Electronic assessment in an end-user computing course
- Authors: Brink, Roelien
- Date: 2010-05-26T06:13:30Z
- Subjects: End-user computing , Electronic apparatus and appliances , Computer-assisted instruction , Programmed instruction
- Type: Thesis
- Identifier: uj:6836 , http://hdl.handle.net/10210/3269
- Description: M.Ed. , Computers are an integral part of life, and have become integral to everyday functions of work, travel, health, entertainment and study. It is crucial that this technology be utilised to maximum effect. In schools, learners are increasingly required to enhance their computer skills, and at tertiary level students explore ways they can be used to develop and enhance capacity, functions and responsibilities. This study examines ways in which computer technology can be used to teach, so as to benefit all role-players in the learning process, including lecturers, students, the learning fraternity and industry, contributing to a more competent and capacitated workforce. In particular, it looks at an electronic assessment tool implemented by the University of Johannesburg (UJ), intended to enhance and upgrade learning in courses where computers are used. However, with the initial use of system, certain shortcomings were identified which affected its performance. As computer-related testing was considered important in contributing to assessment, it was critical to identify any problems that were inhibiting its optimal performance. To this end, the researcher studied the subdepartment End-User Computing (EUC), located within the department of Business Information Technology (BIT) at UJ. A qualitative phase consisted of two identified focus groups made up of specific individuals from BIT, comprising lecturers engaged in the daily use and activation of the electronic assessment system and supported by information system technical support personnel. A second phase, quantitative in nature, used responses to structured questionnaires delivered to students who had used the assessment tool. The University’s Statcon unit analysed results, and identified problems. Lecturers pointed to the language used in questions and system challenges to teaching and learning, while students highlighted a need for preparing them for the process, particularly calling for a tutorial with class presentation prior to assessment.
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- Authors: Brink, Roelien
- Date: 2010-05-26T06:13:30Z
- Subjects: End-user computing , Electronic apparatus and appliances , Computer-assisted instruction , Programmed instruction
- Type: Thesis
- Identifier: uj:6836 , http://hdl.handle.net/10210/3269
- Description: M.Ed. , Computers are an integral part of life, and have become integral to everyday functions of work, travel, health, entertainment and study. It is crucial that this technology be utilised to maximum effect. In schools, learners are increasingly required to enhance their computer skills, and at tertiary level students explore ways they can be used to develop and enhance capacity, functions and responsibilities. This study examines ways in which computer technology can be used to teach, so as to benefit all role-players in the learning process, including lecturers, students, the learning fraternity and industry, contributing to a more competent and capacitated workforce. In particular, it looks at an electronic assessment tool implemented by the University of Johannesburg (UJ), intended to enhance and upgrade learning in courses where computers are used. However, with the initial use of system, certain shortcomings were identified which affected its performance. As computer-related testing was considered important in contributing to assessment, it was critical to identify any problems that were inhibiting its optimal performance. To this end, the researcher studied the subdepartment End-User Computing (EUC), located within the department of Business Information Technology (BIT) at UJ. A qualitative phase consisted of two identified focus groups made up of specific individuals from BIT, comprising lecturers engaged in the daily use and activation of the electronic assessment system and supported by information system technical support personnel. A second phase, quantitative in nature, used responses to structured questionnaires delivered to students who had used the assessment tool. The University’s Statcon unit analysed results, and identified problems. Lecturers pointed to the language used in questions and system challenges to teaching and learning, while students highlighted a need for preparing them for the process, particularly calling for a tutorial with class presentation prior to assessment.
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Transitioning South Africa to a cashless economy as a developing country
- Mutheiwana, Sidze Benjamin, Brink, Roelien
- Authors: Mutheiwana, Sidze Benjamin , Brink, Roelien
- Date: 2018
- Subjects: Bank , Money , Tax
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/278161 , uj:29844 , Citation: Mutheiwana, S. & Brink, R. 2018. Transitioning South Africa to a cashless economy as a developing country.
- Description: Abstract: The subject of Cashless Economies continues to be a topic of conversation as countries around the world seek to move more towards digitals methods of conducting financial transactions. The purpose of this article is to determine whether transitioning towards a cashless economy could stimulate the overall economic development and provide more revenue for South Africa. A descriptive research approach was undertaken. The study was quantitative and it was used to uncover patterns and characteristics from the random population which undertook the study. Eighty participants took part in completing the questionnaire for the study. The results obtained showed larger amount of the population being readier to transition towards a cashless economy. The results also indicated that security was a main concern to a larger audience, although even besides that the usage of mobile and internet transacting among all age groups and gender was significantly high. The findings show that government should pay close attention to cashless services as this may facilitate to better tax compliance from all who are trading within the South African economy. Value was created by conducting research that could determine the effects of implementing cashless services and policies that enable such services in a country that is still regarded to be developing.
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- Authors: Mutheiwana, Sidze Benjamin , Brink, Roelien
- Date: 2018
- Subjects: Bank , Money , Tax
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/278161 , uj:29844 , Citation: Mutheiwana, S. & Brink, R. 2018. Transitioning South Africa to a cashless economy as a developing country.
- Description: Abstract: The subject of Cashless Economies continues to be a topic of conversation as countries around the world seek to move more towards digitals methods of conducting financial transactions. The purpose of this article is to determine whether transitioning towards a cashless economy could stimulate the overall economic development and provide more revenue for South Africa. A descriptive research approach was undertaken. The study was quantitative and it was used to uncover patterns and characteristics from the random population which undertook the study. Eighty participants took part in completing the questionnaire for the study. The results obtained showed larger amount of the population being readier to transition towards a cashless economy. The results also indicated that security was a main concern to a larger audience, although even besides that the usage of mobile and internet transacting among all age groups and gender was significantly high. The findings show that government should pay close attention to cashless services as this may facilitate to better tax compliance from all who are trading within the South African economy. Value was created by conducting research that could determine the effects of implementing cashless services and policies that enable such services in a country that is still regarded to be developing.
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An information management framework for the work-integrated learning process
- Authors: Brink, Roelien
- Date: 2014-06-21
- Subjects: Experiential learning , Knowledge management
- Type: Thesis
- Identifier: uj:11562 , http://hdl.handle.net/10210/11269
- Description: Ph.D. (Information Management) , The South African landscape on employment has reached a stage which requires strategies and initiatives that can assist and elevate awareness on ways which can facilitate opportunities of placement of people in the labour market. Critical levels of unemployment have placed the priority on the skilling of work seekers at the highest level. The critical issue of unemployment has also impacted on the higher education institutions (HEIs) fraternity to turn out professional graduates that are attractive and appropriately skilled for placement at industry level. HEIs have an unspoken obligation as a research founded environment to be on the cutting edge of processes and strategies on addressing the country's needs and strategic directives. Work-integrated learning (WIL) was identified as a core area which can facilitate preparation and empowering student learning on industry level that can promote student placement and possibly address levels of employment. HEIs in South Africa require teaching and learning to include WIL within specific learning offerings. The different learning offerings provided by various faculties have unique and diverse procedures which justify different WIL approaches at HEIs. A lack of structure regarding the information management (IM) for WIL across departmental silos, result in different processes followed for WIL. Therefore a lack of structure for IM can impact negatively on the optimal utilisation of WIL. In order to establish an effective IM feedback process the information that currently is, and that potentially could be exchanged between the HEI, the industry partner and the student has to be managed. This relationship is referred to as the WIL triad partners. Effective WIL is largely reliant on the managing of information exchanged between the triad partners. Without an effective flow of information, the WIL component will be cumbersome for the triad partners with duplication taking place across faculties. WIL can be optimally managed from a centralised unit to facilitate information flow between the triad partners, but first a framework has to be developed for the IM for WIL. Frameworks for the IM for WIL have been developed at international HEIs over long periods of time, which have evolved into good practice benchmarks. An investigation into these frameworks offered valuable insights to be tested at a HEI in South Africa. It became clear from this study that significant challenges are in the order of the day, pertaining to the IM for WIL process in place at the University of Johannesburg (UJ). It is paramount that processes and techniques do not stagnate but evolve with time and in line with the latest trends and technology. Therefore HEIs should be on par and be in line with the latest trends which affect HEIs' approach to WIL. It is strategic to realise the importance of capacitating students for employment and having the latest, most effective process in place will not only benefit students but add to the value chain of student employability due to strong and established collaboration with industry partners. The ultimate goal of this study was to develop a conceptual framework for IM for WIL for a HEI. The research resulted in a conceptual framework that would lay the foundation for the ultimate development of a portal, which was identified as the most appropriate platform that could facilitate the creation and development of a centralised solution that would enable IM for WIL processes. Such a platform could then be populated with the relevant data, featuring access functions that will allow for a single repository of data which can be centrally managed. The acceptance of the IM for WIL framework was tested amongst WIL coordinators and a very positive response was achieved. This study could guide and assist the UJ, as well as other HEIs, in developing and structuring of a centralised WIL unit based on an online WIL portal benefiting the role players who are central to the WIL process.
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- Authors: Brink, Roelien
- Date: 2014-06-21
- Subjects: Experiential learning , Knowledge management
- Type: Thesis
- Identifier: uj:11562 , http://hdl.handle.net/10210/11269
- Description: Ph.D. (Information Management) , The South African landscape on employment has reached a stage which requires strategies and initiatives that can assist and elevate awareness on ways which can facilitate opportunities of placement of people in the labour market. Critical levels of unemployment have placed the priority on the skilling of work seekers at the highest level. The critical issue of unemployment has also impacted on the higher education institutions (HEIs) fraternity to turn out professional graduates that are attractive and appropriately skilled for placement at industry level. HEIs have an unspoken obligation as a research founded environment to be on the cutting edge of processes and strategies on addressing the country's needs and strategic directives. Work-integrated learning (WIL) was identified as a core area which can facilitate preparation and empowering student learning on industry level that can promote student placement and possibly address levels of employment. HEIs in South Africa require teaching and learning to include WIL within specific learning offerings. The different learning offerings provided by various faculties have unique and diverse procedures which justify different WIL approaches at HEIs. A lack of structure regarding the information management (IM) for WIL across departmental silos, result in different processes followed for WIL. Therefore a lack of structure for IM can impact negatively on the optimal utilisation of WIL. In order to establish an effective IM feedback process the information that currently is, and that potentially could be exchanged between the HEI, the industry partner and the student has to be managed. This relationship is referred to as the WIL triad partners. Effective WIL is largely reliant on the managing of information exchanged between the triad partners. Without an effective flow of information, the WIL component will be cumbersome for the triad partners with duplication taking place across faculties. WIL can be optimally managed from a centralised unit to facilitate information flow between the triad partners, but first a framework has to be developed for the IM for WIL. Frameworks for the IM for WIL have been developed at international HEIs over long periods of time, which have evolved into good practice benchmarks. An investigation into these frameworks offered valuable insights to be tested at a HEI in South Africa. It became clear from this study that significant challenges are in the order of the day, pertaining to the IM for WIL process in place at the University of Johannesburg (UJ). It is paramount that processes and techniques do not stagnate but evolve with time and in line with the latest trends and technology. Therefore HEIs should be on par and be in line with the latest trends which affect HEIs' approach to WIL. It is strategic to realise the importance of capacitating students for employment and having the latest, most effective process in place will not only benefit students but add to the value chain of student employability due to strong and established collaboration with industry partners. The ultimate goal of this study was to develop a conceptual framework for IM for WIL for a HEI. The research resulted in a conceptual framework that would lay the foundation for the ultimate development of a portal, which was identified as the most appropriate platform that could facilitate the creation and development of a centralised solution that would enable IM for WIL processes. Such a platform could then be populated with the relevant data, featuring access functions that will allow for a single repository of data which can be centrally managed. The acceptance of the IM for WIL framework was tested amongst WIL coordinators and a very positive response was achieved. This study could guide and assist the UJ, as well as other HEIs, in developing and structuring of a centralised WIL unit based on an online WIL portal benefiting the role players who are central to the WIL process.
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A framework development for the adoption of information and communication technology web technologies in higher education systems
- Ohei, Kenneth N., Brink, Roelien
- Authors: Ohei, Kenneth N. , Brink, Roelien
- Date: 2019
- Subjects: Blended and integrated learning , Collaboration and integrated learning , Higher education system (HES)
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/297555 , uj:32443 , Citation: Ohei, K.N. & Brink, R., 2019, ‘A framework development for the adoption of information and communication technology web technologies in higher education systems’, South African Journal of Information Management 21(1), a1030. https://doi.org/ 10.4102/sajim.v21i1.1030 , ISSN: 1560-683X (Online) , ISSN: 2078-1865 (Print)
- Description: Abstract: Background: The adoption of information and communication technology (ICT) tools into educational systems has been at the forefront of the educational sector for decades. The integration of Web 2.0 and Web 3.0 technologies is progressively being encouraged worldwide across several universities to support teaching and learning processes and to offer students the possibility of learning experiences and engagements to suit their digital needs. Objectives: This article probes a framework development for the adoption of ICT web technologies in higher education systems (HES) and further suggests a framework for adoption with the aim of enhancing the mode of education delivery and improving business processes. An understanding of the benefits associated with Web 2.0 and Web 3.0 tools adoption is gained to support collaboration between students and educators and to build social presence through interactive learning. South African universities continue to experience circumstances in which many learners who enrol are novice users of Web 2.0 and Web 3.0 tools and require optimal support to bridge the gaps and the knowledge and skills exposure required. The problem with educators’ inability to incorporate Web 2.0 and Web 3.0 tools in their teaching and learning practices exists...
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- Authors: Ohei, Kenneth N. , Brink, Roelien
- Date: 2019
- Subjects: Blended and integrated learning , Collaboration and integrated learning , Higher education system (HES)
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/297555 , uj:32443 , Citation: Ohei, K.N. & Brink, R., 2019, ‘A framework development for the adoption of information and communication technology web technologies in higher education systems’, South African Journal of Information Management 21(1), a1030. https://doi.org/ 10.4102/sajim.v21i1.1030 , ISSN: 1560-683X (Online) , ISSN: 2078-1865 (Print)
- Description: Abstract: Background: The adoption of information and communication technology (ICT) tools into educational systems has been at the forefront of the educational sector for decades. The integration of Web 2.0 and Web 3.0 technologies is progressively being encouraged worldwide across several universities to support teaching and learning processes and to offer students the possibility of learning experiences and engagements to suit their digital needs. Objectives: This article probes a framework development for the adoption of ICT web technologies in higher education systems (HES) and further suggests a framework for adoption with the aim of enhancing the mode of education delivery and improving business processes. An understanding of the benefits associated with Web 2.0 and Web 3.0 tools adoption is gained to support collaboration between students and educators and to build social presence through interactive learning. South African universities continue to experience circumstances in which many learners who enrol are novice users of Web 2.0 and Web 3.0 tools and require optimal support to bridge the gaps and the knowledge and skills exposure required. The problem with educators’ inability to incorporate Web 2.0 and Web 3.0 tools in their teaching and learning practices exists...
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The uncertainty of information management for the work integrated learning process through the lense on the theory of motivated information management
- Authors: Brink, Roelien
- Date: 2017
- Subjects: Work-integrated learning , Theory of Motivated Information Management , Personal information management
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/251771 , uj:26229 , Citation: Brink, R. 2017. The uncertainty of information management for the work integrated learning process through the lense on the theory of motivated information management.
- Description: Abstract: The Information Management (IM) for the Work-Integrated Learning (WIL) process distinguish between two main levels of IM which are referred to as personal information management (PIM) and organizational information management (OIM). The concept boundary-spanning is also discussed as it impacts on the relationship between the triad partnerships on the IM function related to WIL. To strengthen this boundary-spanning between the triad partners of WIL the Theory of Motivated Information Management (TMIM) provides the foundation on which uncertainty that develops in the triad relationship of WIL can be used to facilitate solutions. The triad partnership for WIL is based on relationships. These relationships are critical to manage information for WIL as it requires specific links between the triad partners to facilitate an effective and efficient IM approach for WIL. This article highlighted how the TMIM can help to strengthen the boundary-spanning between the triad partners and how it can minimize the uncertainty between the triad partners.
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- Authors: Brink, Roelien
- Date: 2017
- Subjects: Work-integrated learning , Theory of Motivated Information Management , Personal information management
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/251771 , uj:26229 , Citation: Brink, R. 2017. The uncertainty of information management for the work integrated learning process through the lense on the theory of motivated information management.
- Description: Abstract: The Information Management (IM) for the Work-Integrated Learning (WIL) process distinguish between two main levels of IM which are referred to as personal information management (PIM) and organizational information management (OIM). The concept boundary-spanning is also discussed as it impacts on the relationship between the triad partnerships on the IM function related to WIL. To strengthen this boundary-spanning between the triad partners of WIL the Theory of Motivated Information Management (TMIM) provides the foundation on which uncertainty that develops in the triad relationship of WIL can be used to facilitate solutions. The triad partnership for WIL is based on relationships. These relationships are critical to manage information for WIL as it requires specific links between the triad partners to facilitate an effective and efficient IM approach for WIL. This article highlighted how the TMIM can help to strengthen the boundary-spanning between the triad partners and how it can minimize the uncertainty between the triad partners.
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Security in an Omni-Channel environment
- Naidoo, Karmen Natalie, Brink, Roelien
- Authors: Naidoo, Karmen Natalie , Brink, Roelien
- Date: 2017
- Subjects: Information security , Encryption , Omni-Channel
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/251774 , uj:26230 , Citation: Naidoo, K.N. & Brink, R. 2017. Security in an Omni-Channel environment.
- Description: Abstract: Omni-Channels ensure that customers have the same shopping experience online as they do in a physical store. Customers should be able to view products online and pay for them accordingly. Customers should also be assured that when they are paying for their items online, all their information is safe and secure. This study examines what organisations use to ensure that their customers private information remains safe at all times. Encryption, one time passwords, audit trails and various other components will be explored. The researcher will also investigate how all these components work together to ensure maximum protection of information at all times. A structured questionnaire was used to measure and rate the overall security features that are used to protect a customer when purchasing online. The results display the preferred features and functions for customers.
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- Authors: Naidoo, Karmen Natalie , Brink, Roelien
- Date: 2017
- Subjects: Information security , Encryption , Omni-Channel
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/251774 , uj:26230 , Citation: Naidoo, K.N. & Brink, R. 2017. Security in an Omni-Channel environment.
- Description: Abstract: Omni-Channels ensure that customers have the same shopping experience online as they do in a physical store. Customers should be able to view products online and pay for them accordingly. Customers should also be assured that when they are paying for their items online, all their information is safe and secure. This study examines what organisations use to ensure that their customers private information remains safe at all times. Encryption, one time passwords, audit trails and various other components will be explored. The researcher will also investigate how all these components work together to ensure maximum protection of information at all times. A structured questionnaire was used to measure and rate the overall security features that are used to protect a customer when purchasing online. The results display the preferred features and functions for customers.
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Electronic asssessment in higher education
- Brink, Roelien, Lautenbach, Geoffrey
- Authors: Brink, Roelien , Lautenbach, Geoffrey
- Date: 2011-02
- Subjects: Electronic assessment , Higher education , Educational assessment , E-assessment
- Type: Article
- Identifier: uj:5762 , ISSN 1465-3400 , http://hdl.handle.net/10210/7768
- Description: Assessment is an important cornerstone of education. “Assessment is central to the learning process and is a crucial aspect of teaching. It is the most significant factor that influences student learning” (UniSA Learning Connection, 2008). A world trend in staying abreast of the latest developments in the field of ICT has led to an increased demand for electronic assessment in education circles. The critical need and responsibility for higher education to stay on par with the latest techniques regarding assessment subsequently led the University of Johannesburg (UJ) to implement electronic assessment in some departments in 2004. Several challenges led to this exploration into the use of one e-assessment tool within the University.
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- Authors: Brink, Roelien , Lautenbach, Geoffrey
- Date: 2011-02
- Subjects: Electronic assessment , Higher education , Educational assessment , E-assessment
- Type: Article
- Identifier: uj:5762 , ISSN 1465-3400 , http://hdl.handle.net/10210/7768
- Description: Assessment is an important cornerstone of education. “Assessment is central to the learning process and is a crucial aspect of teaching. It is the most significant factor that influences student learning” (UniSA Learning Connection, 2008). A world trend in staying abreast of the latest developments in the field of ICT has led to an increased demand for electronic assessment in education circles. The critical need and responsibility for higher education to stay on par with the latest techniques regarding assessment subsequently led the University of Johannesburg (UJ) to implement electronic assessment in some departments in 2004. Several challenges led to this exploration into the use of one e-assessment tool within the University.
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