Thesis (M. Sc. (Computer Science))--Rhodes University, 2006.

Thesis (M.Ed.)--University of Waikato, 2006. / Includes bibliographical references (leaves 134-[138]) Also available via the World Wide Web.

Thesis (Ed.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 164-181) and index.

Thesis (D. Min.)--Dallas Theological Seminary, 2006. / Includes abstract. Includes bibliographical references (leaves 98-101).

This study examined whether the telementoring program had a positive impact on beginning teacher self-efficacy. Telementoring is an adaptation of mentoring, using telecommunications technology as the means to establish and maintain mentoring relationships between the participants. The program was intended to create an atmosphere of community; to provide expert training in the profession; to retain good teachers; and to offer support for the new teacher in times of self-doubt. A quasi-experimental design and mixed methods measures were used to determine the effect of a telementoring program on beginning teacher self-efficacy. Participants were members of a district induction/mentoring program. An experimental group of 20 first-year teachers that participated in a supplemental telementoring program were compared to 20 first-year teachers who did not. The Teachers' Sense of Efficacy Scale was used to collect data on beginning teacher self-efficacy. A pretest was administered prior to the treatment and members completed a post-test at the conclusion of the study. Results were analyzed using a one-way analysis of variance. The experimental and control group results from both assessments were measured and compared. No statistically significant differences were found between the experimental group that participated in the telementoring program and those in the control group who did not. Messages posted to a discussion board were analyzed by comparing concerns of beginning teachers in this study to concerns of beginning teachers found in current literature. A compilation of concerns served as a comparison framework. Participants in this study discussed many of the same issues and concerns found in current literature. Although statistically significant results were not found, discussion board postings suggest that telementoring is an effective form of mentoring and provides beginning teachers a forum for collegiality and support, which contributes to self-efficacy.

The purpose of the study was to describe and understand how twelve participants in distance education reflected upon their learning of computer technology that was intended to enrich classroom teaching. The way in which the participants implemented the technology in their classrooms was also examined. The computer technology (QuizEditor JS, WebQuest Generator) was delivered to the participants via two different media: online and two-way audio video conferencing.Evidence was gathered from the participants' naturalistic settings such as the schools where they taught. Interviews, observations, and questionnaires were used to gather evidence. Interview transcripts and written classroom observations became the primary sources of evidence for analysis.Four categories of distance learners emerged from the study: the illiterates, the mentees, the context-bound, and the mentors. The illiterates were participants who viewed themselves as illiterates. They put little effort in understanding the many possibilities that computer technology could offer to them. The mentees were participants who frequently requested help from their mentors before mastering the software and integrating it into their instruction. The context-bound were participants who were salient in their internal or external context. The uniqueness of and the emphasis on the context in which participants operated characterized the context-bound. The mentors were participants who effectively applied the software into their professional activities, and were willing to assist others.The researcher used three perspectives to explore differences among categories of participants in their learning of computer technology: as continuum, as a web, and holistically. Using a distance education design model that emerged, the researcher recommended five steps for a successful distance education course offering. An implication for practice was an implementation of the five steps design of distance education.A suggestion for further research included a systematic development of categories of distance learners and their test of validity. Further examination of the culture surrounding the implementation of distance education could challenge educators to reexamine the assumptions surrounding technology and adult education not only with respect to the individual and his or her circumstances, but also with respect to race, gender, national origin, and ethnicity to broaden the scope of adult education. / Department of Educational Leadership

This qualitative study examines the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips in three Grade 9 classrooms in the Eastern Cape, South Africa, two of which are in well-resourced ex-Model C schools and one in a semi-rural township school. The rapid development of mobile technology, especially in Africa, has opened up previously unexplored avenues in economy, communication and education (Aker & Mbiti, 2010), with a number of mobile learning initiatives being launched in South Africa (Botha & Ford, 2007; Vosloo & Botha, 2009). The VITALmaths project was developed collaboratively between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer and Samson, 2010). As the main platform for dissemination of the video clips is the cell phone, the study looked at the various aspects involved in the use of cell phones by learners in the classroom, as well as the incorporation of the clips into the teaching of three teachers. Consideration was given to whether or not the clips assisted the teachers in teaching, as well as whether or not they encouraged further exploration. The study was divided into six stages during which data was collected and analysed using an interpretive approach throughout. Data collection methods included semistructured interviews, questionnaires, observation, journals and reflective essays. The study revealed the participating teachers, having incorporated the clips into several lessons, found that these had a meaningful effect on their teaching practice, as well as on the engagement of the learners in the lessons. The majority of the learners involved in the study had access to cell phones, either their own or borrowed, and were able to download the video clips onto their phones from the website (www.ru.ac.za/vitalmaths). A number of learners found that the clips helped them find examples of specific mathematical concepts outside of the classroom, thus leading to further enquiry and exploration, while several learners downloaded and viewed additional clips. Overall findings showed that the VITALmaths video clips could be incorporated into teaching with relative ease.

Thesis (M. Ed.) -- University of Limpopo, 2002 / Refer to document

This study explored the extent to which using online communication tools helped NAIT (the Northern Alberta Institute of Technology) denturist students on third-year practica maintain laboratory and clinical standards of treatment. The inquiry was framed by the Community of Inquiry (CoI) framework, and was conducted from a collaborative constructivist approach with quantitative data used to enhance and support a mainly qualitative design. Results showed that all elements of a CoI were present in the online environment and that participants voluntarily used WebCT communications tools for academic and social interaction. Standards of treatment on practical projects completed by the study group were no different than those of cohorts that did not use communications tools. Modifications to instructional practices made comparison of standards achieved on patient cases unfeasible. Study results informed immediate changes made to the online practicum site, and suggestions for long-term pedagogical changes to denturist practica were made.

The goal of this project being to provide a unique strategy that integrates new curriculum, instructional methods, and distance technology to position higher education as a key participant in workforce and economic development.