Factors influencing international students' choice of enrolling at higher education institutions via the internet
- Authors: Yang, Ning
- Date: 2009
- Subjects: Internet marketing -- South Africa , Education, Higher -- Marketing , Internet in higher education -- South Africa
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9338 , http://hdl.handle.net/10948/1084 , Internet marketing -- South Africa , Education, Higher -- Marketing , Internet in higher education -- South Africa
- Description: As the competition increase in the Higher Education industry, marketing departments of Higher Education Institutions view students as consumers and market their institutions. At the mean time, universities around the world encourage their international offices to increase the foreign student enrollments. This research investigates the factors influencing international students’ choice of enrolling at Higher Educational Institutions (HEI) via the internet: international students’ Internet use to facilitate information search and decision making. This survey of international students from Nelson Mandela Metropolitan University (NMMU) explored the Internet’s role in marketing international education. Based on this exploratory research, NMMU educational institutions gain insights of online customer service for successfully recruiting students. The results show that prospective overseas students do indeed use the internet. Overall evaluation of the factors influencing the use of the internet for enrolling at HEIs was determined by four factors: namely, perceived usefulness, consumer involvement, perceived ease of use and opinion leadership.
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- Date Issued: 2009
The development and evaluation of a custom-built synchronous online learning environment for tertiary education in South Africa
- Authors: Halse, Michelle Louise
- Date: 2008 , 2008-02-23
- Subjects: Education, Higher -- South Africa -- Computer-assisted instruction , Universities and colleges -- Computer networks -- South Africa , Internet in higher education -- South Africa , Distance education -- South Africa -- Computer-assisted instruction , Computer-assisted instruction -- South Africa , Computer science -- Study and teaching (Higher) -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4636 , http://hdl.handle.net/10962/d1006545 , Education, Higher -- South Africa -- Computer-assisted instruction , Universities and colleges -- Computer networks -- South Africa , Internet in higher education -- South Africa , Distance education -- South Africa -- Computer-assisted instruction , Computer-assisted instruction -- South Africa , Computer science -- Study and teaching (Higher) -- South Africa
- Description: The Departments of Computer Science and Information Systems at Rhodes University currently share certain honours-level (fourth year) course modules with students from the corresponding departments at the previously disadvantaged University of Fort Hare. These lectures are currently delivered using video-conferencing. This was found to present a number of problems including challenges in terms of implementing desired pedagogical approaches, inequitable learning experiences, student disengagement at the remote venue, and inflexibility of the video-conferencing system. In order to address these problems, various e-learning modes were investigated and synchronous e-learning were found to offer a number of advantages over asynchronous e-learning. Live Virtual Classrooms (LVCs) were identified as synchronous e-learning tools that support the pedagogical principles important to the two universities and to the broader context of South African tertiary education, and commercial LVC applications were investigated and evaluated. Informed by the results of this investigation a small, simple LVC was designed, developed and customised for use in a predominantly academic sphere and deployment in a South African tertiary educational context. Testing and evaluation of this solution was carried out and the results analysed in terms of the LVC’s technical merits and the pedagogical value of the solution as experienced by students and lecturers/facilitators. An evaluation of this solution indicated that the LVC solves a number of the identified problems with video-conferencing and also provides a flexible/customisable/extensible solution that supports highly interactive, collaborative, learner-centred education. The custom LVC solution could be easily adapted to the specific needs of any tertiary educational institute in the country, and results may benefit other tertiary educational institutions involved in or dependant on distance learning.
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- Date Issued: 2008