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You searched for subject:(Teaching AND learning). Showing records 1 – 30 of 572 total matches.

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University of Johannesburg

1. Dresselhaus, Fritz Heinrich Wilhelm. Die didaktiese grondvorm as sintese tussen onderrig en leer.

Degree: 2014, University of Johannesburg

M.Ed.

In this study it is shown that two dynamic forces exist in the day to day practice of teaching and learning: (a) The instructional… (more)

Subjects/Keywords: Teaching - Methodology; Teaching; Learning - Evaluation; Learning

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

APA (6th Edition):

Dresselhaus, F. H. W. (2014). Die didaktiese grondvorm as sintese tussen onderrig en leer. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11225

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

Chicago Manual of Style (16th Edition):

Dresselhaus, Fritz Heinrich Wilhelm. “Die didaktiese grondvorm as sintese tussen onderrig en leer.” 2014. Thesis, University of Johannesburg. Accessed November 18, 2019. http://hdl.handle.net/10210/11225.

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

MLA Handbook (7th Edition):

Dresselhaus, Fritz Heinrich Wilhelm. “Die didaktiese grondvorm as sintese tussen onderrig en leer.” 2014. Web. 18 Nov 2019.

Vancouver:

Dresselhaus FHW. Die didaktiese grondvorm as sintese tussen onderrig en leer. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10210/11225.

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

Council of Science Editors:

Dresselhaus FHW. Die didaktiese grondvorm as sintese tussen onderrig en leer. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11225

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


University of the Western Cape

2. Damonse, Selwyn. Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school .

Degree: 2011, University of the Western Cape

 South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as… (more)

Subjects/Keywords: Informal Learning; classroom discipline; learning and teaching

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APA (6th Edition):

Damonse, S. (2011). Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/1565

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

Chicago Manual of Style (16th Edition):

Damonse, Selwyn. “Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school .” 2011. Thesis, University of the Western Cape. Accessed November 18, 2019. http://hdl.handle.net/11394/1565.

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

MLA Handbook (7th Edition):

Damonse, Selwyn. “Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school .” 2011. Web. 18 Nov 2019.

Vancouver:

Damonse S. Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school . [Internet] [Thesis]. University of the Western Cape; 2011. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/11394/1565.

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

Council of Science Editors:

Damonse S. Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school . [Thesis]. University of the Western Cape; 2011. Available from: http://hdl.handle.net/11394/1565

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


University of Johannesburg

3. Painter, Anita. Die aard en omvang van aandagversteuringe by die spesifieke leergestremde kind.

Degree: 2014, University of Johannesburg

M.A. (Psychology)

Specific learning disability (SLD) implies an inability to learn in an efficient manner. An SLD child may be defined as a child with… (more)

Subjects/Keywords: Learning disabilities; Learning disabilities - Remedial teaching

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APA (6th Edition):

Painter, A. (2014). Die aard en omvang van aandagversteuringe by die spesifieke leergestremde kind. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10552

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

Chicago Manual of Style (16th Edition):

Painter, Anita. “Die aard en omvang van aandagversteuringe by die spesifieke leergestremde kind.” 2014. Thesis, University of Johannesburg. Accessed November 18, 2019. http://hdl.handle.net/10210/10552.

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

MLA Handbook (7th Edition):

Painter, Anita. “Die aard en omvang van aandagversteuringe by die spesifieke leergestremde kind.” 2014. Web. 18 Nov 2019.

Vancouver:

Painter A. Die aard en omvang van aandagversteuringe by die spesifieke leergestremde kind. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10210/10552.

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

Council of Science Editors:

Painter A. Die aard en omvang van aandagversteuringe by die spesifieke leergestremde kind. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10552

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


University of Zululand

4. Mpanza, Choice Dimakatso. Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu .

Degree: 2015, University of Zululand

 The study explored strategies that can be used to promote the use of indigenous African languages for teaching and learning in the General Education and… (more)

Subjects/Keywords: indigenous languages  – teaching  – learning

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APA (6th Edition):

Mpanza, C. D. (2015). Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1478

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

Chicago Manual of Style (16th Edition):

Mpanza, Choice Dimakatso. “Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu .” 2015. Thesis, University of Zululand. Accessed November 18, 2019. http://hdl.handle.net/10530/1478.

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

MLA Handbook (7th Edition):

Mpanza, Choice Dimakatso. “Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu .” 2015. Web. 18 Nov 2019.

Vancouver:

Mpanza CD. Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu . [Internet] [Thesis]. University of Zululand; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10530/1478.

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

Council of Science Editors:

Mpanza CD. Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu . [Thesis]. University of Zululand; 2015. Available from: http://hdl.handle.net/10530/1478

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


University of South Africa

5. Poliah, Nirmala. Teaching and learning through simulation: student nurses' experiences.

Degree: 2017, University of South Africa

 The purpose of study was to explore and describe the student nurses’ experiences of teaching and learning through simulation. The study was conducted at one… (more)

Subjects/Keywords: Experiences; Learning; Simulation; Teaching

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APA (6th Edition):

Poliah, N. (2017). Teaching and learning through simulation: student nurses' experiences. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/24782

Chicago Manual of Style (16th Edition):

Poliah, Nirmala. “Teaching and learning through simulation: student nurses' experiences.” 2017. Masters Thesis, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/24782.

MLA Handbook (7th Edition):

Poliah, Nirmala. “Teaching and learning through simulation: student nurses' experiences.” 2017. Web. 18 Nov 2019.

Vancouver:

Poliah N. Teaching and learning through simulation: student nurses' experiences. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/24782.

Council of Science Editors:

Poliah N. Teaching and learning through simulation: student nurses' experiences. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24782


University of Johannesburg

6. Macheke, Frank Makhahlele. How a community copes with teaching and learning during a natural disaster.

Degree: 2012, University of Johannesburg

M.Ed.

The focus of this study is a community's response to and readiness during the occurrence of a natural disaster such as a flood. The… (more)

Subjects/Keywords: Disasters.; Community education.; Teaching.; Learning.

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APA (6th Edition):

Macheke, F. M. (2012). How a community copes with teaching and learning during a natural disaster. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5951

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

Chicago Manual of Style (16th Edition):

Macheke, Frank Makhahlele. “How a community copes with teaching and learning during a natural disaster.” 2012. Thesis, University of Johannesburg. Accessed November 18, 2019. http://hdl.handle.net/10210/5951.

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

MLA Handbook (7th Edition):

Macheke, Frank Makhahlele. “How a community copes with teaching and learning during a natural disaster.” 2012. Web. 18 Nov 2019.

Vancouver:

Macheke FM. How a community copes with teaching and learning during a natural disaster. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10210/5951.

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

Council of Science Editors:

Macheke FM. How a community copes with teaching and learning during a natural disaster. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5951

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


University of South Africa

7. Alemu, Birhanu Moges. Active learning approaches in mathematics education at universities in Oromia, Ethiopia .

Degree: 2010, University of South Africa

 Meaningful learning requires active teaching and learning approaches. Thus, with a specific focus on Mathematics teaching at university in Oramia, the study aimed to: •… (more)

Subjects/Keywords: Active learning; Student-centred teaching; University mathematics teaching; Teaching and learning methods; Lecturer-centred teaching; Lecturer-centred teaching; Constructivism

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APA (6th Edition):

Alemu, B. M. (2010). Active learning approaches in mathematics education at universities in Oromia, Ethiopia . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/4133

Chicago Manual of Style (16th Edition):

Alemu, Birhanu Moges. “Active learning approaches in mathematics education at universities in Oromia, Ethiopia .” 2010. Doctoral Dissertation, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/4133.

MLA Handbook (7th Edition):

Alemu, Birhanu Moges. “Active learning approaches in mathematics education at universities in Oromia, Ethiopia .” 2010. Web. 18 Nov 2019.

Vancouver:

Alemu BM. Active learning approaches in mathematics education at universities in Oromia, Ethiopia . [Internet] [Doctoral dissertation]. University of South Africa; 2010. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/4133.

Council of Science Editors:

Alemu BM. Active learning approaches in mathematics education at universities in Oromia, Ethiopia . [Doctoral Dissertation]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/4133


University of South Africa

8. Mihrka, Adamu Assefa. Learning styles and attitudes towards active learning of students at different levels in Ethiopia .

Degree: 2014, University of South Africa

 The government of the Federal Democratic Republic of Ethiopia proclaimed a new curriculum for reconstructing the education system. The programme aimed at changing the predominantly-used… (more)

Subjects/Keywords: Learning styles; Attitudes; Active learning; Student-centred teaching; Constructivist learning theory

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APA (6th Edition):

Mihrka, A. A. (2014). Learning styles and attitudes towards active learning of students at different levels in Ethiopia . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18240

Chicago Manual of Style (16th Edition):

Mihrka, Adamu Assefa. “Learning styles and attitudes towards active learning of students at different levels in Ethiopia .” 2014. Doctoral Dissertation, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/18240.

MLA Handbook (7th Edition):

Mihrka, Adamu Assefa. “Learning styles and attitudes towards active learning of students at different levels in Ethiopia .” 2014. Web. 18 Nov 2019.

Vancouver:

Mihrka AA. Learning styles and attitudes towards active learning of students at different levels in Ethiopia . [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/18240.

Council of Science Editors:

Mihrka AA. Learning styles and attitudes towards active learning of students at different levels in Ethiopia . [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18240


University of South Africa

9. Moyo, Innocent. An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools .

Degree: 2014, University of South Africa

 Constructivist teaching strategies are undeniably accepted as effective in achieving the desired educational goals of constructing knowledge through active and creative inquiry. Inasmuch as teachers… (more)

Subjects/Keywords: Constructivism; Problem solving; Problem centred learning; Problem based learning; Problem based learning; Learning; Teaching methods

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

APA (6th Edition):

Moyo, I. (2014). An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/14194

Chicago Manual of Style (16th Edition):

Moyo, Innocent. “An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools .” 2014. Masters Thesis, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/14194.

MLA Handbook (7th Edition):

Moyo, Innocent. “An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools .” 2014. Web. 18 Nov 2019.

Vancouver:

Moyo I. An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/14194.

Council of Science Editors:

Moyo I. An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/14194


University of South Africa

10. Manwadu, Nthuseni Christinah. The impact of the principal's task of curriculum supervision of teaching learning in primary schools : a case study in Vhembe district, Limpopo .

Degree: 2010, University of South Africa

 The objective of the case study was to investigate the impact of the principal’s supervision task on teaching and learning in primary school in Vhembe… (more)

Subjects/Keywords: Vembe district; Teaching and learning; Curriculum supervision

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

APA (6th Edition):

Manwadu, N. C. (2010). The impact of the principal's task of curriculum supervision of teaching learning in primary schools : a case study in Vhembe district, Limpopo . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/3685

Chicago Manual of Style (16th Edition):

Manwadu, Nthuseni Christinah. “The impact of the principal's task of curriculum supervision of teaching learning in primary schools : a case study in Vhembe district, Limpopo .” 2010. Masters Thesis, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/3685.

MLA Handbook (7th Edition):

Manwadu, Nthuseni Christinah. “The impact of the principal's task of curriculum supervision of teaching learning in primary schools : a case study in Vhembe district, Limpopo .” 2010. Web. 18 Nov 2019.

Vancouver:

Manwadu NC. The impact of the principal's task of curriculum supervision of teaching learning in primary schools : a case study in Vhembe district, Limpopo . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/3685.

Council of Science Editors:

Manwadu NC. The impact of the principal's task of curriculum supervision of teaching learning in primary schools : a case study in Vhembe district, Limpopo . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3685


University of South Africa

11. Tshiredo, Litshani Lizer. The impact of the curriculum change in the teaching and learning of science : a case study in under-resourced schools in Vhembe District .

Degree: 2013, University of South Africa

 The aim of the study was to investigate the impact of curriculum change in teaching and learning of science subjects at schools in Vhembe District.… (more)

Subjects/Keywords: Science curriculum; Teaching; Learning; Curriculum change; Resources

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APA (6th Edition):

Tshiredo, L. L. (2013). The impact of the curriculum change in the teaching and learning of science : a case study in under-resourced schools in Vhembe District . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/11893

Chicago Manual of Style (16th Edition):

Tshiredo, Litshani Lizer. “The impact of the curriculum change in the teaching and learning of science : a case study in under-resourced schools in Vhembe District .” 2013. Masters Thesis, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/11893.

MLA Handbook (7th Edition):

Tshiredo, Litshani Lizer. “The impact of the curriculum change in the teaching and learning of science : a case study in under-resourced schools in Vhembe District .” 2013. Web. 18 Nov 2019.

Vancouver:

Tshiredo LL. The impact of the curriculum change in the teaching and learning of science : a case study in under-resourced schools in Vhembe District . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/11893.

Council of Science Editors:

Tshiredo LL. The impact of the curriculum change in the teaching and learning of science : a case study in under-resourced schools in Vhembe District . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/11893


University of Johannesburg

12. Du Plessis, Adel. Assessment of learning in accounting at first-year level in higher education : promoting a deep approach-to-learning.

Degree: 2011, University of Johannesburg

M.Ed.

Professional Accounting programmes in higher education provides a career path for many Accounting graduates. Future members of the Accounting Profession are expected to demonstrate… (more)

Subjects/Keywords: Learning evaluation; Accounting study and teaching

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APA (6th Edition):

Du Plessis, A. (2011). Assessment of learning in accounting at first-year level in higher education : promoting a deep approach-to-learning. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4112

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

Chicago Manual of Style (16th Edition):

Du Plessis, Adel. “Assessment of learning in accounting at first-year level in higher education : promoting a deep approach-to-learning.” 2011. Thesis, University of Johannesburg. Accessed November 18, 2019. http://hdl.handle.net/10210/4112.

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

MLA Handbook (7th Edition):

Du Plessis, Adel. “Assessment of learning in accounting at first-year level in higher education : promoting a deep approach-to-learning.” 2011. Web. 18 Nov 2019.

Vancouver:

Du Plessis A. Assessment of learning in accounting at first-year level in higher education : promoting a deep approach-to-learning. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10210/4112.

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

Council of Science Editors:

Du Plessis A. Assessment of learning in accounting at first-year level in higher education : promoting a deep approach-to-learning. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/4112

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


Durban University of Technology

13. Mohapi, Mogapi Jeremia. The efficacy of an instructional model on the quality of teaching and learning using assessment.

Degree: 2017, Durban University of Technology

Submitted in fulfilment of the requirements of the Doctor of Philosophy: Clinical Technology, Durban University of Technology, 2017.

The key aim of this study was… (more)

Subjects/Keywords: Active learning; Student-centered learning; College teaching – Evaluation; Educational tests and measurements; Effective teaching

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

APA (6th Edition):

Mohapi, M. J. (2017). The efficacy of an instructional model on the quality of teaching and learning using assessment. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/2623

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

Chicago Manual of Style (16th Edition):

Mohapi, Mogapi Jeremia. “The efficacy of an instructional model on the quality of teaching and learning using assessment.” 2017. Thesis, Durban University of Technology. Accessed November 18, 2019. http://hdl.handle.net/10321/2623.

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

MLA Handbook (7th Edition):

Mohapi, Mogapi Jeremia. “The efficacy of an instructional model on the quality of teaching and learning using assessment.” 2017. Web. 18 Nov 2019.

Vancouver:

Mohapi MJ. The efficacy of an instructional model on the quality of teaching and learning using assessment. [Internet] [Thesis]. Durban University of Technology; 2017. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10321/2623.

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

Council of Science Editors:

Mohapi MJ. The efficacy of an instructional model on the quality of teaching and learning using assessment. [Thesis]. Durban University of Technology; 2017. Available from: http://hdl.handle.net/10321/2623

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


Cape Peninsula University of Technology

14. Rudolph, Godfrey. Instructional technology for the teaching of novice programmers at a university of technology .

Degree: 2015, Cape Peninsula University of Technology

Learning computer programming can be fun, challenging and improve problem solving which is a useful ability in general. A teaching-learning environment with a strong emphasis… (more)

Subjects/Keywords: Novice programmers; Programming students; Challenges; Technology-supported teaching and learning; Traditional teaching and learning

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

APA (6th Edition):

Rudolph, G. (2015). Instructional technology for the teaching of novice programmers at a university of technology . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1401

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

Chicago Manual of Style (16th Edition):

Rudolph, Godfrey. “Instructional technology for the teaching of novice programmers at a university of technology .” 2015. Thesis, Cape Peninsula University of Technology. Accessed November 18, 2019. http://etd.cput.ac.za/handle/20.500.11838/1401.

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

MLA Handbook (7th Edition):

Rudolph, Godfrey. “Instructional technology for the teaching of novice programmers at a university of technology .” 2015. Web. 18 Nov 2019.

Vancouver:

Rudolph G. Instructional technology for the teaching of novice programmers at a university of technology . [Internet] [Thesis]. Cape Peninsula University of Technology; 2015. [cited 2019 Nov 18]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1401.

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

Council of Science Editors:

Rudolph G. Instructional technology for the teaching of novice programmers at a university of technology . [Thesis]. Cape Peninsula University of Technology; 2015. Available from: http://etd.cput.ac.za/handle/20.500.11838/1401

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


University of Zululand

15. Madondo, Nomphalalo Primrose Bongekile. The challenges faced by school management teams in promoting quality teaching and learning .

Degree: 2017, University of Zululand

 This investigation studied the challenges faced by the School Management Teams in promoting quality teaching and learning. The outcry of unsatisfied and demotivated educators and… (more)

Subjects/Keywords: challenges  – school management team  – quality teaching learning  – curriculum management  – culture of learning  – culture of teaching

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APA (6th Edition):

Madondo, N. P. B. (2017). The challenges faced by school management teams in promoting quality teaching and learning . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1572

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

Chicago Manual of Style (16th Edition):

Madondo, Nomphalalo Primrose Bongekile. “The challenges faced by school management teams in promoting quality teaching and learning .” 2017. Thesis, University of Zululand. Accessed November 18, 2019. http://hdl.handle.net/10530/1572.

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

MLA Handbook (7th Edition):

Madondo, Nomphalalo Primrose Bongekile. “The challenges faced by school management teams in promoting quality teaching and learning .” 2017. Web. 18 Nov 2019.

Vancouver:

Madondo NPB. The challenges faced by school management teams in promoting quality teaching and learning . [Internet] [Thesis]. University of Zululand; 2017. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10530/1572.

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

Council of Science Editors:

Madondo NPB. The challenges faced by school management teams in promoting quality teaching and learning . [Thesis]. University of Zululand; 2017. Available from: http://hdl.handle.net/10530/1572

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


North-West University

16. Masebe, Tshidiso Phanuel. The influence of an inductive teaching approach on the learning of the concept functions in grade 11 / by Tshidiso Phanuel Masebe .

Degree: 2009, North-West University

 The study presents a pragmatic evaluation of the influence of inductive teaching on grade 11 learners in two high schools in Tshwane West District in… (more)

Subjects/Keywords: Teaching approach; Inductive / deductive teaching; Mathematics learning; Function concept; Learning performance / achievement

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APA (6th Edition):

Masebe, T. P. (2009). The influence of an inductive teaching approach on the learning of the concept functions in grade 11 / by Tshidiso Phanuel Masebe . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/5086

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

Chicago Manual of Style (16th Edition):

Masebe, Tshidiso Phanuel. “The influence of an inductive teaching approach on the learning of the concept functions in grade 11 / by Tshidiso Phanuel Masebe .” 2009. Thesis, North-West University. Accessed November 18, 2019. http://hdl.handle.net/10394/5086.

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

MLA Handbook (7th Edition):

Masebe, Tshidiso Phanuel. “The influence of an inductive teaching approach on the learning of the concept functions in grade 11 / by Tshidiso Phanuel Masebe .” 2009. Web. 18 Nov 2019.

Vancouver:

Masebe TP. The influence of an inductive teaching approach on the learning of the concept functions in grade 11 / by Tshidiso Phanuel Masebe . [Internet] [Thesis]. North-West University; 2009. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10394/5086.

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

Council of Science Editors:

Masebe TP. The influence of an inductive teaching approach on the learning of the concept functions in grade 11 / by Tshidiso Phanuel Masebe . [Thesis]. North-West University; 2009. Available from: http://hdl.handle.net/10394/5086

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


University of the Western Cape

17. Spellman, Nomonde. The application of cooperative learning to enhance the teaching of Nature of Science for scientific literacy advancement in secondary school physical science students .

Degree: 2018, University of the Western Cape

 The purpose of this study was to explore, demonstrate and apply cooperative learning when explicitly exposing Nature of Science (NoS) to physical science secondary students… (more)

Subjects/Keywords: Science education; Pedagogics; Cooperative learning; Physical science; Teaching and learning; Science education; Science teaching

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

APA (6th Edition):

Spellman, N. (2018). The application of cooperative learning to enhance the teaching of Nature of Science for scientific literacy advancement in secondary school physical science students . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6276

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

Chicago Manual of Style (16th Edition):

Spellman, Nomonde. “The application of cooperative learning to enhance the teaching of Nature of Science for scientific literacy advancement in secondary school physical science students .” 2018. Thesis, University of the Western Cape. Accessed November 18, 2019. http://hdl.handle.net/11394/6276.

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

MLA Handbook (7th Edition):

Spellman, Nomonde. “The application of cooperative learning to enhance the teaching of Nature of Science for scientific literacy advancement in secondary school physical science students .” 2018. Web. 18 Nov 2019.

Vancouver:

Spellman N. The application of cooperative learning to enhance the teaching of Nature of Science for scientific literacy advancement in secondary school physical science students . [Internet] [Thesis]. University of the Western Cape; 2018. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/11394/6276.

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

Council of Science Editors:

Spellman N. The application of cooperative learning to enhance the teaching of Nature of Science for scientific literacy advancement in secondary school physical science students . [Thesis]. University of the Western Cape; 2018. Available from: http://hdl.handle.net/11394/6276

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


University of Johannesburg

18. Rabe, Marie. Leesstrategieë vir spesifiek leergeremde leerlinge in die senior primêre skoolfase.

Degree: 2014, University of Johannesburg

D.Ed.

The purpose of this study was to devise a reading strategy programme to support ex aid class pupils presently placed in standard four who… (more)

Subjects/Keywords: Learning disabled children - Education (Primary); Reading - Remedial teaching.; Learning disabilities - Remedial teaching.

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APA (6th Edition):

Rabe, M. (2014). Leesstrategieë vir spesifiek leergeremde leerlinge in die senior primêre skoolfase. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9536

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

Chicago Manual of Style (16th Edition):

Rabe, Marie. “Leesstrategieë vir spesifiek leergeremde leerlinge in die senior primêre skoolfase.” 2014. Thesis, University of Johannesburg. Accessed November 18, 2019. http://hdl.handle.net/10210/9536.

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

MLA Handbook (7th Edition):

Rabe, Marie. “Leesstrategieë vir spesifiek leergeremde leerlinge in die senior primêre skoolfase.” 2014. Web. 18 Nov 2019.

Vancouver:

Rabe M. Leesstrategieë vir spesifiek leergeremde leerlinge in die senior primêre skoolfase. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10210/9536.

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

Council of Science Editors:

Rabe M. Leesstrategieë vir spesifiek leergeremde leerlinge in die senior primêre skoolfase. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9536

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


University of KwaZulu-Natal

19. [No author]. Child and youth care students' perceptions of active learning strategies at the Durban University of Technology.

Degree: Education, 2008, University of KwaZulu-Natal

 This study explored the students' perceptions of active learning strategies in the Child and Youth Care Programme at the Durban University of Technology (DUT), KwaZulu-Natal,… (more)

Subjects/Keywords: College teaching.; Learning.; Professional education – South Africa.; Teaching – Methodology.; Education.

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

APA (6th Edition):

author], [. (2008). Child and youth care students' perceptions of active learning strategies at the Durban University of Technology. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/730

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

Chicago Manual of Style (16th Edition):

author], [No. “Child and youth care students' perceptions of active learning strategies at the Durban University of Technology. ” 2008. Thesis, University of KwaZulu-Natal. Accessed November 18, 2019. http://hdl.handle.net/10413/730.

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

MLA Handbook (7th Edition):

author], [No. “Child and youth care students' perceptions of active learning strategies at the Durban University of Technology. ” 2008. Web. 18 Nov 2019.

Vancouver:

author] [. Child and youth care students' perceptions of active learning strategies at the Durban University of Technology. [Internet] [Thesis]. University of KwaZulu-Natal; 2008. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10413/730.

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

Council of Science Editors:

author] [. Child and youth care students' perceptions of active learning strategies at the Durban University of Technology. [Thesis]. University of KwaZulu-Natal; 2008. Available from: http://hdl.handle.net/10413/730

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


Durban University of Technology

20. Jackson, Hester. Learning styles, teaching methods, and student performance in industrial engineering at a University of Technology.

Degree: 2015, Durban University of Technology

Submitted in Fulfillment of the Requirements of the Degree of Master of Engineering, Durban University of Technology, Durban, South Africa, 2015.

Student success and throughput… (more)

Subjects/Keywords: Industrial engineering – Study and teaching (Higher); Learning; Academic achievement; Teaching; Performance

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APA (6th Edition):

Jackson, H. (2015). Learning styles, teaching methods, and student performance in industrial engineering at a University of Technology. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/1721

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

Chicago Manual of Style (16th Edition):

Jackson, Hester. “Learning styles, teaching methods, and student performance in industrial engineering at a University of Technology.” 2015. Thesis, Durban University of Technology. Accessed November 18, 2019. http://hdl.handle.net/10321/1721.

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

MLA Handbook (7th Edition):

Jackson, Hester. “Learning styles, teaching methods, and student performance in industrial engineering at a University of Technology.” 2015. Web. 18 Nov 2019.

Vancouver:

Jackson H. Learning styles, teaching methods, and student performance in industrial engineering at a University of Technology. [Internet] [Thesis]. Durban University of Technology; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10321/1721.

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

Council of Science Editors:

Jackson H. Learning styles, teaching methods, and student performance in industrial engineering at a University of Technology. [Thesis]. Durban University of Technology; 2015. Available from: http://hdl.handle.net/10321/1721

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


Rhodes University

21. Joel, Linea Beautty. Case study : using visual representations to enhance conceptual knowledge of division in mathematics.

Degree: ; Faculty of Education, Education, 2013, Rhodes University

 Literature emphasizes how important it is that procedural and conceptual knowledge of mathematics should be learned in integration. Yet, generally, the learning and teaching in… (more)

Subjects/Keywords: Mathematics  – Study and teaching; Visual learning; Division  – Study and teaching

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APA (6th Edition):

Joel, L. B. (2013). Case study : using visual representations to enhance conceptual knowledge of division in mathematics. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1013356

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

Chicago Manual of Style (16th Edition):

Joel, Linea Beautty. “Case study : using visual representations to enhance conceptual knowledge of division in mathematics.” 2013. Thesis, Rhodes University. Accessed November 18, 2019. http://hdl.handle.net/10962/d1013356.

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

MLA Handbook (7th Edition):

Joel, Linea Beautty. “Case study : using visual representations to enhance conceptual knowledge of division in mathematics.” 2013. Web. 18 Nov 2019.

Vancouver:

Joel LB. Case study : using visual representations to enhance conceptual knowledge of division in mathematics. [Internet] [Thesis]. Rhodes University; 2013. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10962/d1013356.

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

Council of Science Editors:

Joel LB. Case study : using visual representations to enhance conceptual knowledge of division in mathematics. [Thesis]. Rhodes University; 2013. Available from: http://hdl.handle.net/10962/d1013356

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


Rhodes University

22. Kambeyo, Linus. An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study.

Degree: Faculty of Education, Education, 2013, Rhodes University

 This study was conducted at the school where I teach which is a semi-rural secondary school (Grade 8-12) situated in Omuthiya Town in Oshikoto region,… (more)

Subjects/Keywords: Science  – Study and teaching; Science  – Study and teaching  – Namibia; Prior learning

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

APA (6th Edition):

Kambeyo, L. (2013). An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1001487

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

Chicago Manual of Style (16th Edition):

Kambeyo, Linus. “An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study.” 2013. Thesis, Rhodes University. Accessed November 18, 2019. http://hdl.handle.net/10962/d1001487.

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

MLA Handbook (7th Edition):

Kambeyo, Linus. “An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study.” 2013. Web. 18 Nov 2019.

Vancouver:

Kambeyo L. An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study. [Internet] [Thesis]. Rhodes University; 2013. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10962/d1001487.

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

Council of Science Editors:

Kambeyo L. An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study. [Thesis]. Rhodes University; 2013. Available from: http://hdl.handle.net/10962/d1001487

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


University of KwaZulu-Natal

23. Ndlovu, Sindisiwe Maxentia. Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry.

Degree: 2017, University of KwaZulu-Natal

 This study explores teachers’ stories of lived experience and their capacity for cultivating resilience in learners attending schools in rural contexts. Through the storied lives… (more)

Subjects/Keywords: Learning Ability.; Effective Teaching.; Motivation in Teaching.; Teachers - Attitudes.; Theses - Education.

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APA (6th Edition):

Ndlovu, S. M. (2017). Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15466

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

Chicago Manual of Style (16th Edition):

Ndlovu, Sindisiwe Maxentia. “Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry.” 2017. Thesis, University of KwaZulu-Natal. Accessed November 18, 2019. http://hdl.handle.net/10413/15466.

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

MLA Handbook (7th Edition):

Ndlovu, Sindisiwe Maxentia. “Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry.” 2017. Web. 18 Nov 2019.

Vancouver:

Ndlovu SM. Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10413/15466.

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

Council of Science Editors:

Ndlovu SM. Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15466

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


University of Johannesburg

24. Viljoen, Hendrikus Fisher. Die kind se verstaan en sy deelname aan die onderwysleerhandeling.

Degree: 2014, University of Johannesburg

M.Ed. (Didactics Training)

Since the Second World War due to the knowledge explosion curricula became over-loaded in order to meet the needs and demands of… (more)

Subjects/Keywords: Comprehension in children; Comprehension-Study and teaching; Cognitive learning; Teaching-Methodology

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APA (6th Edition):

Viljoen, H. F. (2014). Die kind se verstaan en sy deelname aan die onderwysleerhandeling. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11837

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

Chicago Manual of Style (16th Edition):

Viljoen, Hendrikus Fisher. “Die kind se verstaan en sy deelname aan die onderwysleerhandeling.” 2014. Thesis, University of Johannesburg. Accessed November 18, 2019. http://hdl.handle.net/10210/11837.

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

MLA Handbook (7th Edition):

Viljoen, Hendrikus Fisher. “Die kind se verstaan en sy deelname aan die onderwysleerhandeling.” 2014. Web. 18 Nov 2019.

Vancouver:

Viljoen HF. Die kind se verstaan en sy deelname aan die onderwysleerhandeling. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10210/11837.

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

Council of Science Editors:

Viljoen HF. Die kind se verstaan en sy deelname aan die onderwysleerhandeling. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11837

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


University of South Africa

25. Madiope, Maria. The feasibility of using audio podcast mobile technology to teach research writing in open distance learning : case of University of South Africa .

Degree: 2013, University of South Africa

 The research aimed to assess the feasibility of using podcasts in mobile devices to teach research proposal writing for masters’ students of University of South… (more)

Subjects/Keywords: Open distance learning; Mobile learning; Podcast; E-learning; Virtual learning environments; Research writing; Teaching and learning

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

APA (6th Edition):

Madiope, M. (2013). The feasibility of using audio podcast mobile technology to teach research writing in open distance learning : case of University of South Africa . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/11967

Chicago Manual of Style (16th Edition):

Madiope, Maria. “The feasibility of using audio podcast mobile technology to teach research writing in open distance learning : case of University of South Africa .” 2013. Doctoral Dissertation, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/11967.

MLA Handbook (7th Edition):

Madiope, Maria. “The feasibility of using audio podcast mobile technology to teach research writing in open distance learning : case of University of South Africa .” 2013. Web. 18 Nov 2019.

Vancouver:

Madiope M. The feasibility of using audio podcast mobile technology to teach research writing in open distance learning : case of University of South Africa . [Internet] [Doctoral dissertation]. University of South Africa; 2013. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/11967.

Council of Science Editors:

Madiope M. The feasibility of using audio podcast mobile technology to teach research writing in open distance learning : case of University of South Africa . [Doctoral Dissertation]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/11967


University of South Africa

26. Naicker, Kannagi. The role of educators in facilitating reflective learning in students .

Degree: 2013, University of South Africa

 Over the last 20 years the nursing profession has widely accepted reflective practices and reflective learning as effective measures to help students provide care in… (more)

Subjects/Keywords: Reflection; Reflective learning; Reflective learning environment; Reflective practices; Reflective teaching

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

APA (6th Edition):

Naicker, K. (2013). The role of educators in facilitating reflective learning in students . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/15376

Chicago Manual of Style (16th Edition):

Naicker, Kannagi. “The role of educators in facilitating reflective learning in students .” 2013. Masters Thesis, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/15376.

MLA Handbook (7th Edition):

Naicker, Kannagi. “The role of educators in facilitating reflective learning in students .” 2013. Web. 18 Nov 2019.

Vancouver:

Naicker K. The role of educators in facilitating reflective learning in students . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/15376.

Council of Science Editors:

Naicker K. The role of educators in facilitating reflective learning in students . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/15376


University of South Africa

27. Booyse, Celia. A constructivist approach in instructional design and assessment practice .

Degree: 2010, University of South Africa

 In a globally interdependent world, teachers are charged with preparing learners for a complex, interactive world. This educational challenge requires teachers to develop learners with… (more)

Subjects/Keywords: Learning theory; Mediated learning; Approach to learning; Constructivism; International design; Teaching strategy; Taxanomy; Motivation; Assessment

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APA (6th Edition):

Booyse, C. (2010). A constructivist approach in instructional design and assessment practice . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/4680

Chicago Manual of Style (16th Edition):

Booyse, Celia. “A constructivist approach in instructional design and assessment practice .” 2010. Doctoral Dissertation, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/4680.

MLA Handbook (7th Edition):

Booyse, Celia. “A constructivist approach in instructional design and assessment practice .” 2010. Web. 18 Nov 2019.

Vancouver:

Booyse C. A constructivist approach in instructional design and assessment practice . [Internet] [Doctoral dissertation]. University of South Africa; 2010. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/4680.

Council of Science Editors:

Booyse C. A constructivist approach in instructional design and assessment practice . [Doctoral Dissertation]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/4680


University of South Africa

28. Isabirye, Anthony Kiryagana. Staff development for innovative teaching and learning at the University of South Africa.

Degree: 2015, University of South Africa

 The evolution of technologies used for learning in open distance learning (ODL) has compelled academics to upgrade their teaching skills and competencies in order to… (more)

Subjects/Keywords: Staff development; E-learning; E-teaching; Innovative teaching; University of South Africa; Open distance learning; Online teaching; Academics

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APA (6th Edition):

Isabirye, A. K. (2015). Staff development for innovative teaching and learning at the University of South Africa. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18445

Chicago Manual of Style (16th Edition):

Isabirye, Anthony Kiryagana. “Staff development for innovative teaching and learning at the University of South Africa.” 2015. Doctoral Dissertation, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/18445.

MLA Handbook (7th Edition):

Isabirye, Anthony Kiryagana. “Staff development for innovative teaching and learning at the University of South Africa.” 2015. Web. 18 Nov 2019.

Vancouver:

Isabirye AK. Staff development for innovative teaching and learning at the University of South Africa. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/18445.

Council of Science Editors:

Isabirye AK. Staff development for innovative teaching and learning at the University of South Africa. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/18445


Stellenbosch University

29. Strauss, Trudie. Moodle and blended learning in teaching German for beginners.

Degree: MA, 2015, Stellenbosch University

ENGLISH ABSTRACT : The use of technology in teaching is often seen as a deus ex machina. Teachers and parents are quick to identify that… (more)

Subjects/Keywords: Moodle learning platform; Blended Learning; Online language learning; UCTD; German language  – Study and teaching  – Foreign speakers; Teaching  – Methodology; Computer-assisted instruction

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

APA (6th Edition):

Strauss, T. (2015). Moodle and blended learning in teaching German for beginners. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/96947

Chicago Manual of Style (16th Edition):

Strauss, Trudie. “Moodle and blended learning in teaching German for beginners.” 2015. Masters Thesis, Stellenbosch University. Accessed November 18, 2019. http://hdl.handle.net/10019.1/96947.

MLA Handbook (7th Edition):

Strauss, Trudie. “Moodle and blended learning in teaching German for beginners.” 2015. Web. 18 Nov 2019.

Vancouver:

Strauss T. Moodle and blended learning in teaching German for beginners. [Internet] [Masters thesis]. Stellenbosch University; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10019.1/96947.

Council of Science Editors:

Strauss T. Moodle and blended learning in teaching German for beginners. [Masters Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/96947


University of KwaZulu-Natal

30. Moonsamy, Devraj. Staff perceptions and use of blackboard at Durban University of Technology.

Degree: 2015, University of KwaZulu-Natal

 Students of today up to the age of 25 are referred to as digital natives. They have grown up in a world of computers and… (more)

Subjects/Keywords: Digital natives.; Interactive learning.; Online learning technologies.; Higher education institutions.; Teaching and learning.; Learning Management System (LMS) Blackboard.

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

APA (6th Edition):

Moonsamy, D. (2015). Staff perceptions and use of blackboard at Durban University of Technology. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15217

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

Chicago Manual of Style (16th Edition):

Moonsamy, Devraj. “Staff perceptions and use of blackboard at Durban University of Technology.” 2015. Thesis, University of KwaZulu-Natal. Accessed November 18, 2019. http://hdl.handle.net/10413/15217.

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

MLA Handbook (7th Edition):

Moonsamy, Devraj. “Staff perceptions and use of blackboard at Durban University of Technology.” 2015. Web. 18 Nov 2019.

Vancouver:

Moonsamy D. Staff perceptions and use of blackboard at Durban University of Technology. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10413/15217.

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

Council of Science Editors:

Moonsamy D. Staff perceptions and use of blackboard at Durban University of Technology. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/15217

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

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