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'n Raamwerk vir die ontwikkeling van selfrigtinggewende studiepakkette vir verdere en hoëronderwysstudie

- Neveling, Nicolaas J.

Bandwidth efficient virtual classroom

- Van der Schyff, Marco

  • Authors: Van der Schyff, Marco
  • Date: 2009-02-27T05:38:56Z
  • Subjects: Image processing , Human face recognition (Computer science) , Distance education , Computer-assisted instruction
  • Type: Thesis
  • Identifier: uj:8182 , http://hdl.handle.net/10210/2186
  • Description: M.Ing. , Virtual classrooms and online-learning are growing in popularity, but there are still some factors limiting the potential. Limited bandwidth for audio and video, the resultant transmission quality and limited feedback during virtual classroom sessions are some of the problems that need to be addressed. This thesis presents information on the design and implementation of various components of a virtual classroom system for researching methods of student feedback with a focus on bandwidth conservation. A facial feature technique is implemented and used within the system to determine the viability of using facial feature extraction to provide and prioritise feedback from students to teacher while conserving bandwidth. This allows a teacher to estimate the comprehension level of the class and individual students based on student images. A server determines which student terminal transmits its images to the teacher using data obtained from the facial feature extraction process. Feedback is improved as teachers adapt to class circumstances using experience gained in traditional classrooms. Feedback is also less reliant on intentional student participation. New page-turner, page suggestion and class activity components are presented as possible methods for improving student feedback. In particular, the effect of virtual classroom system parameters on feedback delays and bandwidth usage is investigated. In general, delays are increased as bandwidth requirements decrease. The system shows promise for future use in research on facial feature extraction, student feedback and bandwidth conservation in virtual classrooms.
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'n Model vir praktykbegeleiding vir 'n afstandsonderrigprogram in verpleegkunde

- Kriel, Marié Christina

  • Authors: Kriel, Marié Christina
  • Date: 2012-05-30
  • Subjects: Nursing study and teaching , Distance education
  • Type: Thesis
  • Identifier: http://ujcontent.uj.ac.za8080/10210/387801 , uj:2292 , http://hdl.handle.net/10210/4752
  • Description: D.Cur. , The purpose of this research study was to develop and describe a model for clinical accompaniment for learners who follow a distance education programme in nursing. The future of health services relies worldwide on programmes in nursing with a practical component which will equip the learner to provide safe and effective nursing care. In spite of attempts throughout the world to bridge the gap between theory and practice, there is still confusion about who is primarily responsible for clinical accompaniment of learners in nursing. South Africa is experiencing a shortage of nurses, and these numbers could be supplemented by distance education. The challenge arose to develop a scientifically based functional model that would be easily understandable. Such a model could address the gaps in clinical accompaniment and lead to better outcomes of nursing care. It could contribute to more nurses gaining access to possible further training.
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The experiences of adult learners in distance learning at the South African College for Teacher Education

- Meyer, Erika

  • Authors: Meyer, Erika
  • Date: 2012-09-06
  • Subjects: Adult education , Distance education , South African College for Teacher Education
  • Type: Mini-Dissertation
  • Identifier: uj:9658 , http://hdl.handle.net/10210/7074
  • Description: M.Ed. , The aim of this research was to gain an understanding of the experiences of adult learners engaged in a distance learning programme in Early Childhood Development at the South African College for Teacher Education. It is argued that distance education learners have different needs and experiences to their counterparts at contact universities, and for this reason, distance providers should understand the experiences, needs and characteristics of adult distance learners in order to design quality course material and give effective student support. In light of the above argument, qualitative research was conducted using interviews and the collection of documents for data collection. Ten participants were purposefully selected by maximum variation sampling to represent the widest possible range of experience. They were then interviewed in order to gain insight into their experiences as distance learners at SACTE. The data were then analysed and the findings written up. The findings of the research show that most students experienced excitement and fear at the outset of the course — excitement because of the new experience and fear because they were uncertain what to expect. Students' enjoyment of the course was enhanced by the use of mechanical media, such as video recordings, the usage of interactive text, and by the relevancy of the course material, that is, when they could apply it to the workplace. Students' responses in the interviews contained valuable information on their perceptions of the course. They were able to give feedback on ways in which they believed the course could be improved such as regular contact sessions and more efficient administrative support.
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Profiel van afstandsonderrigstudente in die verpleegkunde aan 'n residensiële universiteit

- Swart, Zelda René

  • Authors: Swart, Zelda René
  • Date: 2014-02-17
  • Subjects: Nursing - Study and teaching - South Africa , Distance education
  • Type: Thesis
  • Identifier: uj:4058 , http://hdl.handle.net/10210/9409
  • Description: M.Cur. (Professional Nursing) , Nursing as a humanistic profession has a responsibility to train expert practitioners with a responsibility towards the community. A variety of factors necessitate the cooperation between distance education an~ contact education. Some residential universities are planning, or are involved in, the presentation of courses through distance education. For the purpose of this study, a descriptive contextual investigation was undertaken of the profile of distance learning nursing students; and with a view to provide guidelines to residential universities for .the preparation and presentation of distance education courses. Relevant literature pertaining to distance education and contact education was studied and the Nursing for the Whole Person Theory as 'Nell as Holmberg's theory on guided didactic discussion formed the basis for compiling a conceptual framework for this study. A questionnaire was handed out to distance learning respondents at an Institute for Nursing and findings were obtained from them. It appears that the older, more adult person who has job and household responsibilities, is involved in distance education. It also appears that guidance by the tutor, especially by indirect means through the use of stUdy guides and assignments, is important. Supporting services, such as student counselling and accessible libraries, are needed. A variety of support groups can either have a positive or negative influence on the student's motivation level as well as success in her studies. Closer contact between educational institution and employer is recommended. All the facilities which are conducive to the studenfs learning should be functional and supportive guidance by the tutor, especially through indirect contact, is important for the student's success and motivation level. In the recommendations and guidelines possible solutions to problems are suggested. This accommodates the conceptual framework for interaction between the tutor, system and student to facilitate positive patterns of interaction between student's internal and external environment. A responsible, expert and independent practitioner can thus develop.
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Die klankkasset as onderwysmedium in tersiêre afstandsonderrig

- Freysen, Johan Bach

  • Authors: Freysen, Johan Bach
  • Date: 2014-04-15
  • Subjects: Audiotapes in education , Media programs (Education) , Distance education
  • Type: Thesis
  • Identifier: uj:10678 , http://hdl.handle.net/10210/10194
  • Description: M.Ed. (Media Studies) , As man is a dynamic being living in a 'world where "information (including knowledge) is accumulating in many fields at rates far exceeding a worker's capacity to absorb it" (Hawkridge, 1983:5) his initial training will always be insufficient and should be supplemented by means of in-service and further training. It appears that, because of financial and other reasons, further training will increasingly take place by means of tele-tuition. In the past few years, the sound cassette has been used more and more in tele-tuition owing to features such as its convenience, availability, inexpensiveness and effectiveness . Among the problems identified is that very few lecturers are familiar with the special didactic demands of tele-tuition and especially the use of the sound cassette as educational medium in the tele-tuition situation. Structured directions on the use of sound cassettes, to assist the lecturer, could not be found in the literature. This situation can easily lead to a haphazard and ineffective use of the sound cassette. The objective of this study, therefore, is to provide the lecturer with guidelines regarding the planning, production and use of sound cassettes in tele-tuition. In order to accomplish this objective, it was necessary to study existing literature and to talk with people who are authorities in their separate fields. With the information gathered, a frame of reference regarding tele-tuition at tertiary level was structured as basis for further discussion. Thereafter the potential of the cassette and the criteria that should be taken into consideration when planning, producing and using the sound cassette, were discussed. This led to some suggestions regarding the lecturer's preparation, the production, indexing, dispatch and evaluation of sound cassettes, and briefing the student on the use thereof. This study does not see the sound cassette as a panacea, but as an under-exploited educational medium with great potential in the tele-tuition situation
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Advancing rural science learners’ conceptions of career development through synchronous online mentoring mobile group chats

- Molaodi, Mmatlake Linford

Learning to teach writing through a distance education programme : experiences of Rwandan secondary school English teachers

- Niyibizi, Epimaque, Sibomana, Emmanuel, Perumal, Juliet

Learning to teach writing through a distance education programme : experiences of Rwandan secondary school english teachers

- Niyibizi, Epimaque, Sibomana, Emmanuel, Juliet Perumal

The use of technology in an Open Distance Learning (ODL) ecosystem to achieve authentic learning

- Mtombeni, Butholezwe

  • Authors: Mtombeni, Butholezwe
  • Date: 2020
  • Subjects: Distance education , Open learning , Educational technology
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/473779 , uj:42682
  • Description: Abstract: The integration of technology into teaching and authentic learning has great potential of improving the delivery of quality education in developing countries. Technology for education has fostered remarkable growth in Open Distance Learning (ODL), nationally and internationally. The integration of digital technologies in education has fuelled the expansion of distance learning over the years. Thus, online mobile technologies, which enable interaction and collaboration, are the main drivers of authentic learning in ODL. However, in the developing countries, educational inequalities, poor ICT infrastructure, the digital divide and unreliable electricity supply hamper effective and efficient use of technology for education to enhance teaching and authentic learning. This study follows a phenomenological approach to qualitative research, which investigates the use of technology in an ODL ecosystem to achieve authentic learning and collapse the transactional divide between the students and the lecturers. The research findings revealed that the institution has a good ICT infrastructure, and some of the students’ constituencies have poor ICT infrastructure. This might explain why there is limited use of technology for education at the department to improve authentic learning. According to the data from the participants, lack of digital skills, information illiteracy, transactional divide and digital divide are some of the drawbacks to the effective integration of technology in teaching and authentic learning. The collected data shows that both the lecturers and the students are not empowered with needed skills to effectively use technology to enhance teaching and authentic learning. This may explain why the lecturers use limited technology-based authentic activities to enhance authentic learning. The use of ICTs in education might not be the panacea to all the problems that beset ODL; however, there is empirical evidence that the use of ICTs can greatly improve teaching and authentic learning. Effective use of technology in education can produce knowledge human capital for an ever-changing knowledge economy, which is looking for individuals who can provide solutions to the challenges the world is facing today. , M.Ed. (Education in ICT)
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Professional development needs of TVET college lecturers towards remote learning : implications for leadership

- Nyembe, Nonhlanhla Venice

  • Authors: Nyembe, Nonhlanhla Venice
  • Date: 2022
  • Subjects: Distance education , College teachers - In-service training , Technical education - Computer-assisted instruction , Vocational education - Computer-assisted instruction
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/495855 , uj:45184
  • Description: Abstract: Rapid technological development has affected the educational sector, prompting it to evolve and embrace technology as part of everyday teaching and learning. The coronavirus outbreak has exacerbated the need for educational institutions to transform from being 100% face-to-face learning institutions to ones that integrate ICT mechanisms as part of teaching and learning. As a result of the COVID-19 lockdown in 2020, universities were forced to suspend all contact learning activities and transition to online learning. However, Technical and Vocational Education and Training (TVET) colleges had to come to a complete halt because they lacked response mechanisms in the form of infrastructure, and experienced and knowledgeable lecturers. In this study, the training and resource needs of TVET college lecturers are investigated. Moreover, lecturer training guidelines for remote learning are proposed for TVET college leaders. Employing a generic qualitative research approach, within the interpretivist worldview, data gathering was undertaken through qualitative surveys and semi-structured interviews. Seventy-three TVET college lecturers participated in the survey and three TVET college Heads of Department (HODs) were interviewed from a TVET college in Ekurhuleni, Gauteng. The findings were presented using a generic qualitative research design and reporting methods. The findings of the study revealed that TVET college leaders need to furnish lecturers with resources and training in the utilisation of remote learning prior to implementation. The appropriate resources and training needed were recommended. The study also found that owing to the differing nature of the vocational subjects offered at TVET colleges, the training and resource needs of lecturers differed and therefore recommended that TVET leaders cater for the individual and subject-related needs of the lecturers. The study also recommended a distributive leadership approach to assist with the resource and training needs of lecturers, through the formation of and reliance on campus and college committees comprising internal and external stakeholders. Furthermore, training guidelines were recommended to ensure that the training of lecturers is adequate, appropriate, accredited and meets global educational standards to make sure that lecturers become 21st-century transformative intellectuals. , M.Ed. (Educational Leadership and Management)
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