subject:( e Leer)

North-West University

1. Van Aswegen, Jacobus Coenraad. The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen .

Degree: 2014, North-West University

URL: http://hdl.handle.net/10394/12054

► The main focus of this study is to determine if systems development methodologies are being utilised in the development of electronic learning systems in South… (more)

▼ The main focus of this study is to determine if systems development methodologies are being utilised in the development of electronic learning systems in South Africa and if these methodologies are being applied effectively. Essentially this study can be viewed as exploratory research, utilising a conceptual research model to investigate the relationships between the constructs and measurements. Electronic learning, or e-learning, is being employed to educate millions of learners, students and employees around the world and it is a critical component of modern educational systems. E-learning systems, or learning management systems, as it is known in the field, sit at the heart of these educational systems and are used to systematically deliver on-line content and facilitate the learning experience around that content. There is still much confusion and misconceptions surrounding e-learning and learning management systems abound. This study will try and clarify some of these misconceptions. In e-learning systems, the effective use of information systems is especially relevant as it is used to educate the minds of the future. To ensure that e-learning systems of outstanding quality are being developed, it is therefore crucial that systems development methodologies are being used as they can have a significant impact on the development process. There is a dearth of empirical research available on the use and effectiveness of systems development methodologies in South Africa. This study aims, amongst other things to make a contribution to the availability of empirical results. By empirically evaluating the conceptual research model, utilising a survey as the main research method and statistically analysing the dataset, meaningful results were obtained. This study gave some insights into how learning management system procurement and development is being done in South Africa and revealed that the use of open-source systems currently exceeds the use of proprietary systems. The results of the research showed that systems development methodologies (e.g. Object-Oriented Analysis and Rapid Application Development) are being used effectively in the development of e-learning systems. Strong relationships exist between many of the systems development methodology factors identified (e.g. performance expectancy and the perceived support of the methodology) and the quality and productivity of the development process. This in turn has a strong influence on the impact systems development methodologies have on the quality of learning management systems.

Subjects/Keywords: Electronic learning; E-learning; Learning management systems; Systems development methodologies; Effective; Empirical; Exploratory; Survey; South Africa; Elektroniese leer; E-leer; Onderrigleerbestuurstelsels; Effektiwiteit; Empiriese; Verkennende navorsing; Stelselontwikkelingsmetodologieë; Opname; Suid-Afrika

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Van Aswegen, J. C. (2014). The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/12054

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van Aswegen, Jacobus Coenraad. “The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen .” 2014. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/12054.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van Aswegen, Jacobus Coenraad. “The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen .” 2014. Web. 27 Feb 2021.

Vancouver:

Van Aswegen JC. The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen . [Internet] [Thesis]. North-West University; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/12054.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van Aswegen JC. The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/12054

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

2. Van Aardt, Christoffel Carolus. An investigation of the usage and success of blended e–learning material for computer networking students / by Christoffel van Aardt .

Degree: 2010, North-West University

URL: http://hdl.handle.net/10394/4480

► Students enrolled for the Network Systems III module at the Vaal University of Technology are experiencing problems with passing this module. Many of them fail… (more)

▼ Students enrolled for the Network Systems III module at the Vaal University of Technology are experiencing problems with passing this module. Many of them fail due to the fact that they do not understand the subnet masking part of it. In an attempt to increase the students' pass rate, this study will make additional study material available to them, complying with their learning style preferences. This material will be available as elearning material on the Internet. The usage and success of elearning material implies a holistic approach towards learning styles. Learning styles consist of different interrelated learning elements. This study will make use of an action research approach comprising four phases. In the first phase, different learning styles are diagnosed by means of a literature study. The information obtained is applied to compile an interpretive questionnaire for completion by students. This questionnaire will enable the researcher to do an empirical study with regard to their learning preferences. The data obtained from the questionnaires will be analysed and information obtained will be applied to make additional module related elearning material available on the Internet. During the second phase, results obtained from the empirical investigation will be used to develop elearning material on subnetting, while also addressing the identified learning styles of participants. The elearning material is provided on the Moodle learning management system, enabling students to use it according to their own preferences. In the third phase, the success of the intervention on the elearning material is investigated. In this phase, the activities of students using the elearning material are analysed and tests and examination results processed to determine whether there is any correlation between time spent on elearning material and these results. The usage of elearning material is tested by means of an interpretive questionnaire to the students. The last part of the action research approach deals with the question of whether the research was conducted successfully. A second iteration of the process proved the results to be satisfactory. The elearning material was positively received by students participating in the research, while a growing interest in this material was noticed from the last semester in 2007 to the first semester in 2008.

Subjects/Keywords: Learning styles; Action research; E-learning; Intervention; Empirical; Interpretive; Leerstyle; Aksienavorsing; E-leer; Intervensie; Empiries; Interpretief

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Van Aardt, C. C. (2010). An investigation of the usage and success of blended e–learning material for computer networking students / by Christoffel van Aardt . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4480

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van Aardt, Christoffel Carolus. “An investigation of the usage and success of blended e–learning material for computer networking students / by Christoffel van Aardt .” 2010. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/4480.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van Aardt, Christoffel Carolus. “An investigation of the usage and success of blended e–learning material for computer networking students / by Christoffel van Aardt .” 2010. Web. 27 Feb 2021.

Vancouver:

Van Aardt CC. An investigation of the usage and success of blended e–learning material for computer networking students / by Christoffel van Aardt . [Internet] [Thesis]. North-West University; 2010. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/4480.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van Aardt CC. An investigation of the usage and success of blended e–learning material for computer networking students / by Christoffel van Aardt . [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/4480

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

3. Van Zyl, Johanna Maria. 'n Bestuursmodel vir oop afstandsleer aan die NWU / Johanna Maria van Zyl .

Degree: 2012, North-West University

URL: http://hdl.handle.net/10394/10599

► Distance education as delivery mode is currently attracting more and more learners globally who want to improve their skills and qualifications. This is necessitated by… (more)

▼ Distance education as delivery mode is currently attracting more and more learners globally who want to improve their skills and qualifications. This is necessitated by especially the limited components of existing contact universities, financial expenditure and working learners. The presenting of open distance learning by existing contact universities in South Africa is relatively unknown. Consequently the aim of this study is also to investigate a model for Open Distance Learning used at the NWU, an existing contact university. In order to achieve this aim, several other aims were set as well. The most important findings of these aims are subsequently summarized. Aim one was to determine how distance education, open distance learning and e-learning have been conceptualized in the literature. It emerges clearly from the literature that various barriers and challenges accompany the implementation and delivery of distance and open distance learning program. These barriers particularly concern matters such as academic, cultural and technical aspects like the student’s experience, the position of the lecturer regarding the program, the design of the program, the fact that development in technology is constantly kept in mind and kept up with, as well as problems with financial aspects. The second aim intended to compare open distance learning in developed and developing countries as far as contact classes and e-learning are concerned, in order to establish the best practices for a suitable management model. The open distance learning models of twelve universities were examined separately and compared to one another. From these comparisons the following components of open distance learning were indentified which would be applicable to both developing and developed countries: (i) the use of traditional paper-based study material; (ii) the use of various forms of technology; (iii) the use of e-learning, and (iv) voluntary supporting contact classes. From the literature it has been shown that, despite limited infrastructure, poverty, illiteracy and geographical isolation, e-learning and m-learning are increasingly implemented as delivery modes in open distance learning programmes in developing as well as developed countries. Aim three was to establish, from within the literature, the nature of management models with specific reference to the innovations within managing business models in the context of open distance learning. Firstly variables which play a role in new business models were considered. Secondly the levels according to which the innovation of new models should take place were investigated, and also how these could possibly be implemented within the NWU, as well as the principles applicable to the innovation and implementing of a new model from an existing mother company. Factors which could play a part in the plans to present distance learning programs were also considered, whether these would imply a new distance education unit or the continued presentation of such programs.…

Subjects/Keywords: Oop afstandsleer; Kontakklasse; E-leer; Bestuur- en bedryfsmodelle; Dubbelmodes Universiteite; Oop afstandsleer Universiteite; Open Distance Learning; Contact classes; Management- and business model; Dual mode Universities; Open Distance Learning Universities

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Van Zyl, J. M. (2012). 'n Bestuursmodel vir oop afstandsleer aan die NWU / Johanna Maria van Zyl . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10599

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van Zyl, Johanna Maria. “'n Bestuursmodel vir oop afstandsleer aan die NWU / Johanna Maria van Zyl .” 2012. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/10599.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van Zyl, Johanna Maria. “'n Bestuursmodel vir oop afstandsleer aan die NWU / Johanna Maria van Zyl .” 2012. Web. 27 Feb 2021.

Vancouver:

Van Zyl JM. 'n Bestuursmodel vir oop afstandsleer aan die NWU / Johanna Maria van Zyl . [Internet] [Thesis]. North-West University; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/10599.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van Zyl JM. 'n Bestuursmodel vir oop afstandsleer aan die NWU / Johanna Maria van Zyl . [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/10599

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

4. Ithindi, Elina Tangeni. The use of Moodle as an e-learning tool for English language teaching and learning in Namibia .

Degree: 2019, University of South Africa

URL: http://hdl.handle.net/10500/26221

► The research investigated the use of Moodle in three tertiary level English language programmes at an institution of higher learning in Namibia, using a qualitative… (more)

▼ The research investigated the use of Moodle in three tertiary level English language programmes at an institution of higher learning in Namibia, using a qualitative approach. As the use of technology in education has become imperative, it was also mandatory for academics at the research site to incorporate technology into their teaching and learning. It aimed to investigate how Moodle was used to enhance English language teaching and learning, emanating from the need of similar studies in the field and at the research site. Also, the research aimed to uncover the successes and challenges that the lecturers and students experienced in the process of using Moodle. The research adopted a case study design with three embedded sub-units: three English language courses. Six lecturers and 15 students participated in the study. Data were collected through interviews, observation and document analysis and were analysed thematically. The research revealed how the lecturers and students involved in the three English language service courses were enthusiastic about using Moodle and a few successes were notable, but they were also challenged in different ways. Four of the lecturers considered themselves to be beginners as they had only recently started to use Moodle extensively, while the other two considered themselves average users of the system. The study revealed more challenges than successes. Minimal use of Moodle in the fundamental and intermediate English language courses, minimal use of the embedded Moodle communication tools, and limited knowledge and skills in using the system emerged as some of the key challenges. Although the institution had training mechanisms in place, both lecturer and student participants pleaded for more staff training opportunities to enable them to use the tools that were found to be underutilised: the blogs, chat and discussion forums. Drawing on the findings of the study, the guidelines for effective use of Moodle are suggested.; Die navorsing het die gebruik van Moodle in drie Engels-taalprogramme op tersiêre vlak by ’n instelling van hoër onderrig in Namibië aan die hand van ’n kwalitatiewe benadering ondersoek. Aangesien die gebruik van tegnologie in onderwys noodsaaklik geword het, het dit ook vir akademici wat navorsing doen verpligtend geword om tegnologie by hulle onderrig en leer te inkorporeer. Dit het ten doel gehad om ondersoek in te stel na hoe Moodle gebruik word om taalonderrig en -leer: Engels, te verbeter, wat voortvloei uit die behoefte van soortgelyke studies in die veld en navorsingsterrein. Die navorsing was ook daarop gemik om die suksesse en uitdagings bloot te lê wat die dosente en studente ervaar wanneer hulle Moodle gebruik. Die navorsing het ’n gevallestudie-ontwerp met drie ingebedde subeenhede, drie Engels-taalkursusse, gebruik. Ses dosente en 15 studente het aan die studie deelgeneem. Data is deur middel van onderhoude en dokumentontleding ingesamel en is daarna tematies ontleed. Die navorsing het getoon dat die dosente en studente betrokke by die drie… Advisors/Committee Members: Van den Berg, Geesje (advisor).

Subjects/Keywords: Application of technology; Augmented learning; Challenges; Constructivism; E-learning; English as a second language; Learning management systems; Moodle; Moodle tools; Successes; Toepassing van tegnologie; Aanvullende leer; Uitdagings; Konstruktivisme; E-leer; Engels as ’n tweede taal; Moodle-hulpmiddels; Suksesse; Ukusetjenziswa kwethekinoloji; Ukufunda okugcwaliselelwako/okusekelwako; Lintjhijilo; Ihlelo lekhonstrakthivizimu; Ihlelo lokufunda nge-inthanedi; IsiNgisi njengelimi lesibili; i-Moodle; Amathulusi we-Moodle; Limpumelelo

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ithindi, E. T. (2019). The use of Moodle as an e-learning tool for English language teaching and learning in Namibia . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/26221

Chicago Manual of Style (16^th Edition):

Ithindi, Elina Tangeni. “The use of Moodle as an e-learning tool for English language teaching and learning in Namibia .” 2019. Doctoral Dissertation, University of South Africa. Accessed February 27, 2021. http://hdl.handle.net/10500/26221.

MLA Handbook (7^th Edition):

Ithindi, Elina Tangeni. “The use of Moodle as an e-learning tool for English language teaching and learning in Namibia .” 2019. Web. 27 Feb 2021.

Vancouver:

Ithindi ET. The use of Moodle as an e-learning tool for English language teaching and learning in Namibia . [Internet] [Doctoral dissertation]. University of South Africa; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10500/26221.

Council of Science Editors:

Ithindi ET. The use of Moodle as an e-learning tool for English language teaching and learning in Namibia . [Doctoral Dissertation]. University of South Africa; 2019. Available from: http://hdl.handle.net/10500/26221

University of South Africa

5. Botha, Jo-Anne. Assessing the psychometric properties of the adult learner self-directedness scale .

Degree: 2018, University of South Africa

URL: http://hdl.handle.net/10500/24848

► This research project examined the psychometric properties of the adult learner self-directedness scale (ALSDS). The study assessed the construct validity and reliability of the scale… (more)

▼ This research project examined the psychometric properties of the adult learner self-directedness scale (ALSDS). The study assessed the construct validity and reliability of the scale as a measure of adult learner self-directedness for diverse groups of adult learners in the South African open, distance and e-learning higher education (ODeLHE) context. The study also assessed whether the factorial structure of the ALSDS was equivalent for adult learners across gender, race and age groups. Furthermore, the study assessed whether the various socio-demographic groups differed significantly on the sub-scale dimensions of the ALSDS; and explored whether a range of socio-biographical factors predicted adult learner self-directedness. This doctoral study has extended the student’s initial exploratory master’s study on the development and factorial structure of the ALSDS that involved a stratified random sample (N = 1 102) of ODeLHE adult learners. The secondary data set involved a random subsample of n = 747 of the original master’s sample data set. Exploratory structural equation modelling (ESEM), exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) revealed a three-factor solution for the ALSDS, with 15 items loading onto the three factors. The results provided evidence of the construct (convergent and discriminant) validity and internal consistency reliability of the three-factor ALSDS, including the construct equivalence of the scale’s factorial structure across the gender, race and age groups. Significant differences between age, race and gender groups were observed regarding the scale sub-dimensions. The study advances theory on adult learner self-directedness in ODeLHE contexts and contributed evidence of the validity and reliability of a shortened version of the ALSDS as a useful measure of adult learner self-directedness. Psychometric shortcomings to be addressed in future research were also directedness. Psychometric shortcomings to be addressed in future research were also highlighted. Practically, the study highlighted assessing adult learners’ success orientation in ODeLHE, active academic activity and strategic utilisation of resources as aspects of enhancing their self-directedness. Support practices should be considered for especially females, black Africans and younger learner cohorts. ODeLHE practices should also consider learners’ mark for English, gender, access to library, number of modules and who students support financially as factors influencing learners’ level of self-directedness.; Abstract/summary in English, Afrikaans and isiZulu Advisors/Committee Members: Coetzee, Melinde (advisor).

Subjects/Keywords: Adult learning; Adult learner self-directedness; Open, distance and e-learning; Workplace learning; Success orientation in ODeLHE; Active academic activity; Strategic utilisation of resources; Socio-demographic influences; Volwasse leer; Selfgerigtheid by volwasse leerders; Ope, afstands- en e-leer; Werkplek-leer; Suksesoriëntering in ODeLHE; Aktiewe akademiese aktiwiteit; Strategiese gebruik van hulpbronne; Sosiodemografiese invloede; Psigometriese eienskappe van die ALSDS; Adult learning (ukufunda kwabadala); Adult learner self-directedness (ukuziqhuba ngemfundo kwabadala); Open, distance and e-learning (imfundo evulekile, okufundwa kuyo umuntu ekude ngokusebenzisa indlela ye-elektroniki); Workplace learning (ukufunda abantu besemisebenzini); Success orientation in ODeLHE (ugqozi lwempumelelo kwi-ODeLHE); Active academic activity (umsebenzi wokuba matasatasa kweze-akhademik); Strategic utilisation of resources (ukusetshenziswa kwemithombo yosizo ngendlela yokubonelela okusemqoka); Sociodemographic influences (imithelela kumaqembu abantu bemikhakha ehlukene); Psychometric properties of the ALSDS

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Botha, J. (2018). Assessing the psychometric properties of the adult learner self-directedness scale . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24848

Chicago Manual of Style (16^th Edition):

Botha, Jo-Anne. “Assessing the psychometric properties of the adult learner self-directedness scale .” 2018. Doctoral Dissertation, University of South Africa. Accessed February 27, 2021. http://hdl.handle.net/10500/24848.

MLA Handbook (7^th Edition):

Botha, Jo-Anne. “Assessing the psychometric properties of the adult learner self-directedness scale .” 2018. Web. 27 Feb 2021.

Vancouver:

Botha J. Assessing the psychometric properties of the adult learner self-directedness scale . [Internet] [Doctoral dissertation]. University of South Africa; 2018. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10500/24848.

Council of Science Editors:

Botha J. Assessing the psychometric properties of the adult learner self-directedness scale . [Doctoral Dissertation]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/24848

University of South Africa

6. Garbers, Rachel. An e-learning instructional design framework for mobile devices in Africa .

Degree: 2018, University of South Africa

URL: http://hdl.handle.net/10500/25531

► 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… (more)

Subjects/Keywords: E-learning framework; M-learning; Instructional design; Further Education and Training (FET) phase; Micro-content; Micro-learning; Behaviourism; Constructivism; Education policy; Education white papers; Norms and standards for educators; International education systems; Africa; United States of America; Finland; Malawi; High schools; Mobile devices; Connectivism; E-leer raamwerk; M-leer; Onderrigontwerp; Verdere Onderwys en Opleiding (VOO) fase; Mikro-inhoud; Mikro-leer; Behaviorisme; Konstruktivisme; Konnektivisme; Onderwysbeleid; Onderwys witskrifte; Norme en standaarde vir onderwysers; Internasionale onderwysstelsels; Afrika; Verenigde State van Amerika; Finland; Malawi; Hoërskole; Mobiele toestelle; Uhlaka lwe-e-learning; Umklamo wokufundisa; Isigaba semfundo eqhubekayo nokuqeqesha (FET); Micro-okuqukethwe; Ukufunda okuncane; Ukuzinza; Ukwakha; I-Connectivism; Inqubomgomo yezemfundo; Amaphepha amhlophe amfundo; Imigomo namazinga othisha; Izinhlelo zemfundo yamazwe ngamazwe; I-Afrika; I-United States of America; I-Finland; IMalawi; Izikole eziphakeme; Amadivayisi eselula

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Garbers, R. (2018). An e-learning instructional design framework for mobile devices in Africa . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/25531

Chicago Manual of Style (16^th Edition):

Garbers, Rachel. “An e-learning instructional design framework for mobile devices in Africa .” 2018. Masters Thesis, University of South Africa. Accessed February 27, 2021. http://hdl.handle.net/10500/25531.

MLA Handbook (7^th Edition):

Garbers, Rachel. “An e-learning instructional design framework for mobile devices in Africa .” 2018. Web. 27 Feb 2021.

Vancouver:

Garbers R. An e-learning instructional design framework for mobile devices in Africa . [Internet] [Masters thesis]. University of South Africa; 2018. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10500/25531.

Council of Science Editors:

Garbers R. An e-learning instructional design framework for mobile devices in Africa . [Masters Thesis]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/25531

7. Esterhuizen, Hendrik Daniel. The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen .

Degree: 2012, North-West University

URL: http://hdl.handle.net/10394/8736

► North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching… (more)

▼ North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching and learning policy with an e-learning policy. The School of Continuing Teacher Education at North-West University is currently training about 24 000 in-service teacher students through Open Distance Learning. Only a few students submit assignments in typed format and seldom electronically. Students rarely use electronic technologies to augment their learning, and the SCTE employs few to support students. This does not comply with the South African Government’s policy on e-Education that demands information and communication technology mastery in teacher training. The aim of this research was integration of learning technologies in open distance learning at SCTE NWU through recommendations compiled in a sociologically transformative emergent implementation framework. The researcher followed a concurrent mixed-method sociologically transformative approach, focussing on the use of technology for social empowerment to cross the digital divide, through a theoretical lens of ICT for development. The lived experience in the natural setting of distance education students, lecturers, and involved stakeholders was used as initial data collection, informed by a continuous literature study of emergent learning technology use. Purposeful sampling was used during participant selection. The role of the researcher was that of participant observer, interviewer, and human instrument, from a position of methodological pragmatism as a method of inquiry. Using a design-based research approach, the thesis addresses the main research question through five research papers; each addressing one of the sub-questions as design-based research cycles, while collectively addressing the research problem to address the main research question. Nonstandardised measuring instruments were developed based on themes identified from literature and the analysis of qualitative data. Significant barriers to population-wide ICT adoption exist. Strong intentions of perseverance in attaining functional computer literacy are evident. Support and enablement are required to promote trust to attempt using computers, necessary to obtain self-confidence through accomplishment. In this way perseverance to attain functional computer literacy may be cultivated. The study presents a model for intention to use, confidence, trust and perseverance in attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional model for computer literacy learning emotions is presented. Perceptions during professional development produced a model for faculty development towards socially transformative learning technology integration for open distance learning. The researcher also presents a people-technology interaction in teaching and learning…

Subjects/Keywords: Computer literacy; e-Learning; Faculty training; Higher Education; Interactive white boards; Learning technology integration; Open Distance Learning; Student support; Teacher training; Technology adoption; Technology Enhanced Learning (TEL); Technophilia; Technophobia; Akademici opleiding; e-Leer; Hoër Onderwys; Interaktiewe witborde; Leertegnologie integrasie; Liefde vir tegnologie; Onderwysersopleiding; Oop afstandsleer; Rekenaargeletterdheid; Studenteondersteuning; Tegnologieaanvaarding; Tegnologie-verrykte Leer; Tegnologievrees

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APA (6^th Edition):

Esterhuizen, H. D. (2012). The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/8736

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Esterhuizen, Hendrik Daniel. “The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen .” 2012. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/8736.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Esterhuizen, Hendrik Daniel. “The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen .” 2012. Web. 27 Feb 2021.

Vancouver:

Esterhuizen HD. The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen . [Internet] [Thesis]. North-West University; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/8736.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Esterhuizen HD. The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen . [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/8736

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations