Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The purpose of this project was to investigate the prospects to advance and fast-track formal
learning with the aid of smart phone technology, as learning should be reinforced through
varied, pliable assets for engagement. The project’s introduction clarifies more on this.
Chapter two focuses on literature review. Previous studies which are related to the topic were
consulted to acquaint the researcher with thoughts and sentiments relating to the use of smart
mobile devices in advancing learning.
Chapter three covers comprehension centred learning. It pays special attention to the theories
of Barret and Bloom which are used as the framework for the experiment reported on in the
next chapters.
Chapter four provides methodological background to the experiment. It describes the case
study, curriculum correlation with smart phone functions, the organisation and analysis of the
data, ethical issues in qualitative interviewing, and limitations of the empirical study.
Chapter five focuses on the experiment that was carried out to investigate the usefulness of
smartphones to support and enhance formal comprehension strategies. Sub-types from
Barrett’s five learning types and Bloom’s cognitive dimensions of learning provide the
interpretive framework.
Chapter six discusses the findings of the experiment based on written and oral responses by
participants after conclusion of the experiment, as well as teacher observations. Finally, Chapter seven presents the conclusion and implications. / AFRIKAANSE OPSOMMING: Die doel van hierdie projek was om die moontlikhede te ondersoek om formele leer aan te
help en te bespoedig deur gebruikmaking van “smart phones.” Die aanname was dat dit ‘n
groter verskeidenheid en buisaamheid van leerervarings behels. Die inleidende hoofstuk brei
hierop uit.
Hoofstuk 2 dek relevant literatuur oor studies met betrekking tot die gebruik van “smart”
mobiele apparate
Hoofstuk 3 handel oor begripsgesentreerde leer. Dit gee besondere aandag aan die teorieë van
Barret en Bloom wat die raamwerk daarstel vir die ekspriment wat in die volgende
hoofstukke beskryf word.
Hoofstuk 4 bied die metodologiese agtergrond vir die eksperiment. Dit beskryf die
gevallestudie, kurrikulum korrelasie met “smart phone” funksies, die organisasie en analise
van die data, etiese aspekte van onderhoudvoering, en die beperkinge van die empiriese
studie.
Hoofstuk 5 fokus op die eksperiment wat uitgevoer is om die bruikbaarheid van
“smartphones” te ondersoek met betrekking tot steun en bevordering van formele
begripsgesentreerde leer. Sub-tipes van Barret se vyf leertipes, en Bloom se kognitiewe
dimensies van leer bied die interpretatiewe raamwek.
Hoofstuk 6 bespreek die resultate van die eksperiment na aanleiding van geskrewe en
mondelinge terugvoer deur die deelnemers na afloop van die eksperiment, asook observasie
deur die onderwyser.
Hoofstuk 7 bespreek enkele implikasies en gevolgtrekkings van die studie.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/86559 |
| Date | 04 1900 |
| Creators | Mamugudubi, Khathutshelo Stephen |
| Contributors | Kinghorn, J., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Information Science. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | xi, 133 p. : col. ill |
| Rights | Stellenbosch University |
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