This study investigates the terms, dialogue, structure and active learning in Open Distance Learning
texts in aa constructivist and problem-solving approach. In-text activities are imbedded in selfstudy
texts. Their construct is validated against appropriate instructional design and learning
theories for active learning.
A course team developed, implemented and piloted a Unisa course for mathematics teachers in
South Africa. The results describe their professional development through action learning. The
Tornado-approach affects teams in organisations.
A team used participatory action research and action learning with rich descriptions to document
the longitudinal case study of four action research cycles over eight years. Qualitative research
involved a literature survey, notes, portfolios, mindmaps, letters, interviews, document analyses,
and assessment results.
Our action research demonstrates ways to implement a post-modern learning design in an
industrialized institution. The researcher applies action learning in professional development, in
team management, and suggests models for successful/unsuccessful teams (tornado-effect). / Educational Studies / M. Ed. (Didactics)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/16492 |
| Date | 06 1900 |
| Creators | Wilson, Henrietta |
| Contributors | Fraser, W. J. (William John), 1949- |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (1 volume (various pagings) : illustrations, some color |
Page generated in 0.0023 seconds