaanse munisipaliteite in die breë en die Drakenstein Munisipaliteit in die besonder. Die basiese uitganspunt is dat vaste afvalstorting alleen nie volhoubaar is nie en dat alternatiewe/komplementêre metodes nodig word. Die vaste afvalbestuursbeleid en –praktyke wat tans wêreldwyd gevolg word, word ondersoek met die doel om die globale konteks daarvan beter te verstaan. Die ontwikkeling van vaste afvalbestuur in beide ontwikkelde en ontwikkelende lande word nagevors sodat die verskillende benaderings en wetlike raamwerke wat dit onderskryf, bestudeer kan word. Verskeie vaste afvalbestuursmetodes – beide gevestig en gevorderd – word bespreek waarna die ontwikkeling van vaste afvalbestuur in Suid-Afrika sedert 1992 onder die loep kom. ‘n Belangrike aspek van toepassing op die evaluering van alternatiewe, is die identfikasie van alle rolspelers, kritiese suksesfaktore en beperkinge. ‘n Belangrike bevinding wat gemaak word, is dat die gebrek aan voldoende fondse sowel as die inherente onvermoë van meeste Suid-Afrikaanse munisipaliteite om selfs basiese munisipale dienste te kan lewer, die implementering van gevorderde vaste afvalbestuursmetodes tans onvolhoubaar maak. In die verslag word dus aanbeveel dat die nuut-ontwikkelde wetlike raamwerk wat vaste afvalbestuur in Suid-Afrika reguleer, so geïmplementeer moet word dat alle rolspelers betrek word om die afval-hiërargie se basiese beginsels prakties toe te pas. Die outeur is van mening dat die implementering van nuwe, tegnologiesgevorderde vaste afvalbsetuursmetodes sal faal indien dit geïmplementeer sou word voordat die afval hiërargie voldoende toegepas word.

Rapid industrialization, breakthroughs in science and technological development have ushered in an era regarded as a technocratic age. The advent of a technocratic age has necessitated the acquisition of technologically appropriate knowledge, skills and attitudes, and consequently it has become necessary to establish education systems that fulfil the demands set by technocratic age principles. Present-day education is typified by technocratic age imperatives which include meritocracy, specialization, vocationalism, professionalism and scientism. Technocratic age education is further characterized by mass education, free and compulsory education and greater bureaucratic control of education. In technocratic age education systems, entrance examinations are used to select learners for advanced education and training. It would appear that this takes place with little regard for the learner's personal worth or meeting the learner's distinctive needs. / Educational Studies / M. Ed. (History of Education)

The Digital Doorway (DD) project provides computing infrastructure in impoverished communities in South Africa. DD terminals offer opportunities for unassisted- and peerassisted learning of basic computer skills, and varying computing activities ranging from entertainment, to independent research. This study addresses software application usage, and how it relates to user demographics (age and gender) and location, in order to better understand both the user base, and the nature and extent of DD interactions. A mixed-methods approach is employed, involving log-files, interviews, questionnaires, and naturalistic observation; to build up a holistic picture of application usage and user behaviour at selected sites. Important issues with respect to ICT for Education and Development in the DD context, are addressed. Analysis of the data indicates notable trends, and relationships between age, gender, location, and application usage. User behaviour and environmental effects on usage are discussed, and recommendations provided for future DDs and similar initiatives. / Computing / M. Tech. (Information Technology)