A toolkit for successful workplace learning analytics at software vendors
- Authors: Whale, Alyssa Morgan
- Date: 2024-04
- Subjects: Computer-assisted instruction , Intelligent tutoring systems , Information visualisation
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/64448 , vital:73713
- Description: Software vendors commonly provide digital software training to their stakeholders and therefore are faced with the problem of an influx of data collected from these training/learning initiatives. Every second of every day, data is being collected based on online learning activities and learner behaviour. Thus, online platforms are struggling to cope with the volumes of data that are collected, and companies are finding it difficult to analyse and manage this data in a way that can be beneficial to all stakeholders. The majority of studies investigating learning analytics have been conducted in educational settings. This research aimed to develop and evaluate a toolkit that can be used for successful Workplace Learning Analytics (WLA) at software vendors. The study followed the Design Science Research (DSR) methodology, which was applied in iterative cycles where various components of the toolkit were designed, developed, and evaluated by participants. The real-world-context was a software vendor, ERPCo, which has been struggling to implement WLA successfully with their current Learning Experience Platform (LXP), as well as with their previous platform. Qualitative data was collected using document analysis of key company documents and Focus Group Discussions (FGDs) with employees from ERPCo to explore and confirm different topics and themes. These methods were used to iteratively analyse the As-Is and To-Be situations at ERPCo and to develop and evaluate the proposed WLA Toolkit. The method used to analyse the collected data from the FGDs was the Qualitative Content Analysis (QCA) method. To develop the first component of the toolkit, the Organisation component, the organisational success factors that influence the success of WLA were identified using a Systematic Literature Review (SLR). These factors were discussed and validated in two exploratory FGDs held with employees from ERPCo, one with operational stakeholders and the other with strategic decision makers. The DeLone and McLean Information Systems (D&M IS) Success Model was used to undergird the research as a theory to guide the understanding of the factors influencing the success of WLA. Many of the factors identified in theory were found to be prevalent in the real-world-context, with some additional ones being identified in the FGDs. The most frequent challenges highlighted by participants were related to visibility; readily available high-quality data; flexibility of reporting; complexity of reporting; and effective decision making and insights obtained. Many of these related to the concept of usability issues for both the system and the information, which is specifically related to System Quality or Information Quality from the D&M IS Success Model. The second and third components of the toolkit are the Technology and Applications; and Information components respectively. Therefore, architecture and data management challenges and requirements for these components were analysed. An appropriate WLA architecture was selected and then further customised for use at ERPCo. A third FGD was conducted with employees who had more technical roles in ERPCo. The purpose of this FGD was to provide input on the architecture, technologies and data management challenges and requirements. In the Technology and Applications component of the WLA Toolkit, factors influencing WLA success related to applications and visualisations were considered. An instantiation of this component was demonstrated in the fourth FGD, where learning data from the LXP at ERPCo was collected and a dashboard incorporating recommended visualisation techniques was developed as a proof of concept. In this FGD participants gave feedback on both the dashboard and the toolkit. The artefact of this research is the WLA Toolkit that can be used by practitioners to guide the planning and implementation of WLA in large organisations that use LXP and WLA platforms. Researchers can use the WLA Toolkit to gain a deeper understanding of the required components and factors for successful WLA in software vendors. The research also contributes to the D&M IS Success Model theory in the information economy. In support of this PhD dissertation, the following paper has been published: Whale, A. & Scholtz, B. 2022. A Theoretical Classification of Organizational Success Factors for Workplace Learning Analytics. NEXTCOMP 2022. Mauritius. A draft manuscript for a journal paper was in progress at the time of submitting this thesis. , Thesis (PhD) -- Faculty of Science, School of Computer Science, Mathematics, Physics and Statistics , 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Whale, Alyssa Morgan
- Date: 2024-04
- Subjects: Computer-assisted instruction , Intelligent tutoring systems , Information visualisation
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/64448 , vital:73713
- Description: Software vendors commonly provide digital software training to their stakeholders and therefore are faced with the problem of an influx of data collected from these training/learning initiatives. Every second of every day, data is being collected based on online learning activities and learner behaviour. Thus, online platforms are struggling to cope with the volumes of data that are collected, and companies are finding it difficult to analyse and manage this data in a way that can be beneficial to all stakeholders. The majority of studies investigating learning analytics have been conducted in educational settings. This research aimed to develop and evaluate a toolkit that can be used for successful Workplace Learning Analytics (WLA) at software vendors. The study followed the Design Science Research (DSR) methodology, which was applied in iterative cycles where various components of the toolkit were designed, developed, and evaluated by participants. The real-world-context was a software vendor, ERPCo, which has been struggling to implement WLA successfully with their current Learning Experience Platform (LXP), as well as with their previous platform. Qualitative data was collected using document analysis of key company documents and Focus Group Discussions (FGDs) with employees from ERPCo to explore and confirm different topics and themes. These methods were used to iteratively analyse the As-Is and To-Be situations at ERPCo and to develop and evaluate the proposed WLA Toolkit. The method used to analyse the collected data from the FGDs was the Qualitative Content Analysis (QCA) method. To develop the first component of the toolkit, the Organisation component, the organisational success factors that influence the success of WLA were identified using a Systematic Literature Review (SLR). These factors were discussed and validated in two exploratory FGDs held with employees from ERPCo, one with operational stakeholders and the other with strategic decision makers. The DeLone and McLean Information Systems (D&M IS) Success Model was used to undergird the research as a theory to guide the understanding of the factors influencing the success of WLA. Many of the factors identified in theory were found to be prevalent in the real-world-context, with some additional ones being identified in the FGDs. The most frequent challenges highlighted by participants were related to visibility; readily available high-quality data; flexibility of reporting; complexity of reporting; and effective decision making and insights obtained. Many of these related to the concept of usability issues for both the system and the information, which is specifically related to System Quality or Information Quality from the D&M IS Success Model. The second and third components of the toolkit are the Technology and Applications; and Information components respectively. Therefore, architecture and data management challenges and requirements for these components were analysed. An appropriate WLA architecture was selected and then further customised for use at ERPCo. A third FGD was conducted with employees who had more technical roles in ERPCo. The purpose of this FGD was to provide input on the architecture, technologies and data management challenges and requirements. In the Technology and Applications component of the WLA Toolkit, factors influencing WLA success related to applications and visualisations were considered. An instantiation of this component was demonstrated in the fourth FGD, where learning data from the LXP at ERPCo was collected and a dashboard incorporating recommended visualisation techniques was developed as a proof of concept. In this FGD participants gave feedback on both the dashboard and the toolkit. The artefact of this research is the WLA Toolkit that can be used by practitioners to guide the planning and implementation of WLA in large organisations that use LXP and WLA platforms. Researchers can use the WLA Toolkit to gain a deeper understanding of the required components and factors for successful WLA in software vendors. The research also contributes to the D&M IS Success Model theory in the information economy. In support of this PhD dissertation, the following paper has been published: Whale, A. & Scholtz, B. 2022. A Theoretical Classification of Organizational Success Factors for Workplace Learning Analytics. NEXTCOMP 2022. Mauritius. A draft manuscript for a journal paper was in progress at the time of submitting this thesis. , Thesis (PhD) -- Faculty of Science, School of Computer Science, Mathematics, Physics and Statistics , 2024
- Full Text:
- Date Issued: 2024-04
The role of principals in supporting the use of ICT for teaching and learning in five primary schools in the Amathole West District, Eastern Cape
- Authors: Sazi, Ndileka Christina
- Date: 2022-06
- Subjects: Computer-assisted instruction , Educational technology , Internet in education
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27876 , vital:70237
- Description: While some South African policies such as E-Education Policy of 2004 advocate for use of Information and Communication Technology in teaching and learning in schools as a strategy to meet the needs of the 21st Century and for improving the quality of educational outcomes. Principals as school leaders and managers ought to play a pivotal role in making links with different stakeholders to provide an enabling environment for learning as outlined in the South African Standards for Principal ship of 2015. This study sought how Principals are supporting the use of ICT for teaching and learning in five primary schools in the Amathole West District, Eastern Cape. The study was guided by Lee’s (2000) framework on technological leadership. The study was grounded in interpretive paradigm, employing qualitative approach to elicit Principals’ insights on ICT support approaches they employed in their respective workstations. Each of the five Principals was conveniently selected and participated in semi structured interviews, school plans and inventories corroborating findings from interviews. Principals heavily relied on the Department of Basic Education to provide ICT infrastructure and related tools. The study recommends that ICT leadership be a component of Principals’ continuous professional development plans. Approaches for supporting teachers and provision of workshops by the Department of basic education, but little encouragement on forming communities of practice within and outside the school as promoted by SASP. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
- Authors: Sazi, Ndileka Christina
- Date: 2022-06
- Subjects: Computer-assisted instruction , Educational technology , Internet in education
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27876 , vital:70237
- Description: While some South African policies such as E-Education Policy of 2004 advocate for use of Information and Communication Technology in teaching and learning in schools as a strategy to meet the needs of the 21st Century and for improving the quality of educational outcomes. Principals as school leaders and managers ought to play a pivotal role in making links with different stakeholders to provide an enabling environment for learning as outlined in the South African Standards for Principal ship of 2015. This study sought how Principals are supporting the use of ICT for teaching and learning in five primary schools in the Amathole West District, Eastern Cape. The study was guided by Lee’s (2000) framework on technological leadership. The study was grounded in interpretive paradigm, employing qualitative approach to elicit Principals’ insights on ICT support approaches they employed in their respective workstations. Each of the five Principals was conveniently selected and participated in semi structured interviews, school plans and inventories corroborating findings from interviews. Principals heavily relied on the Department of Basic Education to provide ICT infrastructure and related tools. The study recommends that ICT leadership be a component of Principals’ continuous professional development plans. Approaches for supporting teachers and provision of workshops by the Department of basic education, but little encouragement on forming communities of practice within and outside the school as promoted by SASP. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
A study of the integration of technology in the school arts classroom
- Authors: Sauls, Maxwell Martin
- Date: 2016
- Subjects: Computer-assisted instruction , Educational technology , Computer managed instruction
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/7364 , vital:21342
- Description: This study explores the use of Information and Communications Technology (ICT) and Educational Technology (ET) as an educational resource in the school Arts classroom. Many teachers lack the qualifications to teach the Performing Arts (PA) of the Curriculum and Policy Statement (CAPS). Therefore, teachers rely on curriculum documentation and textbooks to help guide planning of lessons and the execution thereof. Technology as a resource tool can assist teachers as they incorporate an overwhelming amount of content/concepts in lessons. In this way they could improve classroom practice in the PA disciplines. With the emergence of Operation Phakisa: ICT in Education (Department of Education [DoE] 2015), the researcher acknowledges that the integration of ET is unavoidable. Moreover, the research highlights the importance of engaging with the rising hegemony of ICT as the defining characteristic of the information society. Literature supporting the inclusivity of media and media-related resources in education are discussed. In addition, the literature review focuses on a wide variety of ET and concludes with the implementation of ET in a South African context. Teachers from the Foundation Phase (FP), Intermediate Phase (IP) and Senior Phase (SP), namely grade R – 7, were invited to participate in the study where they were observed during contact time drawing on technology to aid teaching pedagogy. The research design involved a qualitative inquiry with aspects of crystallization where the data was collected through observations, interviews and teacher’s self-assessment. The findings suggest that teachers received little or no training in one or more PA disciplines. The integration of technology in the teaching pedagogy led to an enhanced learning environment where the teacher could actively engage learners in meaningful activities. The findings furthermore revealed that the use of technology was not uniform and did not lead to neat conclusion. Instead the researcher found that a great deal of divergence in the use of technology. This divergence was found across art disciplines and the use of technology also differed among teachers. Finally, individual teachers also differed in their use of technology across the art disciplines that they taught. The learners benefited from the use of technology insofar as they displayed a better understanding of the concepts in subsequent lessons. Furthermore, by the end of the study, teachers had begun to implement the new teaching style in learning areas other than the PA.
- Full Text:
- Date Issued: 2016
- Authors: Sauls, Maxwell Martin
- Date: 2016
- Subjects: Computer-assisted instruction , Educational technology , Computer managed instruction
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/7364 , vital:21342
- Description: This study explores the use of Information and Communications Technology (ICT) and Educational Technology (ET) as an educational resource in the school Arts classroom. Many teachers lack the qualifications to teach the Performing Arts (PA) of the Curriculum and Policy Statement (CAPS). Therefore, teachers rely on curriculum documentation and textbooks to help guide planning of lessons and the execution thereof. Technology as a resource tool can assist teachers as they incorporate an overwhelming amount of content/concepts in lessons. In this way they could improve classroom practice in the PA disciplines. With the emergence of Operation Phakisa: ICT in Education (Department of Education [DoE] 2015), the researcher acknowledges that the integration of ET is unavoidable. Moreover, the research highlights the importance of engaging with the rising hegemony of ICT as the defining characteristic of the information society. Literature supporting the inclusivity of media and media-related resources in education are discussed. In addition, the literature review focuses on a wide variety of ET and concludes with the implementation of ET in a South African context. Teachers from the Foundation Phase (FP), Intermediate Phase (IP) and Senior Phase (SP), namely grade R – 7, were invited to participate in the study where they were observed during contact time drawing on technology to aid teaching pedagogy. The research design involved a qualitative inquiry with aspects of crystallization where the data was collected through observations, interviews and teacher’s self-assessment. The findings suggest that teachers received little or no training in one or more PA disciplines. The integration of technology in the teaching pedagogy led to an enhanced learning environment where the teacher could actively engage learners in meaningful activities. The findings furthermore revealed that the use of technology was not uniform and did not lead to neat conclusion. Instead the researcher found that a great deal of divergence in the use of technology. This divergence was found across art disciplines and the use of technology also differed among teachers. Finally, individual teachers also differed in their use of technology across the art disciplines that they taught. The learners benefited from the use of technology insofar as they displayed a better understanding of the concepts in subsequent lessons. Furthermore, by the end of the study, teachers had begun to implement the new teaching style in learning areas other than the PA.
- Full Text:
- Date Issued: 2016
The effectiveness of brain-compatible blended learning material in the teaching of programming logic
- Van Niekerk, Johannes Frederick, Webb, Paul
- Authors: Van Niekerk, Johannes Frederick , Webb, Paul
- Date: 2016
- Subjects: Blended learning -- South Africa , Learning, Psychology of , Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45344 , vital:38572
- Description: Blended learning is an educational approach which integrates seemingly distinct educational approaches such as face-to-face and online experiences. In a blended learning environment, the classroom lectures can, for example, be augmented with learning material opened in a variety of technologically delivered formats. Brain-compatible learning is an approach to education which stems from a combination of neuroscience and educational psychology. Brain compatible learning is not a formalised education approach or recipe for teachers', instead it provides a `set of principles and a base of knowledge and skills upon which we can make better decisions about the learning process. While the electiveness of education based on brain-compatible learning principles have been proven in a classroom environment, very little knowledge exists regarding its use in an e-learning environment. The purpose of this research was to determine whether an e-learning intervention which was designed according to brain-compatible learning principles would have an elect on student motivation to learn and on student achievement in the subject Technical programming 1. An e-learning based educational intervention which incorporated several brain-compatible learning principles was designed and administered as a controlled experiment intervention. The impact of the research experiment was measured both qualitatively using an purpose-designed instrument and quantitatively through an analysis of the formal assessments for this subject. The findings of this study, namely that brain-compatible learning principles can be used in an e-learning environment and that e-learning material which adheres to brain-compatible education principles have a positive elect on Technical Programming 1 students' achievement and motivation to learn, appear to be meaningful contributions to the current debate on blended learning.
- Full Text:
- Date Issued: 2016
The effectiveness of brain-compatible blended learning material in the teaching of programming logic
- Authors: Van Niekerk, Johannes Frederick , Webb, Paul
- Date: 2016
- Subjects: Blended learning -- South Africa , Learning, Psychology of , Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45344 , vital:38572
- Description: Blended learning is an educational approach which integrates seemingly distinct educational approaches such as face-to-face and online experiences. In a blended learning environment, the classroom lectures can, for example, be augmented with learning material opened in a variety of technologically delivered formats. Brain-compatible learning is an approach to education which stems from a combination of neuroscience and educational psychology. Brain compatible learning is not a formalised education approach or recipe for teachers', instead it provides a `set of principles and a base of knowledge and skills upon which we can make better decisions about the learning process. While the electiveness of education based on brain-compatible learning principles have been proven in a classroom environment, very little knowledge exists regarding its use in an e-learning environment. The purpose of this research was to determine whether an e-learning intervention which was designed according to brain-compatible learning principles would have an elect on student motivation to learn and on student achievement in the subject Technical programming 1. An e-learning based educational intervention which incorporated several brain-compatible learning principles was designed and administered as a controlled experiment intervention. The impact of the research experiment was measured both qualitatively using an purpose-designed instrument and quantitatively through an analysis of the formal assessments for this subject. The findings of this study, namely that brain-compatible learning principles can be used in an e-learning environment and that e-learning material which adheres to brain-compatible education principles have a positive elect on Technical Programming 1 students' achievement and motivation to learn, appear to be meaningful contributions to the current debate on blended learning.
- Full Text:
- Date Issued: 2016
A case study on the role of excel as a teaching and learning tool in influencing learners' interpretation of functions
- Authors: Zakumba, Lwazi Xolisile
- Date: 2014
- Subjects: Microsoft Excel (Computer file) , Computer-assisted instruction , Mathematics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9455 , http://hdl.handle.net/10948/d1018756
- Description: The aim of this study was to investigate the role Excel could play in influencing Mathematics and Mathematical literacy learners’ interpretation of functions and their attitude towards Mathematics. I used a Mathematical Graphical Diagnostic (MGD) test, an attitude questionnaire, a reflective questionnaire and semi-structured interviews as instruments. The MGD test and the attitude questionnaire were given to 72 volunteer grade 11 learners at a former Model C school in Port Elizabeth, in the Eastern Cape. This group included 50 pure Mathematics learners and 22 Mathematical literacy learners. From this group, a smaller group of 10 learners further took part in the rest of the study were they went through an intervention were Excel was used as a teaching tool, covering concepts concerning functions. This group included 6 pure Mathematics and 4 Mathematical literacy learners. The 10 learners then re-wrote the MDG test and refilled the attitude questionnaire after the intervention. A reflective questionnaire was administered to the 10 learners after the intervention, with 5 learners from the 10 undergoing interviews in order to meet the objectives of the study. The administration of the MDG test and attitude questionnaire, interviews and reflective questionnaire enabled me to explore the relationship between learner performance and their attitude towards Mathematics as a subject, as well as the comparing the attitudes and performances between pure Mathematics and Mathematical Literacy learners. The study followed a qualitative research design, with an element of quantitative research. The qualitative data yielded findings that revealed the effectiveness of using Excel in teaching functions while the quantitative data revealed the difference in attitude and ability between pure Mathematics and Mathematical Literacy leaners. The findings of the study revealed that Excel played a major role in improving pure Mathematics learners’ results but not those of the Mathematical Literacy learners. The study also showed that technology does not necessarily impact on learners’ attitudes positively.
- Full Text:
- Date Issued: 2014
- Authors: Zakumba, Lwazi Xolisile
- Date: 2014
- Subjects: Microsoft Excel (Computer file) , Computer-assisted instruction , Mathematics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9455 , http://hdl.handle.net/10948/d1018756
- Description: The aim of this study was to investigate the role Excel could play in influencing Mathematics and Mathematical literacy learners’ interpretation of functions and their attitude towards Mathematics. I used a Mathematical Graphical Diagnostic (MGD) test, an attitude questionnaire, a reflective questionnaire and semi-structured interviews as instruments. The MGD test and the attitude questionnaire were given to 72 volunteer grade 11 learners at a former Model C school in Port Elizabeth, in the Eastern Cape. This group included 50 pure Mathematics learners and 22 Mathematical literacy learners. From this group, a smaller group of 10 learners further took part in the rest of the study were they went through an intervention were Excel was used as a teaching tool, covering concepts concerning functions. This group included 6 pure Mathematics and 4 Mathematical literacy learners. The 10 learners then re-wrote the MDG test and refilled the attitude questionnaire after the intervention. A reflective questionnaire was administered to the 10 learners after the intervention, with 5 learners from the 10 undergoing interviews in order to meet the objectives of the study. The administration of the MDG test and attitude questionnaire, interviews and reflective questionnaire enabled me to explore the relationship between learner performance and their attitude towards Mathematics as a subject, as well as the comparing the attitudes and performances between pure Mathematics and Mathematical Literacy learners. The study followed a qualitative research design, with an element of quantitative research. The qualitative data yielded findings that revealed the effectiveness of using Excel in teaching functions while the quantitative data revealed the difference in attitude and ability between pure Mathematics and Mathematical Literacy leaners. The findings of the study revealed that Excel played a major role in improving pure Mathematics learners’ results but not those of the Mathematical Literacy learners. The study also showed that technology does not necessarily impact on learners’ attitudes positively.
- Full Text:
- Date Issued: 2014
Challenges in the implementation of technology learning area in the senior phase in some Mthatha schools
- Authors: Nokwali, Mlandeli Philbert
- Date: 2013
- Subjects: Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/245 , vital:26589
- Description: Technology education is an important factor in every learner’s education. It contributes to the intellectual and practical development of the learners to enable them to cope with the challenges of a technological society. The main purpose of the study was to investigate the extent to which the learning and teaching of technology were implemented in schools in the Mthatha District. The main research question was: What are the challenges for the implementation of technology learning area in the Senior Phase? Research sub questions were: What support does the Department of Education give to educators?; To what extent have the objectives of implementing the technology learning area been achieved?; and, What suggestions do educators have to improve implementation of technology education? There were 20 Junior Secondary Schools involved in the study. There were two groups of samples: (a) the educators’ sample and (b) the learners’ sample. The educators’ sample: The sample size was 20 educators consisting of those who were teaching technology in either all the Senior Phase grades (Grade 7, 8 and 9) or at least in one of the grades in the senior phase in his/her school. On the researcher’s request, the Principal of each school nominated an educator and hence there was one educator in the educators’ sample from each of the 20 schools. The learners’ sample: The sample size was 40 learners consisting of at least two learners from each of the 20 schools. On the researcher’s request each educator in the educators’ sample nominated two learners from the senior phase. The instrument which was made to collect data was a researcher-designed questionnaire. The researcher personally visited each school involved in the study and gave the questionnaires to the two learners and one educator from that particular school to complete them independently within five days. The researcher personally re-visited each school on a day after the agreed-upon 5-day period but only after confirming over the phone that the questionnaires were indeed completed. The data were analyzed manually. The results obtained revealed that the implementation of the technology learning area is challenged by a number of problems. Those which were specifically identified were: lack of resources especially the rural schools; lack of people who are knowledgeable on Outcomes-based education (OBE) or the OBE modes of learning & teaching technology and its assessment methods, ineffectiveness arising out of large and overcrowded classes, challenges originating from or as a consequence of redeployment and the rationalization of educators and the lack of human resource to assist in the implementation of technology. The study showed the need for the provision of supportive service and continuous contact with educators to offer advice and assistance in order to improve the quality of technology teaching and learning in schools. The professional knowledge and skills of subject advisors as well as educators needed to be extended, refreshed and updated.
- Full Text:
- Date Issued: 2013
- Authors: Nokwali, Mlandeli Philbert
- Date: 2013
- Subjects: Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/245 , vital:26589
- Description: Technology education is an important factor in every learner’s education. It contributes to the intellectual and practical development of the learners to enable them to cope with the challenges of a technological society. The main purpose of the study was to investigate the extent to which the learning and teaching of technology were implemented in schools in the Mthatha District. The main research question was: What are the challenges for the implementation of technology learning area in the Senior Phase? Research sub questions were: What support does the Department of Education give to educators?; To what extent have the objectives of implementing the technology learning area been achieved?; and, What suggestions do educators have to improve implementation of technology education? There were 20 Junior Secondary Schools involved in the study. There were two groups of samples: (a) the educators’ sample and (b) the learners’ sample. The educators’ sample: The sample size was 20 educators consisting of those who were teaching technology in either all the Senior Phase grades (Grade 7, 8 and 9) or at least in one of the grades in the senior phase in his/her school. On the researcher’s request, the Principal of each school nominated an educator and hence there was one educator in the educators’ sample from each of the 20 schools. The learners’ sample: The sample size was 40 learners consisting of at least two learners from each of the 20 schools. On the researcher’s request each educator in the educators’ sample nominated two learners from the senior phase. The instrument which was made to collect data was a researcher-designed questionnaire. The researcher personally visited each school involved in the study and gave the questionnaires to the two learners and one educator from that particular school to complete them independently within five days. The researcher personally re-visited each school on a day after the agreed-upon 5-day period but only after confirming over the phone that the questionnaires were indeed completed. The data were analyzed manually. The results obtained revealed that the implementation of the technology learning area is challenged by a number of problems. Those which were specifically identified were: lack of resources especially the rural schools; lack of people who are knowledgeable on Outcomes-based education (OBE) or the OBE modes of learning & teaching technology and its assessment methods, ineffectiveness arising out of large and overcrowded classes, challenges originating from or as a consequence of redeployment and the rationalization of educators and the lack of human resource to assist in the implementation of technology. The study showed the need for the provision of supportive service and continuous contact with educators to offer advice and assistance in order to improve the quality of technology teaching and learning in schools. The professional knowledge and skills of subject advisors as well as educators needed to be extended, refreshed and updated.
- Full Text:
- Date Issued: 2013
A platform for computer-assisted multilingual literacy development
- Authors: Mudimba, Bwini Chizabubi
- Date: 2011
- Subjects: FundaWethu , Language acquisition -- Computer-assisted instruction , Language arts (Elementary) -- Computer-assisted instruction , Language and education , Education, Bilingual , Computer-assisted instruction , Educational technology , Computers and literacy
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4600 , http://hdl.handle.net/10962/d1004850 , FundaWethu , Language acquisition -- Computer-assisted instruction , Language arts (Elementary) -- Computer-assisted instruction , Language and education , Education, Bilingual , Computer-assisted instruction , Educational technology , Computers and literacy
- Description: FundaWethu is reading software that is designed to deliver reading lessons to Grade R-3 (foundation phase) children who are learning to read in a multilingual context. Starting from a premise that the system should be both educative and entertaining, the system allows literacy researchers or teachers to construct rich multimedia reading lessons, with text, pictures (possibly animated), and audio files. Using the design-based research methodology which is problem driven and iterative, we followed a user-centred design process in creating FundaWethu. To promote sustainability of the software, we chose to bring teachers on board as “co-designers” using the lesson authoring tool. We made the authoring tool simple enough for use by non computer specialists, but expressive enough to enable a wide range of beginners reading exercises to be constructed in a number of different languages (indigenous South African languages in particular). This project therefore centred on the use of designbased research to build FundaWethu, the design and construction of FundaWethu and the usability study carried out to determine the adequacy of FundaWethu.
- Full Text:
- Date Issued: 2011
- Authors: Mudimba, Bwini Chizabubi
- Date: 2011
- Subjects: FundaWethu , Language acquisition -- Computer-assisted instruction , Language arts (Elementary) -- Computer-assisted instruction , Language and education , Education, Bilingual , Computer-assisted instruction , Educational technology , Computers and literacy
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4600 , http://hdl.handle.net/10962/d1004850 , FundaWethu , Language acquisition -- Computer-assisted instruction , Language arts (Elementary) -- Computer-assisted instruction , Language and education , Education, Bilingual , Computer-assisted instruction , Educational technology , Computers and literacy
- Description: FundaWethu is reading software that is designed to deliver reading lessons to Grade R-3 (foundation phase) children who are learning to read in a multilingual context. Starting from a premise that the system should be both educative and entertaining, the system allows literacy researchers or teachers to construct rich multimedia reading lessons, with text, pictures (possibly animated), and audio files. Using the design-based research methodology which is problem driven and iterative, we followed a user-centred design process in creating FundaWethu. To promote sustainability of the software, we chose to bring teachers on board as “co-designers” using the lesson authoring tool. We made the authoring tool simple enough for use by non computer specialists, but expressive enough to enable a wide range of beginners reading exercises to be constructed in a number of different languages (indigenous South African languages in particular). This project therefore centred on the use of designbased research to build FundaWethu, the design and construction of FundaWethu and the usability study carried out to determine the adequacy of FundaWethu.
- Full Text:
- Date Issued: 2011
Adoption and sustained use of M-Commerce to improve efficacy of construction SMMEs
- Authors: Williams, Zenande
- Date: 2011
- Subjects: Construction industry , Mobile commerce , Small business , Computer-assisted instruction , Interactive videos
- Language: English
- Type: Thesis , Masters , MCom (Information Systems)
- Identifier: vital:11125 , http://hdl.handle.net/10353/528 , Construction industry , Mobile commerce , Small business , Computer-assisted instruction , Interactive videos
- Description: E-commerce has been said to bring value to businesses by improving business efficiency and effectiveness and thus providing business with a competitive advantage through the potential benefits that it offers (Cloete, Courtney & Fintz, 2002). However, despite the potential benefits that e-commerce can offer, the adoption of B2C e-commerce in South African construction SMMEs is low and this is due to the challenges associated with e-commerce (Vaithanathan, 2010; Uzoka, Shemi & Seleka, 2007; Love & Irani, 2004; Anumba & Ruikar, 2002). These e-commerce challenges include: high implementation costs, lack or poor infrastructure, inadequate resources, low use of e-commerce by suppliers and consumers, lack of access to e-commerce, computer illiteracy, deficiency in understanding the potential benefits of e-commerce and security concerns (Vaithanathan, 2010; Uzoka, Shemi, & Seleka, 2007; Mensah, Bahta, & Mhlanga, 2005; Cloete, Courtney, & Fintz, 2002). Therefore, due to these e-commerce challenges, construction SMMEs do not exploit the business advantages that e-commerce offers. In order to assist South African construction SMMEs in their efforts to improve their business effectiveness and efficiency through commercial technologies.
- Full Text:
- Date Issued: 2011
- Authors: Williams, Zenande
- Date: 2011
- Subjects: Construction industry , Mobile commerce , Small business , Computer-assisted instruction , Interactive videos
- Language: English
- Type: Thesis , Masters , MCom (Information Systems)
- Identifier: vital:11125 , http://hdl.handle.net/10353/528 , Construction industry , Mobile commerce , Small business , Computer-assisted instruction , Interactive videos
- Description: E-commerce has been said to bring value to businesses by improving business efficiency and effectiveness and thus providing business with a competitive advantage through the potential benefits that it offers (Cloete, Courtney & Fintz, 2002). However, despite the potential benefits that e-commerce can offer, the adoption of B2C e-commerce in South African construction SMMEs is low and this is due to the challenges associated with e-commerce (Vaithanathan, 2010; Uzoka, Shemi & Seleka, 2007; Love & Irani, 2004; Anumba & Ruikar, 2002). These e-commerce challenges include: high implementation costs, lack or poor infrastructure, inadequate resources, low use of e-commerce by suppliers and consumers, lack of access to e-commerce, computer illiteracy, deficiency in understanding the potential benefits of e-commerce and security concerns (Vaithanathan, 2010; Uzoka, Shemi, & Seleka, 2007; Mensah, Bahta, & Mhlanga, 2005; Cloete, Courtney, & Fintz, 2002). Therefore, due to these e-commerce challenges, construction SMMEs do not exploit the business advantages that e-commerce offers. In order to assist South African construction SMMEs in their efforts to improve their business effectiveness and efficiency through commercial technologies.
- Full Text:
- Date Issued: 2011
The introduction of cyberhunts as a teaching and learning strategy to guide teachers towards the integration of computer technology in schools
- Authors: Du Plessis, André
- Date: 2010
- Subjects: Educational technology , Computers -- Study and teaching , Computer-assisted instruction , Competency-based education
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9555 , http://hdl.handle.net/10948/1210 , Educational technology , Computers -- Study and teaching , Computer-assisted instruction , Competency-based education
- Description: This study, which is based on a computer literacy teacher development programme that included introducing the teacher participants to the Internet, investigated whether the development of teacher ICT skills through the design of cyberhunts in a learning-as-design context, has the potential to promote the critical and developmental outcomes which form the basis of the South African National Curriculum Statement (NCS) and Draft White Paper on e-Education. The research was conducted within the post-positivist paradigm underpinned by a critical realist position and made use of qualitative and quantitative data1 gathering methods (mixed research) within an interpretative case study. Several different quantitative and qualitative data collection tools were used. Quantitative data gathering tools that had been used comprised of Likert scale questionnaires, a computer skills questionnaire, as well as certain sections within semi-closed-openended questionnaires. The qualitative data gathering tools that had been used were semi-closed-openended questionnaires, journal reflection sheets, observation and interviews. Ontologically the research was informed by a critical-realist perspective, epistemologically by a socio-cultural perspective; including situated learning within communities of practice; recognising the cognitive, social and situated learning dimension of teacher learning. Methodologically an interpretive case study approach was used, as the aim was to explore and investigate what the participants experienced, perceived and to understand the participants: what they felt, how they felt and why they felt and responded in certain ways. Initially the study focused on identifying how ready the participating schools and their participating teachers were in terms of the implementation and integration of Information and Communications Technology (ICT) with reference to first- and second order barriers. The findings suggest that addressing the first- and second order barriers is a vital aspect when assisting schools to move towards ICT integration. The next phase of the research focused on whether the cyberhunt design approach is capable of developing the critical outcomes of the NCS, whether it promotes motivation and interest, and whether it promotes collaboration. Both the quantitative and qualitative data portrayed positive results regarding the perceptions of the participating teachers in the cyberhunt design approach related to the critical and 1PLEASE NOTE: All the data referred to as in the appendix and all appendices are attached to this thesis on a CD containing the portable document format (PDF) files. This can be found at the back. iv developmental outcomes with reference to search and research, reading attitude, decision making, planning skills - which include time management and goal setting, knowledge and skills related to composing questions on different cognitive levels, computer skills, reflection and design skills. Positive results were also found related to audience, confidence, mental effort, motivation, interest and collaboration. The probabilities (p values) and practical statistical significance in the form of Cohen's d, were highly significant. The teachers’ final cyberhunt products suggest that the majority of the participants had obtained basic cyberhunt design skills. However, in spite of the positive results, it was found that not all teachers are yet ready to implement this approach exactly as it is intended. When interpreted within an activity theory perspective; the positive results might be attributed to the unmediated functioning of the rules, division of labour and community aspects of the theory, while the conditions required by complexity theory for the development of a complex learning community appear to have been met by the implementation of cyberhunts as a strategy. The conditions for enabling the development of a complex learning community; namely internal diversity, redundancy, decentralised control, organised randomness and neighbour interaction; also appear to have interacted with the unmediated aspects of activity theory in developing consensual rules and through the negotiation of the division of labour located within the community. In a like manner, positive results related to search and research, decision making, questioning, computer skills, reflection, design skills and audience reported can most likely be attributed to the functioning of the mediational tools as described by activity theory such as the computer technology, the Internet, the software that had been used and language. The data thus suggest that the interaction between both the unmediated elements and higher order mediated elements of activity theory, have most likely been the defining factors which created high levels of motivation, interest, collaboration and a positive classroom culture through which the critical and developmental outcomes of the South Africa curriculum can possibly be achieved within a complex learning community. The study also investigated how the teacher development process regarding ICT implementation should be managed. This study found that the acronym CRAR3FS2 holds the key to teacher development and classroom implementation. This acronym represents the verbs or actions that the participating teachers highly valued during implementation and what they have indicated as being important, namely: Care, Relate, Assess, Reflect, Read, Re-Plan, Feedback, Share and Support.
- Full Text:
- Date Issued: 2010
- Authors: Du Plessis, André
- Date: 2010
- Subjects: Educational technology , Computers -- Study and teaching , Computer-assisted instruction , Competency-based education
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9555 , http://hdl.handle.net/10948/1210 , Educational technology , Computers -- Study and teaching , Computer-assisted instruction , Competency-based education
- Description: This study, which is based on a computer literacy teacher development programme that included introducing the teacher participants to the Internet, investigated whether the development of teacher ICT skills through the design of cyberhunts in a learning-as-design context, has the potential to promote the critical and developmental outcomes which form the basis of the South African National Curriculum Statement (NCS) and Draft White Paper on e-Education. The research was conducted within the post-positivist paradigm underpinned by a critical realist position and made use of qualitative and quantitative data1 gathering methods (mixed research) within an interpretative case study. Several different quantitative and qualitative data collection tools were used. Quantitative data gathering tools that had been used comprised of Likert scale questionnaires, a computer skills questionnaire, as well as certain sections within semi-closed-openended questionnaires. The qualitative data gathering tools that had been used were semi-closed-openended questionnaires, journal reflection sheets, observation and interviews. Ontologically the research was informed by a critical-realist perspective, epistemologically by a socio-cultural perspective; including situated learning within communities of practice; recognising the cognitive, social and situated learning dimension of teacher learning. Methodologically an interpretive case study approach was used, as the aim was to explore and investigate what the participants experienced, perceived and to understand the participants: what they felt, how they felt and why they felt and responded in certain ways. Initially the study focused on identifying how ready the participating schools and their participating teachers were in terms of the implementation and integration of Information and Communications Technology (ICT) with reference to first- and second order barriers. The findings suggest that addressing the first- and second order barriers is a vital aspect when assisting schools to move towards ICT integration. The next phase of the research focused on whether the cyberhunt design approach is capable of developing the critical outcomes of the NCS, whether it promotes motivation and interest, and whether it promotes collaboration. Both the quantitative and qualitative data portrayed positive results regarding the perceptions of the participating teachers in the cyberhunt design approach related to the critical and 1PLEASE NOTE: All the data referred to as in the appendix and all appendices are attached to this thesis on a CD containing the portable document format (PDF) files. This can be found at the back. iv developmental outcomes with reference to search and research, reading attitude, decision making, planning skills - which include time management and goal setting, knowledge and skills related to composing questions on different cognitive levels, computer skills, reflection and design skills. Positive results were also found related to audience, confidence, mental effort, motivation, interest and collaboration. The probabilities (p values) and practical statistical significance in the form of Cohen's d, were highly significant. The teachers’ final cyberhunt products suggest that the majority of the participants had obtained basic cyberhunt design skills. However, in spite of the positive results, it was found that not all teachers are yet ready to implement this approach exactly as it is intended. When interpreted within an activity theory perspective; the positive results might be attributed to the unmediated functioning of the rules, division of labour and community aspects of the theory, while the conditions required by complexity theory for the development of a complex learning community appear to have been met by the implementation of cyberhunts as a strategy. The conditions for enabling the development of a complex learning community; namely internal diversity, redundancy, decentralised control, organised randomness and neighbour interaction; also appear to have interacted with the unmediated aspects of activity theory in developing consensual rules and through the negotiation of the division of labour located within the community. In a like manner, positive results related to search and research, decision making, questioning, computer skills, reflection, design skills and audience reported can most likely be attributed to the functioning of the mediational tools as described by activity theory such as the computer technology, the Internet, the software that had been used and language. The data thus suggest that the interaction between both the unmediated elements and higher order mediated elements of activity theory, have most likely been the defining factors which created high levels of motivation, interest, collaboration and a positive classroom culture through which the critical and developmental outcomes of the South Africa curriculum can possibly be achieved within a complex learning community. The study also investigated how the teacher development process regarding ICT implementation should be managed. This study found that the acronym CRAR3FS2 holds the key to teacher development and classroom implementation. This acronym represents the verbs or actions that the participating teachers highly valued during implementation and what they have indicated as being important, namely: Care, Relate, Assess, Reflect, Read, Re-Plan, Feedback, Share and Support.
- Full Text:
- Date Issued: 2010
An investigation into e-learning acceptance in selected South African companies
- Chinyamurindi, Willie Tafadzwa
- Authors: Chinyamurindi, Willie Tafadzwa
- Date: 2007
- Subjects: Computer-assisted instruction , Electronic learning , Employees -- Training of -- Computer-assisted instruction , Internet in education
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9405 , http://hdl.handle.net/10948/487 , http://hdl.handle.net/10948/d1011908 , Computer-assisted instruction , Electronic learning , Employees -- Training of -- Computer-assisted instruction , Internet in education
- Description: The study investigated the acceptance of electronic (e-learning) based instruction in selected South African companies based upon the dominants of e-learning acceptance that included computer self-efficacy, perceived usefulness, perceived ease of use and behavioral intention to use. A quantitative research methodology was conducted on a sample of male and female trainees in selected South African companies using e-learning as a mode of instruction (N=191) using the “E-learning Acceptance Measure” by Ong and Lai (2006). Analysis of variance was used to determine whether the biographical characteristic of gender could account for any differences towards the determinants of e-learning acceptance. Multiple stepwise regression was used to determine differences between dominants of e-learning acceptance and gender. The results of the study showed that there were no statistically significant differences in mean between men’s rating of computer self-efficacy, perceived usefulness, perceived ease of use and behavioral intention than that of women. In terms of influences, the results show the existence of influence between certain dominants of e-learning acceptance however no gender differences were found in influence. Recommendations were made based upon these results on how South African companies can help trainees accept and use e-learning.
- Full Text:
- Date Issued: 2007
- Authors: Chinyamurindi, Willie Tafadzwa
- Date: 2007
- Subjects: Computer-assisted instruction , Electronic learning , Employees -- Training of -- Computer-assisted instruction , Internet in education
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9405 , http://hdl.handle.net/10948/487 , http://hdl.handle.net/10948/d1011908 , Computer-assisted instruction , Electronic learning , Employees -- Training of -- Computer-assisted instruction , Internet in education
- Description: The study investigated the acceptance of electronic (e-learning) based instruction in selected South African companies based upon the dominants of e-learning acceptance that included computer self-efficacy, perceived usefulness, perceived ease of use and behavioral intention to use. A quantitative research methodology was conducted on a sample of male and female trainees in selected South African companies using e-learning as a mode of instruction (N=191) using the “E-learning Acceptance Measure” by Ong and Lai (2006). Analysis of variance was used to determine whether the biographical characteristic of gender could account for any differences towards the determinants of e-learning acceptance. Multiple stepwise regression was used to determine differences between dominants of e-learning acceptance and gender. The results of the study showed that there were no statistically significant differences in mean between men’s rating of computer self-efficacy, perceived usefulness, perceived ease of use and behavioral intention than that of women. In terms of influences, the results show the existence of influence between certain dominants of e-learning acceptance however no gender differences were found in influence. Recommendations were made based upon these results on how South African companies can help trainees accept and use e-learning.
- Full Text:
- Date Issued: 2007
A remote interactive music keyboard tuition system
- Authors: Newton, Mark Brian
- Date: 2005
- Subjects: Computer-assisted instruction , Keyboard instrument music -- Instruction and study , Music -- Computer assisted instruction , Music in education
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4603 , http://hdl.handle.net/10962/d1004860 , Computer-assisted instruction , Keyboard instrument music -- Instruction and study , Music -- Computer assisted instruction , Music in education
- Description: A networked multimedia system to assist teaching music keyboard skills to a class is described. Teaching practical music lessons requires a large amount of interaction between the teacher and student and is thus teacher intensive. Although there is a range of computer software available for learning how to play the keyboard, these programs cannot replace the guidance of a music teacher. The possibility of combining the music applications with video conferencing technology for use in a keyboard class is discussed. An ideal system is described that incorporates the benefits of video conferencing and music applications for use in a classroom. A design of the ideal system is described and implemented. Certain design and implementation decisions are explained and the performance of the implementation examined. The system would enable a music teacher to effectively teach a music class keyboard skills.
- Full Text:
- Date Issued: 2005
- Authors: Newton, Mark Brian
- Date: 2005
- Subjects: Computer-assisted instruction , Keyboard instrument music -- Instruction and study , Music -- Computer assisted instruction , Music in education
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4603 , http://hdl.handle.net/10962/d1004860 , Computer-assisted instruction , Keyboard instrument music -- Instruction and study , Music -- Computer assisted instruction , Music in education
- Description: A networked multimedia system to assist teaching music keyboard skills to a class is described. Teaching practical music lessons requires a large amount of interaction between the teacher and student and is thus teacher intensive. Although there is a range of computer software available for learning how to play the keyboard, these programs cannot replace the guidance of a music teacher. The possibility of combining the music applications with video conferencing technology for use in a keyboard class is discussed. An ideal system is described that incorporates the benefits of video conferencing and music applications for use in a classroom. A design of the ideal system is described and implemented. Certain design and implementation decisions are explained and the performance of the implementation examined. The system would enable a music teacher to effectively teach a music class keyboard skills.
- Full Text:
- Date Issued: 2005
An investigation of the development and adoption of educational metadata standards for the widespread use of learning objects
- Authors: Krull, Greig Emil
- Date: 2005
- Subjects: Metadata , Internet in education , Web databases , Education -- Standards , Educational technology , Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1142 , http://hdl.handle.net/10962/d1002771 , Metadata , Internet in education , Web databases , Education -- Standards , Educational technology , Computer-assisted instruction
- Description: This research investigates the development and adoption of educational metadata standards for the widespread use of learning objects. Learning objects, metadata, the related IEEE standard and the various application profiles derived from the standard are discussed. A number of standards and specifications for educational metadata used to describe learning objects are explored, namely the Dublin Core, IMS, SCORM, ARIADNE, CanCore and the UK LOM Core. Three metadata editors and the experience with using one of them, RELOAD, is described. These educational metadata specifications are used in a practical metadata implementation scenario and the experiences are extrapolated to derive a localised instance of the generic IEEE standard. A new application profile is proposed, “RU LOM Core”, for the South African higher education context. Some existing results are confirmed about the complexity of using the IEEE standard and it is demonstrated that it is possible to instantiate the standard for South African conditions. The results are largely qualitative and based on practical experience. However, the results concur with results from related research. Although the development of an application profile is certainly not new, the development of RU LOM Core illustrates that the IEEE standard, developed largely within the northern hemisphere, can be adapted to work in the South African scenario. RU LOM Core has been developed for the South African higher education environment and takes linguistic and cultural diversity and the low rate of technological literacy into consideration. The lessons learned and the proposed LOM core can be built upon in further research and collaboration to use and support the use of such standards within South Africa.
- Full Text:
- Date Issued: 2005
- Authors: Krull, Greig Emil
- Date: 2005
- Subjects: Metadata , Internet in education , Web databases , Education -- Standards , Educational technology , Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1142 , http://hdl.handle.net/10962/d1002771 , Metadata , Internet in education , Web databases , Education -- Standards , Educational technology , Computer-assisted instruction
- Description: This research investigates the development and adoption of educational metadata standards for the widespread use of learning objects. Learning objects, metadata, the related IEEE standard and the various application profiles derived from the standard are discussed. A number of standards and specifications for educational metadata used to describe learning objects are explored, namely the Dublin Core, IMS, SCORM, ARIADNE, CanCore and the UK LOM Core. Three metadata editors and the experience with using one of them, RELOAD, is described. These educational metadata specifications are used in a practical metadata implementation scenario and the experiences are extrapolated to derive a localised instance of the generic IEEE standard. A new application profile is proposed, “RU LOM Core”, for the South African higher education context. Some existing results are confirmed about the complexity of using the IEEE standard and it is demonstrated that it is possible to instantiate the standard for South African conditions. The results are largely qualitative and based on practical experience. However, the results concur with results from related research. Although the development of an application profile is certainly not new, the development of RU LOM Core illustrates that the IEEE standard, developed largely within the northern hemisphere, can be adapted to work in the South African scenario. RU LOM Core has been developed for the South African higher education environment and takes linguistic and cultural diversity and the low rate of technological literacy into consideration. The lessons learned and the proposed LOM core can be built upon in further research and collaboration to use and support the use of such standards within South Africa.
- Full Text:
- Date Issued: 2005
The development of a model to effectively utilise computer mediated communication to support assessment in a virtual learning environment
- Authors: Pullen, Grant
- Date: 2001
- Subjects: Computer-assisted instruction , Students -- Rating of , Communication in education -- Data processing
- Language: English
- Type: Thesis , Masters , MTech (Information Technology)
- Identifier: vital:10795 , http://hdl.handle.net/10948/54 , Computer-assisted instruction , Students -- Rating of , Communication in education -- Data processing
- Description: Programming lecturers are faced with logistical problems associated with evaluating students’ assignments. This dissertation will discuss the problems associated with paper- and electronic-based submission and evaluation systems. Managing student assignments is thus an important issue and this dissertation investigates how the computer can be used to help in both the management of programming assignments and giving of feedback for those assignments. Computer Mediated Communication (CMC) technologies offer a technical solution for the submission of assignments. CMC technologies are therefore studied and their use in the educational sphere discussed. Information Security is another important feature that is needed when using CMC for assignment management. A guideline showing the different features that an assignment management and feedback system would need was developed. Current systems that offer some assignment management features were studied and evaluated according to the guideline. A model was developed for the management of programming assignments. The model addresses the problems of paper-based and previous electronic submission systems and includes the assessment of the assignments. The viability of the model was determined by building and testing a prototype based on the model’s specifications. The prototype was evaluated within a second year Visual Basic programming class. The evaluation determined that there were areas that needed improvement, however the feedback was generally positive.
- Full Text:
- Date Issued: 2001
- Authors: Pullen, Grant
- Date: 2001
- Subjects: Computer-assisted instruction , Students -- Rating of , Communication in education -- Data processing
- Language: English
- Type: Thesis , Masters , MTech (Information Technology)
- Identifier: vital:10795 , http://hdl.handle.net/10948/54 , Computer-assisted instruction , Students -- Rating of , Communication in education -- Data processing
- Description: Programming lecturers are faced with logistical problems associated with evaluating students’ assignments. This dissertation will discuss the problems associated with paper- and electronic-based submission and evaluation systems. Managing student assignments is thus an important issue and this dissertation investigates how the computer can be used to help in both the management of programming assignments and giving of feedback for those assignments. Computer Mediated Communication (CMC) technologies offer a technical solution for the submission of assignments. CMC technologies are therefore studied and their use in the educational sphere discussed. Information Security is another important feature that is needed when using CMC for assignment management. A guideline showing the different features that an assignment management and feedback system would need was developed. Current systems that offer some assignment management features were studied and evaluated according to the guideline. A model was developed for the management of programming assignments. The model addresses the problems of paper-based and previous electronic submission systems and includes the assessment of the assignments. The viability of the model was determined by building and testing a prototype based on the model’s specifications. The prototype was evaluated within a second year Visual Basic programming class. The evaluation determined that there were areas that needed improvement, however the feedback was generally positive.
- Full Text:
- Date Issued: 2001
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