1 |
E-learning technologies for open distance learning knowledge acquisition in managerial accountingKashora, Trust 07 1900 (has links)
This research seeks to establish how e-learning may contribute towards knowledge
construction for Management Accounting students at the University of South Africa.
More specifically, the research is designed to investigate how educational
technologies like e-learning may benefit and improve the teaching and learning of
Management Accounting at Unisa. Educators need to understand how students learn
so that they can establish suitable learning strategies. Studies have shown that
generally, e-learning applications are little used, sometimes because of inappropriate
content and technologies. Other prohibitive factors are costs, poor or inadequate
technology infrastructure and a shortage of human resources. On the strength of a
comprehensive literature survey, a framework to address and manage challenging
aspects of teaching and e-learning were developed. Problem areas and critical
success factors were considered.
The said framework ought to assist with organising complex issues and reveal parts
that need further work. The utility of the framework was evaluated through a staged
process. First, it was tested and evaluated through the model of a lecture. Secondly,
both qualitative and quantitative surveys among university lectures and students were
conducted to further confirm the applicability of the framework. Though the outcome
of the validations were satisfactory, more research needs to be carried out over a
longer period of time in order to determine the scalability of the framework and to
remove any inconsistencies. Aspects of the framework could be used to incorporate ICTs, e.g. the use of spreadsheets and the Learning Village into communities of
practice. / Hierdie navorsing poog om vas te stel hoe e-leer kan bydra tot kenniskonstruksie vir
Bestuursrekeningkunde-studente aan die Universiteit van Suid-Afrika. Die navorsing
is meer spesifiek ontwerp om vas te stel hoe opvoedkundetegnologieë soos e-leer die
onderrig en leer van Bestuursrekeningkunde by Unisa kan bevorder en verbeter.
Opvoeders moet verstaan hoe studente leer sodat hulle geskikte leerstrategieë kan
ontwikkel. Studies toon dat e-leertoepassings normaalweg min gebruik word, soms
omdat die inhoud en tegnologieë nie toepaslik is nie. Ander faktore wat dit belemmer,
sluit in onkoste, swak of onvoldoende tegnologie-infrastruktuur en ’n tekort aan
mensehulpbronne. ’n Raamwerk om die uitdagings van onderrig en e-leer te bestuur,
is op grond van ’n omvattende literatuurstudie ontwikkel. Probleemareas en kritiese
suksesfaktore is in gedagte gehou.
Die genoemde raamwerk behoort van nut te wees vir die organisering van
ingewikkelde kwessies en toon watter dele verdere werk vereis. Die bruikbaarheid van
die raamwerk is deur middel van ’n stapsgewyse proses geëvalueer. Eerstens is dit
getoets en geëvalueer op grond van ’n lesingsmodel. Tweedens is kwalitatiewe en
kwantitatiewe meningspeilings geloods; sowel universiteitsdosente as -studente is
versoek om die toepaslikheid van die raamwerk te bevestig. Alhoewel die uitkoms van
die validasies bevredigend was, moet verdere navorsing oor ’n langer tydperk gedoen
word om die skaleerbaarheid van die raamwerk te bepaal en enige teenstrydighede
uit die weg te ruim. Aspekte van die raamwerk kan gebruik word om IKT’s, bv die gebruik van sigblaaie en die Learning Village, by praktyksgemeenskappe te
inkorporeer. / Ucwaningo lufuna ukuthola ukuthi ngabe ukufunda nge-e-learning noma ngendlela yeelektroniki
kungafaka kanjani esivivaneni ekwakheni ulwazi kubafundi be-
Management Accounting eYunivesithi yeNingizimu Afrika noma i-University of South
Africa. Ngokuqonde ngqo, ucwaningo ludizayinwe ukuthi luphenyisise ngkouthi
amatheknoloji emfundo afana ne-e-learning angaba nenzuzo kanjani kanye
nokuthuthukisa ukufunda nokufundisa kwi-Management Accounting eUnisa.
Abafundisi kudingeke baqondisise ukuthi izitshudeni zifunda kanjani ukuze bakwazi
ukuthola amasu afanele okufunda. Izinhlaka eziningi zocwaningo ezenziwe zibonise
ukuthi ngokunabile, ama-application amaningi e-e-learning asetshenziswa kancane,
kodwa ngesinye isikhathi lokhu kubangelwa wukuthi kusuke kunengqikithi
engahambisani kahle ngokufanele kanye namatheknoloji angafanele. Ezinye izinto
eziyizihibe, zindleko, ingqalasizinda ye-theknoloji yezinga eliphansi noma engenele
kahle kanye nokusweleka kwabantu abawusizo. Ngokulandela imibhalo efundwe
ngokujulile, kwenziwe uhlaka lokubhekana nokuphatha izinselele maqondana
nokufunda nokufundisa kwase kwenziwa nge-e-learning. Kubonelelwe nemikhakhe
enezinkinga kanye nokubhekana nezindawo ezinomphumela obambekayo
nobalulekile.
Uhlaka okukhulunywa ngalo kumele lusize ekuhleleni izinto eziyisixakaxaka kanye
nokuveza izingxenye ezisadinga ukuthi kubhekwane nazo ukuzixazulula.
Ukusetshenziswa kohlaka kuye kwahlolwa ngezinqubo ezinezigaba. Esokuqala isigaba, siye sathestwa kanye nokuhlolwa ngokusebenzisa imodela yesifundo.
Esesibili isigaba, besingesokwenza ama-qualitative nama-quantitative survey
kubafundisi baseyunivesithi kanye nabafundi, ukuqinisekisa ukusebenza kahle
kohlaka. Ngisho noma ukubheka imiphumela yokuqinisekisa uhlolo ibiyenelisa,
kusadingeka ukuthi kwenziwe olunye ucwaningo, esikhathini eside ukuze
ukusetshenziswa kohlaka kuye ngokungezeleka ukubandakanya iningi (scalability),
kanye nokuqeda izinto ezenza ukuthi kube nokwehluka-hluka nokungahambelani
kahle ekusetshenzisweni (inconsistencies). Izingxenye zohlaka zingasetshenziswa
ukwengamela ama-ICTs, isib. ukusetshenziswa kwama-spreadsheets kanye ne-
Learning Village kulawo maqembu asebenzisa uhlaka. / Management Accounting / Ph. D. (Accounting Science)
|
2 |
A user-centered usability and usefulness evaluation framework of digital libraries in the context of EthiopiaNewayneh, Ketsela Gilats 03 1900 (has links)
Bibliography: leaves 207-224 / Abstracts and keywords following the Appendices / This thesis evaluates Ethiopian higher learning institutes’ digital libraries (DLs) for their usability
and usefulness. The outcome contributes knowledge by helping to propel development efforts;
satisfy DL stakeholders; provide information and fill information gaps; serve as cross-reference
for academicians and researchers in the discipline; make decisions and solve managerial issues in
DLs of the developing world; and provide scientific interests and merits for the advancement of
information systems.
When undertaking usability and usefulness evaluation research in DLs, there is no agreed-upon
established conceptual framework that guides researchers in the developing world. Therefore, the
overall objective of this research is to propose a framework for DL evaluation that fits into the
context of developing countries. As the study is concerned with users’ internal attributes, the
interpretive research paradigm is applied. A qualitative research approach is employed and a case study research design is followed. Multiple data-collection techniques, namely semi-structured
interviews (17 respondents), open-ended questionnaires (17 respondents) and observations (4
observations) are employed. The study encompasses four public university DLs in Ethiopia.
The participants have a positive perception of all attributes of usability. Most of the attributes of
usefulness are also perceived positively, except coverage. The major challenges encountered by
participants are network accessibility, interruption and speed, and access restrictions imposed on
some DL content. DL benefits include easy access to the DL content, enhanced teaching and
research, lower cost and easy sharing of contents. The expectations of users are ensuring resource
availability and sustainability, overcoming the absence of user feedback and federated search
problems, and improving network infrastructure and speed.
The interaction triptych framework (ITF), which is used in the current study, is a well-known
framework that is commonly implemented by researchers. However, since it does not incorporate
the contextual situation of developing countries, ITF has some limitations. Therefore, based on the
output of this empirical research and considering the usability and usefulness themes of ITF and
its relationships with other socio-technical and contextual themes, a contextual DL evaluation
framework is proposed. The proposed framework emphasises the social, institutional and
contextual aspects of DLs. The proposed framework has six DL components, namely: DL user;
content and collection; system and technology; services and support; user interface; and context.
The proposed framework is called a digital library components interaction evaluation framework. / Lo mqondo uhlaziya imitapo yolwazi yedijithali (i-DLs) yezikhungo zokufunda ephezulu zase-Ethiopia
ngokusebenziseka kwazo nokuba wusizo. Umphumela unikela ngolwazi ngokusiza ukuhambisa imizamo
yentuthuko; ukwanelisa ababambiqhaza be-DL; ukuhlinzeka ngolwazi nokugcwalisa izikhala zolwazi;
ukusebenza okubhekiswe kukho kwezifundiswa nabaphenyi emkhakheni; yenza izinqumo futhi ixazulule
izingqinamba zokuphatha kuma-DL wezwe elisathuthuka; futhi unikeze izintshisekelo zesayensi kanye
nokufaneleka ekuthuthukisweni kwezinhlelo zolwazi.
Lapho wenza ucwaningo lokusebenziseka neliwusizo okuhlaziya kuma-DL, akukho luhlaka lomqondo
okuvunyelwene ngalo oluhola abacwaningi ezweni elisathuthuka. Ngakho-ke, inhloso ephelele yalolu
cwaningo ukuphakamisa uhlaka lokuhlaziya kwe-DL oluhambisana nomongo wamazwe asathuthuka.
Njengoba ucwaningo luphathelene nezimpawu zangaphakathi zabasebenzisi, inqubo yocwaningo
ehumushekayo iyasetshenziswa. Indlela yokucwaninga esezingeni elifanele iyasetshenziswa bese
kulandelwa ukwakheka kocwaningo lwesifundo. Kusetshenziswa amasu amaningi wokuqoqa
imininingwane, njengezingxoxo ezihlelwe kahle (abaphenduli abayi-17), imibuzo evulekile (abaphenduli
abayi-17) kanye nokubhekwayo (okubhekwayo oku-4). Lolu cwaningo luhlanganisa ama-DL amane
wemfundo ephakeme yomphakathi wase-Ethiopia.
Abahlanganyeli banombono omuhle wazo zonke izici zokusebenziseka. Iningi lezimpawu eziwusizo
zibonwa kahle futhi, ngaphandle kokumbozwa. Izinselela ezinkulu ababambiqhaza abahlangabezana ngazo
ukufinyeleleka kwenethiwekhi, ukuphazamiseka nejubane, nemikhawulo yokufinyelela ebekiwe kokunye
okuqukethwe kwe-DL. Izinzuzo ze-DL zifaka ukufinyelela okulula kokuqukethwe kwe-DL, ukufundiswa
okuthuthukisiwe nocwaningo, izindleko eziphansi nokwabelana okulula kokuqukethwe. Okulindelwe
abasebenzisi ukuqinisekisa ukutholakala kwezinsiza nokusimama, ukunqoba ukungabi bikho
kwempendulo yomsebenzisi nezinkinga zokusesha ezihlanganisiwe, nokwenza ngcono ingqalasizinda
yenethiwekhi nejubane.
Uhlaka lokusebenzisana lwe-triptych (ITF), olusetshenziswa ocwaningweni lwamanje, uhlaka olwaziwa
kakhulu olusetshenziswa ngokuvamile ngabaphenyi. Kodwa-ke, njengoba lungafaki isimo somongo
samazwe asathuthuka, i-ITF inemikhawulo ethile. Ngakho-ke, ngokuya ngokukhishwa kwalolu cwaningo
olunamandla kanye nokubheka ukusebenziseka nosizo lwezindikimba ze-ITF kanye nobudlelwano bayo
nezinye izingqikithi zomphakathi nezobuchwepheshe nezingqikithi zomongo, kuhlongozwa uhlaka lokuhlaziya lomongo lwe-DL. Uhlaka oluhlongozwayo lugcizelela izici zenhlalo, zesikhungo nezingqikithi
zomongo zama-DL. Uhlaka oluhlongozwayo lunezingxenye eziyisithupha ze-DL, okuyilezi: Umsebenzisi
we-DL; okuqukethwe neqoqo; uhlelo nobuchwepheshe; izinsizakalo nokwesekwa; isikhombimsebenzisi
somsebenzisi nomongo. Uhlaka oluhlongozwayo lubizwa ngohlaka lokuhlaziya kokusebenzisana
kokuqukethwe komtapo wolwazi wedijithali. / Hierdie proefskrif evalueer Ethiopië se hoër leerinstellings se digitale biblioteke (DBe) ten opsigte
van hulle bruikbaarheid en nuttigheid. Die uitkoms dra by tot kennis wat kan help om die
ontwikkelingspogings aan te dryf; om belanghebbers van digitale biblioteke tevrede te hou; om
inligting te verskaf en inligtingsgapings te vul; deur te dien as kruisverwysing vir akademici en
navorsers in die vakgebied; om besluite te neem en bestuursaangeleenthede in digitale biblioteke
van die ontwikkelende wêreld op te los; en om wetenskaplike belange en meriete vir die
bevordering van inligtingstelsels te voorsien.
Wanneer bruikbaarheids- en nuttigheidsevalueringsnavorsing in digitale biblioteke onderneem
word, is daar geen ooreengekome, gevestigde raamwerk wat leiding aan navorsers in die
ontwikkelende wêreld kan gee nie. Die algehele doelwit van hierdie navorsing was derhalwe om
’n raamwerk vir die evaluaering van digitale biblioteke voor te stel wat in die konteks van
ontwikkelende lande pas. Omdat die studie gemoeid is met gebruikers se interne eienskappe, is die
vertolkende paradigma gebruik. ’n Kwalitatiewe navorsingsbenadering is gebruik en ’n
gevallestudie-navorsingsontwerp is gevolg. Veelvuldige data-insamelingstegnieke, naamlik
semigestruktureerde onderhoude (17 respondente), oop vraelyste (17 respondente) en
waarnemings (vier waarnemigs), is ingespan. Die studie sluit vier openbare universiteite se digitale
biblioteke in Ethiopië in.
Die deelnemers het ’n positiewe persepsie van al die eienskappe van bruikbaarheid. Die meeste
van die eienskappe van nuttigheid word ook as positief waargeneem, met die uitsluiting van
voorsiening. Die grootste uitdagings wat die deelnemers ervaar het, was
netwerktoeganklikheid, -onderbrekings en -spoed en die toegangbeperkings wat sommige digitale
biblioteke oplê. Voordele van digitale biblioteke sluit die volgende in: toegang tot
digitalebiblioteekinhoud; beter onderrig en navorsing; laer koste; en die maklike deel van inhoud
met ander. Die verwagtings van gebruikers verseker hulpbronbeskikbaarheid en -volhoubaarheid,
en om die afwesigheid van gebruikersterugvoer en gefedereerde soekprobleme en die verbetering
van netwerkinfrastruktuur en -spoed te oorkom.
Die interaksietriptiekraamwerk (ITF) wat in hierdie studie gebruik is, is ’n bekende raamwerk wat
algemeen deur navorsers geïmplementeer word. Omdat dit egter nie die kontekstuele situasie van
ontwikkelende lande inkorporeer nie, het ITF sekere beperkings. Gebaseer op die uitset van hierdie
empiriese navorsing en met die inagneming van die bruikbaarheids- en nuttigheidstemas van ITF
en sy verhouding met ander sosio-tegniese en kontekstuele temas, word ’n kontekstuele
digitalebiblioteekraamwerk derhalwe voorgestel. Die voorgestelde raamwerk beklemtoon die
sosiale, institusionele en kontekstuele aspekte van digitale biblioteke. Die voorgestelde raamwerk
het ses digitalebiblioteekkomponente, naamlik: digitalebiblioteekgebruiker; inhoud en insameling;
stelsel en tegnologie; dienste en ondersteuning; gebruikerkoppelvlak; en konteks. Die voorgestelde
raamwerk word ’n interaksie-evalueringsraamwerk vir digitalebiblioteekkomponente genoem. / School of Computing / D. Phil. (Information Systems)
|
3 |
Developing a framework for the effective structuring and implementation of entrepreneurship education in Consumer StudiesDu Toit, Adri 06 1900 (has links)
Entrepreneurship education can contribute beneficially to learners’ schooling and should be structured and implemented (within programmes or curricula) to facilitate these benefits. In the South African secondary school curriculum, only Consumer Studies includes significant entrepreneurship education. Despite this potential of Consumer Studies, entrepreneurship education benefits do not always reach learners, due to underprepared teachers and the ineffective implementation of the curriculum. The study aimed to explore how and to what extent entrepreneurship education is embedded in the
intended and enacted curriculum for Consumer Studies, with the purpose of proposing a framework to provide guidance to teachers for the effective structuring and implementation of entrepreneurship education in Consumer Studies. A multi-phase sequential exploratory and descriptive mixed-methods research design, rooted in constructivism, was used. Document analysis, an online survey and focus group interviews were used for data collection. Initially, entrepreneurship education in the overall South African secondary school curriculum was explored. Subsequently, entrepreneurship education in the Consumer Studies curriculum was focused on,
investigating (a) the potential value it contributes to the subject, (b) the extent to which the curriculum is structured to support trepreneurship education, and (c) how teachers implement it in practice. Phase 3 identified best practice for entrepreneurship education internationally, which was compared to the findings from the previous two phases. Based on the previous findings, a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies, was ultimately proposed. It was apparent from the findings that entrepreneurship education only appears infrequently,
unstructured and in isolated subjects in South Africa. Furthermore, even though Consumer Studies has great potential to contribute value to learners’ lives and is well structured to support constructivist entrepreneurship education, it transpired that this potential does not always reach learners, owing to the ineffective structuring and
implementation of the curriculum. This study revealed the dearth of well-structured entrepreneurship education as part of the South African secondary school curriculum, with the exception of Consumer Studies. We anticipate that the framework will enhance teachers’ implementation of entrepreneurship education in Consumer Studies, which should augment the benefits thereof for learners. / Summary in English, Xhosa and Zulu / Thuto ya bogwebi e ka tshwaela ka tsela e e mosola mo go ithuteng ga morutwana mme e tshwanetse go rulaganngwa le go diragadiwa (mo mananeong gongwe kharikhulamo) go gokaganya dipoelo tseno. Mo kharikhulamong ya dikolo tsa sekontari tsa Aforikaborwa, ke fela Dithuto tsa Badirisi tse di akaretsang thuto e e botlhokwa ya bogwebi. Le fa go ntse go na le bokgoni jono mo Dithutong tsa Badirisi, dipoelo tsa thuto ya bogwebi ga di fitlhelele barutwana ka gale ka ntlha ya barutabana ba ba sa ipaakanyang mo go lekaneng le tiragatso e e seng mosola ya kharikhulamo. Maikaelelo a thutopatlisiso e ne e le go sekaseka gore thuto ya bogwebi e tseneletse go le kana kang le gone jang mo kharikhulamong e e lebeletsweng le e e fetisitsweng ya Dithuto tsa Badirisi, ka maikaelelo a go tshitshinya letlhomeso la go tlamela barutabana ka kaedi ya go rulaganya le go diragatsa thuto ya bogwebi mo Dithutong tsa Badirisi ka tsela e e mosola. Go dirisitswe mokgwa wa patlisiso wa magatomantsi le o o kopaneng mme o theilwe mo go lebeleleng maitemogelo. Go dirisitswe tshekatsheko ya dikwalo,
tshekatsheko ya mo inthaneteng mmogo le dipotsolotso tsa ditlhopha tse di rileng go kokoanya data. Kwa tshimologong go ne ga sekasekiwa thuto ya bogwebi mo kharikhulamong ya dikolo tsa sekontari tsa Aforikaborwa ka kakaretso. Morago ga moo, go ne ga lebelelwa thuto ya bogwebi mo kharikhulamong ya Dithuto tsa Badirisi, go sekasekiwa (a) boleng jwa bokgoni jo e bo tshwaelang mo serutweng, (b) gore kharikhulamo e rulagantswe go tshegetsa thuto ya bogwebi go fitlha fa kae, le (c) ka moo barutabana ba e diragatsang ka gona. Legato la 3 le supile ditiragatso tse di gaisang tsa thuto ya bogwebi boditšhabatšhaba, tse di neng tsa bapisiwa le diphitlhelelo go tswa kwa magatong a mabedi a a fetileng. Go ikaegilwe ka phitlhelelo tse di fetileng, go ne ga felelediwa go tshitshintswe letlhomeso la go rulaganya le go diragatsa thuto ya bogwebi ka bokgoni mo Dithutong tsa Badirisi. Go ne go bonala go tswa mo diphitlhelelong gore thuto ya bogwebi e tlhagelela fale le fale, e sa rulagana mme gape e le mo dirutweng tsele le tsele mo Aforikaborwa. Mo godimo ga moo, le fa Dithuto tsa Badirisi di na le bokgoni jo bogolo jwa go oketsa boleng mo matshelong a barutwana mme di rulagane sentle go ka tshegetsa thuto ya bogwebi e e ikaegang ka maitemogelo, go tlhageletse gore ga se gantsi bokgoni jono bo fitlhelelang barutwana, ka ntlha ya thulaganyo le
tiragatso e e seng mosola ya kharikhulamo. Thutopatlisiso eno e senotse tlhaelo ya thuto ya bogwebi e e rulaganeng sentle jaaka karolo ya kharikhulamo ya dikolo tsa sekontari tsa Aforikaborwa, kwa ntle fela ga Dithuto tsa Badirisi. Re solofela gore letlhomeso le tlaa tokafatsa tiragatso ya barutabana ya thuto ya bogwebi mo Dithutong tsa Badirisi, tse di tshwanetseng go oketsa mesola mo barutwaneng. / Imfundo yezamabhizinisi (intrepreneurship education) ingalekelela kakhulu impela, ihlomulise umfundi emfundweni yakhe, futhi kumele ihleleke futhi iqaliswe (ngaphakathi ezinhlelweni zokufunda noma amakharikhulamu) ngendlela ezohlinzeka umfundi ngale mihlomulo. Kwikharikhulamu yezikole zamabanga aphezulu (amasekhondari)
zaseNingizimu Afrika, yisiFundo Sezabathengi (Consumer Studies) kuphela esiqukethe ingxenye enkundlwana impela yemfundo yezamabhizinisi. Nakuba isiFundo Sezabathengi sihlinzeka ngalolu sizo, imfundo yezamabhizinisi ayivamisile ukufinyelela kubafundi, ngenxa yothisha abangavuthiwe kahle noma abangazilungiselele
ngokwanele, kanye nokuqaliswa nokuqhutshwa kwekharikhulamu ngendlela engagculisi neze futhi engakhiqizi izithelo ezinhle. Lolu cwaningo kuhloswe ngalo ukuhlola nokuhlaziya ukuthi imfundo yezamabhizinisi ifakwe kanjani futhi kangakanani kwikharikhulamu ehlosiwe futhi esiphasisiwe yesiFundo Sezabathengi, ngenhloso
yokwenza isiphakamiso sohlaka oluzolekelela futhi lube ngumhlahlandlela wothisha ekuhleleni kahle nokuqhuba imfundo yezamabhizinisi esiFundweni Sezabathengi. Kulolu cwaningo kwasetshenziswa idizayini yocwaningo ehlolayo ezigaba-ziningi
ezilandelanayo kanye nedizayini yocwaningo esebenzisa izindlela ezixubile ezichazayo, ezigxile ku-constructivism. Ukuhlaziywa kwemibhalo, ucwaningokuhlola (isaveyi) lweinthanethi kanye nezimposamibuzo (interviews) ezigxile emaqenjini athile,
kwasetshenziselwa ukuqoqa idatha. Ekuqaleni, kwahlolwa futhi kwahlaziywa imfundo yezamabhizinisi kwikharikhulamu yonkana yezikole zamabanga aphezulu zaseNingizimu Afrika. Emva kwalokho, kwagxilwa kwimfundo yezamabhizinisi esiFundweni
Sezabathengi, kuphenywa (a) ubugugu nokubaluleka kwemfundo yezamabhizinisi kulesi sifundo, (b) izinga lokuhleleka kwekharikhulamu ukuze ikwazi ukweseka imfundo yezamabhizinisi, kanye (c) nokuthi othisha bangayiqalisa futhi bayiqhube kanjani ngokoqobo futhi ngendlela ephathekayo imfundo yezamabhizinisi. Isigaba 3 sahlonza
inkambiso yemfundo yezamabhizinizi ephuma phambili emhlabeni wonke jikelele, eyaqhathaniswa nalokho okwatholwa ezigabeni ezimbili ezedlule. Ngokususela kulokho okwatholwa ezigabeni ezedlule, kwahlongozwa uhlaka lokuhlelwa nokuqaliswa kahle kwemfundo yezamabhizinisi esiFundweni Sezabathengi. Uma kubhekwa izinto
ezatholakala ocwaningweni, kwabonakala ngokucacile ukuthi imfundo yezamabhizinisi yayithe gqwa gqwa laphaya nalaphaya, futhi itholakala ngendlela engahlelekile, ezifundweni ezithile, ezimbalwa eNingizimu Afrika. Ngaphezu kwalokho, nakuba isiFundo Sezabathengi singaba nomthelela omuhle kakhulu ezimpilweni zabafundi futhi sikulungele noma sihleleke kahle ukuze sikwazi ukweseka i-constructivist
entrepreneurship education, kwahlaluka ukuthi lo mthelela omuhle awuvamisile nezeukufinyelela kubafundi, ngenxa yokungahlelwa kahle kanye nokungaqaliswa ngendlela efanele kwekharikhulamu. Lolu cwaningo lwabonisa ukuntuleka kwemfundo yezamabhizinisi ehleleke kahle, njengengxenye yekharikhulamu yezikole zamabanga aphezulu zaseNingizimu Afrika, ngaphandle kwesiFundo Sezabathengi. Sibheke ukuthi lolu hlaka lwenze ngcono ukuqaliswa nokuqhutshwa kwemfundo yezamabhizinisi ngaphansi kwesiFundo Sezabathengi, futhi lokho kuyokhulisa imihlomulo yemfundo yezamabhizinisi kubafundi. / Curriculum and Instructional Studies / D. Phil. (Curriculum Development)
|
4 |
Developing critical thinking in auditing students through technology-based educational interventions : a conceptual frameworkTerblanche, Ester Aletta Jacomina 04 November 2019 (has links)
Although the development of critical thinking in students is not an easy task, it is becoming
increasingly more vital. Students need to be able to think critically to thrive in the 21st
century workplace. The auditor of the future must adapt to a fast-changing, technologydriven
world where critical thinking capabilities provide the ability to solve unstructured
problems, analyse and interpret information, make informed decisions and interrogate
information.
With claims that the auditing profession is not delivering entry-level chartered accountants
with the necessary skills and competencies to truly add value to auditing clients, the onus
is on educators to develop critical thinking in their students. As critical thinking is a
complex concept with multiple dimensions, imparting this skill to students is an intricate
process. Technology-based educational interventions which include simulations, virtual
reality and games can provide effective platforms for developing critical thinking.
However, educators are often hesitant to use these technologies and uncertain how to
instill critical thinking in students.
It is therefore clear that educators need guidance and require a robust, holistic framework
for critical thinking development through technology-based educational interventions. The
primary objective of this study was to propose such a conceptual framework that would
provide guidance to educators in addressing the growing need for auditors with welldeveloped
critical thinking capabilities. To arrive at this conceptual framework, more
insights into the conceptualisation and development of critical thinking were required.
These insights set the foundation for a preliminary, literature-based, conceptual
framework. To validate the concepts and relationships proposed in this preliminary
framework and to provide insights into additional concepts and relationships, the
perspectives of three groups of participants were obtained using an Interactive Qualitative
Analysis (IQA) design. Concepts in the final conceptual framework included studentrelated
factors, educator-related factors, design and development considerations,
technology-based enabling tools, collaboration among stakeholders and disciplines, the
learning process, ethics, globalisation, auditing content, critical thinking and other learning
outcomes associated with critical thinking, constructivism and characteristics of critical thinking instruction. The end product is a novel, integrated and robust conceptual
framework aimed at the development of critical thinking in auditing students through
technology-based educational interventions. This framework provides a structure to the
complex nature of critical thinking development. The acquisition of critical thinking
capabilities is, however, not a once-off, linear event. The framework and its individual
concepts and relationships should thus be seen as part of a continuous process of critical
thinking growth. / Hoe moeilik dit ook al mag wees om studente te leer om krities te dink, dit word
toenemend noodsaaklik. In die 21e eeu vereis die werkplek immers kritiese denke van
studente. Die aspirantouditeur moet by ʼn snel veranderende, tegnologies gedrewe wêreld
kan aanpas deur krities te dink om ongestruktureerde probleme op te los, inligting te
ontleed, te vertolk en te betwyfel, en om ingeligte besluite te neem.
Aangesien ouditeursfirmas kla dat jong geoktrooieerde rekenmeesters nie oor die nodige
vaardighede beskik nie, het opvoeders die verantwoordelikheid om studente krities te leer
dink. Omrede kritiese denke ʼn komplekse konsep met veelvuldige fasette is, is dit ʼn heel
ingewikkelde proses om studente daarmee toe te rus. Tegnologiese onderrigintervensies
deur onder meer nabootsings, virtuele werklikhede en speletjies kan hierin van groot nut
wees. Opvoeders aarsel egter om hierdie tegnologieë aan te wend, en daarby is hulle
onseker hoe om kritiese denke by studente in te skerp.
Opvoeders het ongetwyfeld leiding hierin nodig, en ʼn stewige, holististiese raamwerk vir
die ontwikkeling van kritiese denke deur middel van tegnologiese onderrigintervensies is
duidelik nodig. Die doel van hierdie navorsing is om met so ʼn konseptuele raamwerk te
kom wat leiding kan gee aan opvoeders wat aspirantouditeurs moet oplei om krities te
dink. Hiervoor moes groter insig in die konseptualisering en ontwikkeling van kritiese
denke verkry word. Hierdie insigte het die grondslag gelê vir ʼn voorlopige konseptuele
raamwerk wat op die literatuur berus. Drie groepe deelnemers is gebruik om die
geldigheid van die addisionele konsepte en verbande in die voorlopige raamwerk te toets
en insigte in addisionele konsepte en verbande te verkry. ʼn Interaktiewe kwalitatiewe
analise (IKA) is gedoen. Die konsepte in die finale konseptuele raamwerk is onder meer
studentfaktore, opvoederfaktore, oorwegings soos ontwerp en ontwikkeling, tegnologiese
instrumente, samewerking tussen belanghebbers en dissiplines, die leerproses, etiek,
globalisering, die ouditkunde-inhoud, kritiese denke en ander leeruitkomste wat met
kritiese denke gepaard gaan, konstruktivisme en die kenmerke van onderrig in kritiese
denke. Die eindproduk is ʼn nuwe, geïntegreerde en stewige konseptuele raamwerk
waarmee ouditkundestudente met tegnologiese onderrigintervensies opgelei kan word
om krities te dink. Hierdie raamwerk verleen struktuur aan die komplekse aard van opleiding in kritiese denke. Die verwerwing van die vermoë om krities te dink is egter nie
eenmalig en lineêr nie. Hierdie raamwerk met sy afsonderlike konsepte en verbande moet
beskou word as ʼn onderdeel van ʼn deurlopende proses om kritiese denke te ontwikkel. / Nakuba ukuthuthukiswa kokucabanga sakuhlaziya kubafundi kungesiwo umsebenzi
olula, kuya ngokuya kubaluleka kakhulu. Abafundi kumele bakwazi ukucabanga
sakuhlaziya ukuze baphumelele emsebenzini kwikhuluminyaka lama21.
Umcwaningimabhuku wesikhathi esizayo kufanele ajwayele isimo sezwe elishintsha
masinya, esiholwa ubuchwepheshe nokuyilapho ukukwazi ukucabanga sakuhlaziya
kuhlinzeka ikhono lokusombulula izinkinga ezingahlelekile, ukuhlaziya nokuhumusha
imininingwane, ukuthatha izinqumo ezikahle nokuphenyisisa imininingwane.
Njengoba kuthiwa umkhakha wezocwaningomabhuku awukhiqizi abagcinimabhuku
bezinga lomhlaba abasaqala abanamakhono nokuqonda okufanele ukwenza umehluko
kumakhasimende ocwaningomabhuku, kungumsebenzi wabafundisayo ukusungula
ukucabanga sakuhlaziya kubafundi babo. Njengoba ukucabanga sakuhlaziya
kungumqondo olukhuni ozigabaningi, ukudlulisela leli khono kubafundi kungumsebenzi
oxakayo. Ukusebenzisa izindlela zokufunda ezincike kubuchwepheshe, ezifaka kuzo
ukulinganisa, okwenzeka ngempela nemidlalo, kunganikeza izinkundla ezisebenza
ngempumelelo ukuthuthukisa ukucabanga sakuhlaziya. Nakuba kunjalo, othisha bavame
ukuba manqikanqika ukusebenzisa lobu buchwepheshe futhi abanasiqiniseko sokuthi
bangakufaka kanjani ukucabanga sakuhlaziya kubafundi.
Ngakho-ke kusobala ukuthi othisha badinga ukwelulekwa kanye nohlaka olunamandla
olufaka konke maqondana nokuthuthukiswa kokucabanga sakuhlaziya ngokusebenzisa
izindlela zokufunda ezincike kubuchwepheshe. Injongo enkulu yalolu cwaningo
ngukuhlongoza uhlaka lomqondo oluzohlinzeka umhlahlandlela kothisha ukubhekana
nesidingo esikhulayo sabacwaningimabhuku abanamakhono athuthukile okucabanga
sakuhlaziya. Ukuze kufinyelelwe kulolu hlaka, kwadingeka ulwazi olwengeziwe
ekucabangeni nasekusungulweni kokucabanga sakuhlaziya. Lolu lwazi lwaba yisisekelo
sohlaka lomqondo lokuqala olugxile emibhalweni. Ukuze kuqinisekiswe imiqondo
nobudlelwano obuhlongozwayo kulolu hlaka lokuqala futhi kuhlinzekwe ulwazi
emicabangweni nasebudlelwaneni obengeziwe, imibono yamaqoqo amathathu
ababambiqhaza yatholakala ngokusetshenziswa komklamo ongukuHlaziya Izingahle
Ngokusebenzisana owaziwa ngokuthi yi-Interactive Qualitative Analysis (i-IQA).
Imiqondo esohlakeni lomqondo lokugcina yayibandakanya okuphathelene nabafundi,
okuphathelene nothisha, okumayelana nomklamo nentuthuko, amathuluzi okusiza ancike
kubuchwepheshe, ukuhlanganyela phakathi kwabathintekayo nemikhakha, indlela
yokufunda, okuphathelene nokulunga, ukusabalalisa umhlaba wonke, ukucwaninga
imininingwane yokuqukethwe, ukucabanga sakuhlaziya kanye neminye imiphumela
yokufunda ehambisana nokucabanga sakuhlaziya, nobunjalo bendlela yokufunda
ukucabanga sakuhlaziya. Umkhiqizo ovela ekugcineni kuba yinoveli nohlaka lomqondo
olunamandla okuhloswe ngalo ukuba kuthuthukiswe ukucabanga sakuhlaziya kubafundi
bezocwaningomabhuku ngokusebenzisa izindlela zokufunda ezincike kubuchwepheshe.
Lolu hlaka luhlinzeka umumo esimweni esingaqondakali sokuthuthukiswa kokucabanga
sakuhlaziya. Kodwa-ke, ukutholakala kwamakhono okucabanga sakuhlaziya, akusiyo
into eyenzeka kanye, ngendlela efanayo. Ngakho-ke, uhlaka kanye nemiqondo yalo
ngaminye nobudlelwano bayo kumele kubonakale njengengxenye yomsebenzi
oqhubekayo wokukhula kokucabanga sakuhlaziya. / Taxation / D. Phil. (Accounting Sciences)
|
5 |
A framework for the integration of online learning in distance education / Tlhako ya kopantsho ya boithuti ka inthanete ka go boithutikgole / Uhlaka lokudidiyelwa kokufunda ngokuxhumana ngekhompuyutha kwezemfundo yamabangaGani, Faiza 11 1900 (has links)
Online learning through the use of information and communication technology (ICT) features in institutions of higher education globally. If integrated successfully online learning holds many benefits. Research however has highlighted that the focus of online learning is often on the technology, while pedagogical considerations are neglected. As such online learning has not yielded significant changes from a pedagogical perspective. The impetus of this study was driven by the need to find approaches of integrating pedagogically sound online learning in distance education (DE). The study employed a case study research design, and was qualitative in nature. Questionnaires, interviews and documents informed the case study. The findings of the study reveal that online learning should be purposefully planned. In light of the findings, the study presents a framework for the integration of online learning in DE. The framework is built on the concept of awareness and argues that online learning should depart from three types of awareness, i.e. lecturer, student and institutional. The framework is entrenched in theory from both DE and online learning and offers direction for stakeholders at various levels of DE higher education institutions in terms of integrating online learning. / Boithuti ka inthanete ka tšhomišo ya theknolotši ya tshedimošo le kgokagano (ICT) bo hlaga ka go dihlongwa tša thuto ya godingwana lefaseng ka bophara. Ge e le gore di kopantšwe ka katlego, boithuti ka inthanete bo na le mehola ye mentši. Le ge go le bjalo, dinyakišišo, di bontšhitše gore nepišo ya boithuti ka inthanete gantši e ka go theknolotši, mola ditlhoko tša mokgwathuto di hlokomologilwe. Ka fao, boithuti ka inthanete ga se bo tšweletše diphetogo tša go bonagala go tšwa go kgopolo ya mokgwathuto. Tlhohleletšo ya dinyakišišo tše e laolwa ke nyakego ya go hwetša mekgwa ye e kopantšwego ye e kwagalago ya thuto ya boithuti ka inthanete le boithutikgole (DE). Dinyakišišo di šomišitše tlhamo ya dinyakišišo ya tshekatsheko ya maemo, gomme ka tlhago e be e le tša boleng. Mananeopotšišo, dipoledišano le dingwalwa di tsebagaditše tshekatsheko ya maemo . Diphihlelelo tša dinyakišišo di utolla gore boithuti ka inthanete bo swanetše go beakanywa ka maikemišetšo. Go ya ka diphihlelelo, tlhako e hlagišwa ke kopanyo ya boithuti ka inthanete ka go DE. Tlhako ye e theilwe godimo ga kgopolo ya temošo le go hlagiša gore boithuti ka inthanete bo swanetše go tšwa go mehuta ye meraro ya temošo, k.g.r. mofahloši, baithuti le dihlongwa. Tlhako ye e hlalošwa ka botlalo ka go teori go tšwa go DE le boithuti ka bobedi ka inthanete gomme e fa taetšo go baamegi maemong a go fapafapana a dihlongwa tša thuto ya godingwana ya kgole go ya ka boithuti ka inthanete. / Ukufunda ngokuxhumana ngekhompuyutha ngokusebenzisa ubuchwepheshe bolwazi nokuxhumana (i-ICT) kuyinto ekhona ezikhungweni zemfundo ephakeme emhlabeni wonke. Uma kudidiyelwe ngempumelelo, ukufunda ngokuxhumana ngekhompuyutha kunemihlomulo eminingi. Kodwa-ke, ucwaningo luqhakambise ukuthi ukugxila ekufundeni ngokuxhumana ngekhompuyutha kuvame ukuba mayelana nobuchwepheshe, bese kuthi okuphathelene nezindlela zokufundisa kunganakwa. Kanjalo, ukufunda ngokuxhumana ngekhompuyutha akuzanga noshintsho oluningi maqondana nezindlela zokufundisa. Isisusa salolu cwaningo kwaba ngukukhuthazwa yisidingo sokuthola izindlela zokudidiyela izindlela zokufundisa ngokuxhumana ngekhompuyutha ezisebenzayo kwezemfundo yamabanga (i-DE). Lolu cwaningo lusebenzise uhlobo lokucwaninga olubheka izindawo ezithile okugxilwa kuzo kanti luwuhlobo olubheka imininingwane yezinto ezikhona ezingamaqiniso. Amaphephamibuzo, izingxoxiswano kanye nemiqulu yikona okwaholela ocwaningweni olugxila ezindaweni ezithile. Okwatholakala kulolu cwaningo kwaveza ukuthi ukufunda ngokuxhumana ngekhompuyutha kumele kuhlelwe ngendlela. Ngenxa yokutholakele, uhlaka luhlinzekelwa ukuba kudidiyelwe ukufunda ngokuxhumana ngekhompuyutha kwezemfundo yamabanga. Uhlaka lwakhiwe ngomqondo wokuqwashisa futhi lubeka phambili ukuthi ukufunda ngokuxhumana kwekhompuyutha kufanele kusukele ezinhlobeni ezintathu zokuqwashisa, kuthisha wasenyuvesi, kumfundi nakwisikhungo. Uhlaka lugxile emqondweni wezinzululwazi wakona kokubili imfundo yamabanga nokufunda ngokuxhumana ngekhompuyutha futhi luhlinzeka umhlahlandlela kwabathintekayo emazingeni ahlukahlukene ezikhungo zemfundo ephakeme yamabanga maqondana nokudidiyela ukufunda ngokuxhumana ngekhompuyutha. / Educational Studies / Ph. D. (Education)
|
6 |
The growth and regulation of the private security industry in India and South AfricaPillay, Krisandren 01 1900 (has links)
The lack of scientific research covering the factors contributing to the growth and regulation of the private security industry (PSI) in India and South Africa gave rise to the study. The study used qualitative research methods, a case study design and documentary analysis techniques, including personal interviews supported by a qualitative questionnaire and e-mailing the questionnaires to participants, to achieve the purpose and objectives of the study. The researcher interviewed seven participants from India personally and eight responded to the qualitative questionnaire sent by e-mail. The researcher conducted eight one-on-one interviews with South African participants and eleven members responded to the qualitative questionnaire sent by e-mail. The researcher carried out a pilot study to identify any shortcomings in the qualitative questionnaire. The study examined various theories on regulations and regulatory frameworks and considered the theoretical aspects of regulating the private security industry.
This study confirmed that private security is growing at a rapid pace in India and South Africa, and the common factors encouraging growth include socio-economic factors like rapid growth and infrastructure, increasing urbanisation, growth of the middle class, poverty and unemployment, illegal immigration, growth in private property and increase in personal wealth. Indian participants especially, felt strongly that an increase in terror attacks is a key factor contributing to the rapid growth of the PSI, whilst South African participants confirmed, a fear of political violence and being scared of civil unrest were reasons for the increased presence of the PSI in the country. The participants corroborated that statutory-based legislation imposed by the Private Security Agencies (Regulation) Act 2005 and the Private Security Industry Regulation Act 2001 is not wholly effective in regulating the PSI in India. / Ukusweleka kocwaningo lwesisayense olwengamela izinto ezinomthelela ekukhuleni kanye nemitheshwana yolawulo kwimboni yonogada bezokuvikeleka yangasese i-private security industry (PSI) eNdiya naseNingizimu Afrika kwenze ukuthi kube nalolu cwaningo. Ucwaningo lusebenzise izindlela ze-qualitative research methods, i-case study kanye nethekniki yohlaziyo lwamadokhumende, okubandakanya nama-interview nabantu ziqu, ngokusekelwa wuhla lwemibuzo ebhaliwe ye-qualitative kanye nohla lwemibuzo ebhaliwe (questionnaires) ethunyelwe nge-email kulabo ababambe iqhaza, ukufezekisa izinhloso nezinjongo zocwaningo. Umcwaningi wenze ama-interview nababambi qhaza abayisikhombisa ziqu baseNdiya kanti abayisishagalombili baphendule imibuzo yohla ebhaliwe ye-qualitative oluthunyelwe nge-email. Umcwaningi ubuye waba nama-interview okubhekana ubusu nobuso nababambi qhaza baseNingizimu Afrika abayisishagalombili, kwathi abayishumi nanye baphendula uhla lwemibuzo ebhaliwe ye-qualitative ethunyelwe nge-email. Kwenziwe ucwaningo lokulinga (pilot study) ukubheka ukuntengantenga kohla lwemibuzo ebhaliwe ye-qualitative. Lolu cwaningo luhlole amathiyori ahlukahlukene ngokwenziwa kwemithetho yolawulo kanye nohlaka lwemitheshwana yolawulo, kanye nokubonelela izingxenye zethiyori yemitheshwana yolawulo lwemboni yonogada bezokuvikeleka yangasese.
Ucwaningo luqinisekise ukuthi imboni yonogada bangasese bezokuvikeleka ikhula ngokuyisimanga eNdiya kanye naseNingizimu Afrika, kanti okuyixhumanisayo nokufanayo, kubandakanya ukukhula kwezinto eziphathelene nabantu nezomnotho njengokukhula ngesivinini kwezingqalasizinda, ukuya kakhulu kwabantu ezindaweni zamadolobha, ukukhula kwe-middle class, inhlupheko nokusweleka kwemisebenzi, ukungena kakhulu kwabantu ababuya kwezinye izindawo ngokungemthetho (illegal migration), ukukhula kwempahla yangasese kanye nokwanda kokunotha kubantu. Ababambi qhaza baseNdiya bona banemizwa eqinile yokuthi uhlaselo lwamaphekulazikhuni (terror attacks) yinto enomthelela kakhulu ukukhuleni kwemboni ye-PSI. Ababambi qhaza baseNingizimu Afrika bona baqinise ukwesaba udlame lwezepolitiki kanye nokwesaba izivungu-vungu zovukelwano lwabantu, yikho okube yizizathu zokukhula kobukhona be-PSI ezweni. Ababambi qhaza baqinise ukuthi imithetho efakelwe ye-Private Security Agencies (Regulation) Act 2005 kanye nomthetho we-Private Security Industry Regulation Act 2001 ayisebenzi ngokufanele ukulawula kahle imboni ye-PSI eNdiya. / Esi sifundo sibe ngunozala wokunqongophala kophando lobunzululwazi malunga nezinto ezincedisa ekukhuleni nasekulawulweni korhwebo lokhuselo lwabucala, iprivate security industry (PSI), kwilizwe laseIndia naseMzantsi Afrika. Isifundo sisebenzise indlela yophando lomgangatho, uyilo lwenkqubo engumzekelo, uhlalutyo lwemibhalo, udliwano ndlebe lobuso ngobuso nabantu ngabantu, oku kuxhaswa luluhlu lwemibuzo olubhaliweyo noluthunyelwe kubathathi nxaxheba ngeimeyile ukuze kuphunyezwe iinjongo zesi sifundo. Umphandi udlane indlebe nabathathi nxaxheba abasixhenxe abavela eIndia kanti abasibhozo baphendule uluhlu lwemibuzo yomgangatho kwi-imeyile. Umphandi uqhube udliwano ndlebe ubuso ngobuso nabathathi nxaxheba abasibhozo eMzantsi Afrika kanti abalishumi elinanye bona baphendule uluhlu lwemibuzo yomgangatho kwi-imeyile. Kwaqhutywa isifundo sokutshayelela ngenjongo yokuqonda ukuba akukho zikhwasilima na kuluhlu lwemibuzo yomgangatho. Isifundo siphonononge iingcingane okanye iithiyori ezingemigaqo nezakhelo zemigaqo yolawulo kwaza kwaqatshelwa imiba yeengcingane emalunga nokulawulwa norhwebo lokhuseleko lwabucala.
Esi sifundo singqine ukuba ukhuselo lwabucala lukhula ngesantya esikhawulezayo eIndia naseMzantsi Afrika, kwaye izinto ezikhuthaza oku kukhula ziquka imiba yezentlalo noqoqosho njengokwanda okukhawulezayo nezibonelelo, ukwanda kweendlela zokuphila budolophu, ukukhula kwezinga loluntu eliphakathi (middle class), ubuhlwempu nentswela ngqesho, ukufudukela kwamanye amazwe ngokungekho mthethweni, ukwanda kokufumaneka komhlaba wabucala nokwanda kobutyebi babantu. Abathathi nxaxheba baseIndia bathi bacinga ukuba ukwanda kohlaselo ngabagrogrisi kuphambili ekuncediseni ukukhula korhwebo lokhuselo lwabucala. AbaseMzantsi Afrika bona bangqina ukuba uloyiko lobundlobogela bezopolitiko nokoyika uvukelo mbuso zizizathu zokwanda kobukho borhwebo lokhuselo lwabucala kweli lizwe. Abathathi nxaxheba bavuma ukuba imigaqo esekelwe emthethweni nebethelelwa nguMthetho Wokhuselo Lwabucala wama-2005, iPrivate Security Agencies (Regulation) Act 2005 kunye nePrivate Security Industry Regulation Act 2001 ayisebenzi ngokufezekileyo ekulawuleni urhwebo lokhuselo lwabucala eIndia. / Criminology and Security Science / Ph. D. (Criminal Justice)
|
7 |
An e-learning instructional design framework for mobile devices in AfricaGarbers, Rachel 12 1900 (has links)
English text, with summaries in English, Afrikaans and Zulu / This study aims to propose an e-learning framework for mobile devices in Africa to help improve enrolment rates and education standards in the FET (Further Education and Training) phase. The study is qualitative in nature and employs document analysis as main research method. An overview of the South African education context with supporting statistical data to motivate why an e-learning alternative is crucial for improving South African and African education is provided. The literature review includes a descriptive analysis of 7 existing e- and m-learning frameworks, with key features highlighted for possible adaptation or incorporation into an e-learning framework for Africa. Behaviourism, Constructivism and Connectivism are discussed as applicable learning theories to pedagogically underpin this proposed e-learning framework. Thereafter, a critical evaluation of current South African education policy documents (White Papers, the Norms and Standards for Educators and the Draft Policy for the Provision and Management of Learning Teaching and Support Materials) is conducted to determine whether these policies support and enable e-learning effectively. Part 2 of Chapter 5 comprises a critical analysis and comparison of education systems and applicable legislation in the USA, Finland and Malawi to establish how education is structured and how e-learning is administered in these countries to make relevant recommendations for South Africa and to inform the design of an e-learning framework for Africa. Research findings are presented as answers to the research questions posed and the proposed e-learning framework with further recommendations are presented to the South African Department of Basic Education, teachers and researchers. / Die doel van hierdie studie is om ‘n e-onderrig-en-leer raamwerk vir mobiele toestelle vir Afrika voor te stel, sodat inskrywingsgetalle en onderrig- en leerstandaarde in die Verdere Onderrig en Opleidings (VOO) fase verbeter kan word. Dit is ‘n kwalitatiewe studie en dokumentanalise word as navorsingsmetode toegepas. ‘n Oorsig van die huidige Suid-Afrikaanse onderwysstelsel en konteks met ondersteunende statistiese bevindinge word verduidelik om e-onderrig-en-leer as noodsaaklike alternatief vir Suid-Afrika en Afrika te motiveer. Die literatuuroorsig sluit ‘n beskrywende analise van sewe bestaande e- en m-onderrig-en-leer (mobiele-onderrig-en-leer) raamwerke in. Hoofkenmerke van elke raamwerk word uitgelig vir moontlike aanpassing en inkorporering in ‘n e-onderrig-en-leer raamwerk vir die Afrika-konteks. Leerteorië, nl Behaviourisme, Konstruktivisme en Konnektivisme (Connectivism) word in diepte bespreek as pedagogies fundamenteel om die e-onderrig-en-leer raamwerk te onderbou en te ondersteun. ‘n Kritiese evaluasie van Suid-Afrikaanse onderwysbeleid (d.w.s. Witskrifte, die Norme and Standaarde vir Onderwysers en die konsepdokument oor die Voorsiening en Bestuur van Onderrig-, Leer- en Ondersteuningsmateriaal) is gedoen om vas te stel of die beleid wel e-onderrig-en-leer effektief ondersteun en prakties moontlik maak. ‘n Krities analitiese en vergelykende studie van die VSA (Verenigde State van Amerika), Finland en Malawi se onderwysstelsels- en wetgewing is gedoen in hoofstuk 5 deel 2 om te bepaal hoe dié lande onderwys struktureer en hoe e-onderrig-en–leer geadministreer word, sodat relevante voorstelle vir Suid-Afrika gemaak kan word en om insae te lewer in die ontwerp van ‘n e-onderrig-en-leer raamwerk toepaslik vir die Afrika-kontinent. Navorsingsbevindinge word voorgelê aan die Suid-Afrikaanse Departement van Basiese Onderwys, onderwysers sowel as aan navorsers. / Lolu cwaningo luhlose ukuphakamisa uhlaka lwe-e-learning lamadivaysi eselula e-Afrika ukusiza ukuthuthukisa izinga lokubhalisa nezindinganiso zemfundo kwiSigaba se-FET (Further Education and Training). Ucwaningo luyimfanelo enemvelo futhi lusebenzisa ukuhlaziywa kwedokhumenti njengendlela yokucwaninga eyinhloko. Ukuhlolisisa umongo wezemfundo waseNingizimu Afrika ngokusekela imniningwane yezibalo ukugqugquzela ukuthi kungani enye yokufunda email ibalulekile ekuthuthukiseni imfundo yaseNingizimu Afrika ne-Afrika. Ukubuyekezwa kwezincwadi kuhlanganisa ukuhlaziywa okuchazayo kwezinhlaka eziyisikhombisa ezisekhona ze-e- e-m-learning, nezici eziyinhloko eziqokonyiswe ukukhishwa kwe-adaption noma ukufakwa kwisakhiwo se-e-learning se-Afrika. Ukuzikhethela, Ukwakhiwa kwe-Constructivism (Kwe Zokwakha) kanye ne-Connectivism (Kwe Zokuxhumana) kuxoxwa njengezifundo ezifanele zokufunda ukusekela lolu hlelo oluhlongozwayo lwe-e-learning. Ngemuva kwaloko, ukuhlolwa okubalulekile kwemibhalo yamanje yemfundo yaseNingizimu Afrika (Amaphepha Asemhlophe, Imigomo Nemigomo Yabafundisi kanye neNqubomgomo Yohlaka Lokufundiswa Nezifundo Nokusekela) kwenziwa ukuze kutholakale ukuthi lezi zinqubomgomo zisekela futhi zikwazi yini ukufundisa nge-e-ephumelelayo. Ingxenye yesibili yeSahluko sesihlanu iqukethe ukuhlaziywa okubucayi kanye nokuqhathaniswa kwezinhlelo zemfundo kanye nemithetho esebenzayo eMelika, eFinland nase Malawi ukuqinisekisa ukuthi imfundo ihlelwe kanjani nokuthi i-e-learning inikezwa kanjani ukwenza izincomo ezifanele eNingizimu Afrika nokwazisa ukuklama uhlaka lwe-e-learning lwe-Afrika. Imiphumela yokucwaninga inikezwa njengezimpendulo zemibuzo yokucwaninga ephakanyisiwe kanye nohlaka oluhlongozwayo lwe-e-learning kanye nezincomo ezengeziwe ezethulwa eMnyangweni wezemfundo Eyisisekelo, othisha nabacwaningi baseNingizimu Afrika. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)
|
Page generated in 0.0243 seconds