'n Modulêre ordening van leerinhoud in tegniese tekene deur afstandsonderrig
- Du Toit, Gerhardus Stephanus
- Authors: Du Toit, Gerhardus Stephanus
- Date: 2014-04-16
- Subjects: Mechanical drawing - Study and teaching (Secondary) - South Africa , Engineering drawings , Technical institutes - South Africa - Curricula , Distance education - South Africa
- Type: Thesis
- Identifier: uj:10755 , http://hdl.handle.net/10210/10263
- Description: M.Ed. (Curriculum Studies) , The future economic development of South Africa largely depends on the training of a career-skilled corps of workers. The current conventional educational system cannot provide in the demand for a career-skilled corps of workers on a large scale. Distance education in its different variations is gaining ground in increasing measure and can be regarded as a possible solution for the educational problem. Because of the distance between the lecturer and the student intensive attention needs to be given to the study material - especially the arrangement of the learning content to make the learning experience more effective. The design of a modular training program is a possible method to ensure effective self-study material. Modular training is aimed at accompa- nying the student meaningfully through objective-directed learning content. The Technical College of South Africa (Technisa) is one of South.Africa's distance education institutions. Currently a movement is taking place in the direction of a type of modular training which is known as the Technisa Modular Training (TMT) programme. One of the career-orientated subjects offered is Technical Drawing. In order to offer the training of Technical Drawing more effectively the subject contents are ordered according to the Technisa Modular Training programme. In this study a literature study has been done to define the concept distance education; to list the advantages and disadvantages; to scrutinise the total modular system as teaching strategy; to determine the components of a subject curriculum and adjust it according to the Technisa Modular Training programme.
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- Authors: Du Toit, Gerhardus Stephanus
- Date: 2014-04-16
- Subjects: Mechanical drawing - Study and teaching (Secondary) - South Africa , Engineering drawings , Technical institutes - South Africa - Curricula , Distance education - South Africa
- Type: Thesis
- Identifier: uj:10755 , http://hdl.handle.net/10210/10263
- Description: M.Ed. (Curriculum Studies) , The future economic development of South Africa largely depends on the training of a career-skilled corps of workers. The current conventional educational system cannot provide in the demand for a career-skilled corps of workers on a large scale. Distance education in its different variations is gaining ground in increasing measure and can be regarded as a possible solution for the educational problem. Because of the distance between the lecturer and the student intensive attention needs to be given to the study material - especially the arrangement of the learning content to make the learning experience more effective. The design of a modular training program is a possible method to ensure effective self-study material. Modular training is aimed at accompa- nying the student meaningfully through objective-directed learning content. The Technical College of South Africa (Technisa) is one of South.Africa's distance education institutions. Currently a movement is taking place in the direction of a type of modular training which is known as the Technisa Modular Training (TMT) programme. One of the career-orientated subjects offered is Technical Drawing. In order to offer the training of Technical Drawing more effectively the subject contents are ordered according to the Technisa Modular Training programme. In this study a literature study has been done to define the concept distance education; to list the advantages and disadvantages; to scrutinise the total modular system as teaching strategy; to determine the components of a subject curriculum and adjust it according to the Technisa Modular Training programme.
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Die rol van die taalverwerker in afstandsonderrig
- Authors: Henneke, Gertruida Hermina
- Date: 2015-09-15
- Subjects: Translators - South Africa , Translating and interpreting - South Africa , Study packages - Translating , Distance education - South Africa
- Type: Thesis
- Identifier: uj:14115 , http://hdl.handle.net/10210/14548
- Description: M.A. , The aim of language practitioners at tertiary distance education institutions has become focussed on having their role in the development of course materials properly defined and on acquiring the necessary competencies to edit materials with a view to making them more accessible to students both in terms of language and learning ...
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- Authors: Henneke, Gertruida Hermina
- Date: 2015-09-15
- Subjects: Translators - South Africa , Translating and interpreting - South Africa , Study packages - Translating , Distance education - South Africa
- Type: Thesis
- Identifier: uj:14115 , http://hdl.handle.net/10210/14548
- Description: M.A. , The aim of language practitioners at tertiary distance education institutions has become focussed on having their role in the development of course materials properly defined and on acquiring the necessary competencies to edit materials with a view to making them more accessible to students both in terms of language and learning ...
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Kwalifikasiestruktuur vir technikonopleiding in biblioteek- en inligtingkunde deur middel van afstandsonderrig
- Authors: Janse van Vuren, Anette
- Date: 2014-11-19
- Subjects: Technikons - South Africa - Curricula , Library education - South Africa , Library schools - Curricula , Information science - Study and teaching (Higher) - South Africa , Distance education - South Africa
- Type: Thesis
- Identifier: uj:12913 , http://hdl.handle.net/10210/12801
- Description: D.Litt.et Phil. (Information Science) , Schools of library and information science, like all professional schools, are tied to the profession they prepare their students for. They must balance the needs and demands of the profession they serve and the needs and demands of the educational institution they form part of. In South Africa and elsewhere, there is a perceived gap between the product the library schools deliver and the needs of the library and information profession. The technikons in South Africa are relative newcomers to the training and education of librarians and information workers. Their task is seen mainly as the training of paraprofessional library workers, since it is the aim of technikons to provide relevant, vocational education and training through co-operation with the relevant industries/professions. The qualification structure of technikons makes provision for different levels of undergraduate qualifications in the form of national certificates, national higher certificates, diplomas and since 1994, technikon degrees. The conventional qualification structure used for library and information science training, does not however make provision for certificate qualifications - technikons at this stage offer only the National Diploma: Library and Information Practice. There is presently no possibility for technikon diplomates to upgrade their paraprofessional qualification to professional level. The education and training of librarians and information workers through the medium of distance education is well established in South Africa. The distance education institutions use the same qualification structure as the residential institutions, despite the fact that qualifying through parttime distance education takes much longer. Distance learners therefore could benefit from interim qualifications like certificates, since it could serve as indication to their employers that they are making progress with their studies. There are indications from the library and information science profession that there is a need for more undergraduate levels of qualifications because of the different needs of the different communities in South Africa, especially those of the disadvantaged communities. The qualification structure for library and information science education at Technikon SA, which teaches through the medium of distance education, can however not be changed without consulting the library and information profession. The aim of this study is to determine whether the profession would accept a changed qualification structure. To determine this, the Delphi method is used. The Delphi method is a technique that makes use of the opinions of experts for forecasting future events. The Delphi study is supported by a literature study which serves to put the research into context by ...
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- Authors: Janse van Vuren, Anette
- Date: 2014-11-19
- Subjects: Technikons - South Africa - Curricula , Library education - South Africa , Library schools - Curricula , Information science - Study and teaching (Higher) - South Africa , Distance education - South Africa
- Type: Thesis
- Identifier: uj:12913 , http://hdl.handle.net/10210/12801
- Description: D.Litt.et Phil. (Information Science) , Schools of library and information science, like all professional schools, are tied to the profession they prepare their students for. They must balance the needs and demands of the profession they serve and the needs and demands of the educational institution they form part of. In South Africa and elsewhere, there is a perceived gap between the product the library schools deliver and the needs of the library and information profession. The technikons in South Africa are relative newcomers to the training and education of librarians and information workers. Their task is seen mainly as the training of paraprofessional library workers, since it is the aim of technikons to provide relevant, vocational education and training through co-operation with the relevant industries/professions. The qualification structure of technikons makes provision for different levels of undergraduate qualifications in the form of national certificates, national higher certificates, diplomas and since 1994, technikon degrees. The conventional qualification structure used for library and information science training, does not however make provision for certificate qualifications - technikons at this stage offer only the National Diploma: Library and Information Practice. There is presently no possibility for technikon diplomates to upgrade their paraprofessional qualification to professional level. The education and training of librarians and information workers through the medium of distance education is well established in South Africa. The distance education institutions use the same qualification structure as the residential institutions, despite the fact that qualifying through parttime distance education takes much longer. Distance learners therefore could benefit from interim qualifications like certificates, since it could serve as indication to their employers that they are making progress with their studies. There are indications from the library and information science profession that there is a need for more undergraduate levels of qualifications because of the different needs of the different communities in South Africa, especially those of the disadvantaged communities. The qualification structure for library and information science education at Technikon SA, which teaches through the medium of distance education, can however not be changed without consulting the library and information profession. The aim of this study is to determine whether the profession would accept a changed qualification structure. To determine this, the Delphi method is used. The Delphi method is a technique that makes use of the opinions of experts for forecasting future events. The Delphi study is supported by a literature study which serves to put the research into context by ...
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A distance education linking programme at ABET level four
- Authors: Nene, Ornette James
- Date: 2012-09-11
- Subjects: Distance education - South Africa , Employer-supported education - South Africa , Adult education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10006 , http://hdl.handle.net/10210/7398
- Description: M.Ed. , The purpose of this study has been to focus attention on the support structures and processes to be considered by a core-plus organization, such as the South African Bureau of Standards (SABS) if it intends to realize the prospect of transforming its Elementary Technisa Studies (ETS) learners into self-directed, autonomous adults capable of effectively engaging in Adult Basic Education and Training (ABET) through distance education. This quest to maintain continuity in the provision of adult education to its employees, led to the SABS contracting TECHNISA to offer the ETS linking programme to its employees who have successfully advanced to ABET level four (Grade). Completion of the ETS linking programme gains the learners entrance to an NI (National Technical certificate) course offered by TECHNISA. Thus, completion of the ETS linking programme will gain the SABS ABET level four learners entry into the Further Education and Training (FET) band (Grade 9-12). Due to the fact that the ETS linking programme had been offered to the SABS ABET level four through distance education, this study has explored the challenges faced by the learners who, for the first time in their ABET careers, are expected to be selfdirected and autonomous if they hope to succeed in their studies. Furthermore, the study has identified, through the data collected from interviewing and observing the six ETS linking programme learners, and from documented views, the support needs expressed by these adult learners. Those identified support needs are program relevance, educator-learner relationship, time-limitations, knowledge sharing, development and training, learner-support and program structure. These categories translated into recommendations to the SABS, and can also lend themselves applicable to any core-plus organization, which intends introducing the ETS linking program learners to the self-directed, autonomous world of distance education — thus kindling the spirit of lifelong learning in adults. The conclusion of the study emphasized the point that the South African Bureau of Standards will realize its prospects of maintaining continuity in the provision of adult education beyond the ABET band only if it creates and maintains support systems, processes, structures and an environment conducive to the inculcation of lifelong learning in adults.
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- Authors: Nene, Ornette James
- Date: 2012-09-11
- Subjects: Distance education - South Africa , Employer-supported education - South Africa , Adult education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10006 , http://hdl.handle.net/10210/7398
- Description: M.Ed. , The purpose of this study has been to focus attention on the support structures and processes to be considered by a core-plus organization, such as the South African Bureau of Standards (SABS) if it intends to realize the prospect of transforming its Elementary Technisa Studies (ETS) learners into self-directed, autonomous adults capable of effectively engaging in Adult Basic Education and Training (ABET) through distance education. This quest to maintain continuity in the provision of adult education to its employees, led to the SABS contracting TECHNISA to offer the ETS linking programme to its employees who have successfully advanced to ABET level four (Grade). Completion of the ETS linking programme gains the learners entrance to an NI (National Technical certificate) course offered by TECHNISA. Thus, completion of the ETS linking programme will gain the SABS ABET level four learners entry into the Further Education and Training (FET) band (Grade 9-12). Due to the fact that the ETS linking programme had been offered to the SABS ABET level four through distance education, this study has explored the challenges faced by the learners who, for the first time in their ABET careers, are expected to be selfdirected and autonomous if they hope to succeed in their studies. Furthermore, the study has identified, through the data collected from interviewing and observing the six ETS linking programme learners, and from documented views, the support needs expressed by these adult learners. Those identified support needs are program relevance, educator-learner relationship, time-limitations, knowledge sharing, development and training, learner-support and program structure. These categories translated into recommendations to the SABS, and can also lend themselves applicable to any core-plus organization, which intends introducing the ETS linking program learners to the self-directed, autonomous world of distance education — thus kindling the spirit of lifelong learning in adults. The conclusion of the study emphasized the point that the South African Bureau of Standards will realize its prospects of maintaining continuity in the provision of adult education beyond the ABET band only if it creates and maintains support systems, processes, structures and an environment conducive to the inculcation of lifelong learning in adults.
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An evaluation of a distance education course in technology education for teachers
- Authors: Nickola, George Leslie
- Date: 2012-09-07
- Subjects: Technology - Study and teaching (Higher) - South Africa , Training of teachers - South Africa , Distance education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9781 , http://hdl.handle.net/10210/7187
- Description: M.Ed. , Technology being a new learning area, many teachers has not yet had the opportunity to qualify themselves in this area, and technology teacher training is therefore seen as a priority. It is also suggested that such training and re-training can be addressed, most effectively, by means of in-service training programmes (Ankiewicz, 1995:252; ORT-STEP, 1994:34,) and through distance education. The South African College for Teacher Education (SACTE) is involved in the further training of practicing teachers. At present, the College has some 19 000 students, the majority of whom are practicing teachers upgrading their qualifications. The mode of training is through the medium of distance education. Tutorial matter consists of packages of interactive learning modules. Students are supported by means of contact sessions, a tutoring service, audio/video material and telephonic contact. Technology Education is not only new to teachers and learners, but also to teacher training institutions. In support of Curriculum 2005 and the Technology 2005 Project, SACTE introduced Technology Education as a course of study in 1998. An inservice training programme was developed by SACTE, approved by HEDCOM and recorded at SAQA. The existing support structures that are available for SACTE students was used to ensure successful delivery of Technology Education as a course of study to SACTE students. As head of the Technology department at SACTE, it is the researcher's responsibility to promote, implement, monitor and improve the Technology Education course that has been developed for practicing teachers. The success of the Technology Education course is dependent on the programme being appropriate, study material being relevant and the necessary support structures being available to students, all of which will, in turn, be greatly influenced by the circumstances the students find themselves in as well as the resources available to them.
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- Authors: Nickola, George Leslie
- Date: 2012-09-07
- Subjects: Technology - Study and teaching (Higher) - South Africa , Training of teachers - South Africa , Distance education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9781 , http://hdl.handle.net/10210/7187
- Description: M.Ed. , Technology being a new learning area, many teachers has not yet had the opportunity to qualify themselves in this area, and technology teacher training is therefore seen as a priority. It is also suggested that such training and re-training can be addressed, most effectively, by means of in-service training programmes (Ankiewicz, 1995:252; ORT-STEP, 1994:34,) and through distance education. The South African College for Teacher Education (SACTE) is involved in the further training of practicing teachers. At present, the College has some 19 000 students, the majority of whom are practicing teachers upgrading their qualifications. The mode of training is through the medium of distance education. Tutorial matter consists of packages of interactive learning modules. Students are supported by means of contact sessions, a tutoring service, audio/video material and telephonic contact. Technology Education is not only new to teachers and learners, but also to teacher training institutions. In support of Curriculum 2005 and the Technology 2005 Project, SACTE introduced Technology Education as a course of study in 1998. An inservice training programme was developed by SACTE, approved by HEDCOM and recorded at SAQA. The existing support structures that are available for SACTE students was used to ensure successful delivery of Technology Education as a course of study to SACTE students. As head of the Technology department at SACTE, it is the researcher's responsibility to promote, implement, monitor and improve the Technology Education course that has been developed for practicing teachers. The success of the Technology Education course is dependent on the programme being appropriate, study material being relevant and the necessary support structures being available to students, all of which will, in turn, be greatly influenced by the circumstances the students find themselves in as well as the resources available to them.
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A second chance: the need for an alternative approach to secondary distance education in South Africa
- Authors: Orkin, M , Hirschowitz, R
- Date: 1993
- Subjects: Distance education - South Africa , Secondary education - South Africa , Community Agency for Social Enquiry - South Africa
- Identifier: http://hdl.handle.net/10210/414421 , uj:34951
- Full Text: false
- Authors: Orkin, M , Hirschowitz, R
- Date: 1993
- Subjects: Distance education - South Africa , Secondary education - South Africa , Community Agency for Social Enquiry - South Africa
- Identifier: http://hdl.handle.net/10210/414421 , uj:34951
- Full Text: false
Visuele geletterdheid en die skepping van studiemateriaal vir afstandsonderrig by Technikon SA
- Authors: Proctor, Linda
- Date: 2014-10-20
- Subjects: Technikon SA , Visual literacy , Distance education - South Africa
- Type: Thesis
- Identifier: uj:12650 , http://hdl.handle.net/10210/12468
- Description: M.A. (Applied Linguistics) , The aim of this study is to point out how visual literacy can enhance the learning process, especially relating to study by means of distance education. The concepts of literacy and visual literacy are defined and discussed. Special attention is paid to the concept of academic literacy and what it entails. The conclusion is reached that visual literacy's an integral part of literacy as traditionally defined, and that no-one can be truly literate in the media-oriented society in which we live, without being visually literate. The concept of distance education is explored and recent developments at Technikon SA are outlined,as well as difficulties experienced by students who study through distance education. The discussion is focused on reasons why students enter the tertiary education system under prepared and why levels of visual literacy are generally very low. The pictorial approach to the design and production of study material for distance education is explained and discussed. Various visual elements of study material are discussed with regard to the promotion of leaning and the development of visual literacy. Recommendations are made pertaining mainly to the design and production of study material at Technikon SA. Low levels of visual literacy tend to be overlooked in current development of study material. The process of visual literacy development should be integral to the objectives of study material design.
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- Authors: Proctor, Linda
- Date: 2014-10-20
- Subjects: Technikon SA , Visual literacy , Distance education - South Africa
- Type: Thesis
- Identifier: uj:12650 , http://hdl.handle.net/10210/12468
- Description: M.A. (Applied Linguistics) , The aim of this study is to point out how visual literacy can enhance the learning process, especially relating to study by means of distance education. The concepts of literacy and visual literacy are defined and discussed. Special attention is paid to the concept of academic literacy and what it entails. The conclusion is reached that visual literacy's an integral part of literacy as traditionally defined, and that no-one can be truly literate in the media-oriented society in which we live, without being visually literate. The concept of distance education is explored and recent developments at Technikon SA are outlined,as well as difficulties experienced by students who study through distance education. The discussion is focused on reasons why students enter the tertiary education system under prepared and why levels of visual literacy are generally very low. The pictorial approach to the design and production of study material for distance education is explained and discussed. Various visual elements of study material are discussed with regard to the promotion of leaning and the development of visual literacy. Recommendations are made pertaining mainly to the design and production of study material at Technikon SA. Low levels of visual literacy tend to be overlooked in current development of study material. The process of visual literacy development should be integral to the objectives of study material design.
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Language across the curriculum in English second language context
- Authors: Smit, Marius Johann
- Date: 2015-03-02
- Subjects: Technikon SA , Distance education - South Africa , Language and education - South Africa , Second language acquisition - South Africa , Language arts - South Africa , English language - Study and teaching (Higher) - South Africa - Foreign speakers
- Type: Thesis
- Identifier: uj:13391 , http://hdl.handle.net/10210/13400
- Description: M.A. , Please refer to full text to view abstract
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- Authors: Smit, Marius Johann
- Date: 2015-03-02
- Subjects: Technikon SA , Distance education - South Africa , Language and education - South Africa , Second language acquisition - South Africa , Language arts - South Africa , English language - Study and teaching (Higher) - South Africa - Foreign speakers
- Type: Thesis
- Identifier: uj:13391 , http://hdl.handle.net/10210/13400
- Description: M.A. , Please refer to full text to view abstract
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Towards guidelines for tertiary distance education courseware design : a textlinguistic perspective
- Authors: Steenekamp, Jan Harm
- Date: 2012-08-17
- Subjects: Distance education - South Africa , Distance education - Aids and devices - Design
- Type: Thesis
- Identifier: uj:2684 , http://hdl.handle.net/10210/6126
- Description: M.A. , The new democratic South Africa has opened up a number of unique opportunities and challenges for distance education at tertiary level. Tertiary institutions, however, also face several serious problems that must be addressed in order to rectify the educational imbalances in the country. Due to the policy of equal opportunities for all regardless of race, creed, colour and culture, tertiary education institutions are experiencing an unprecedented influx in student numbers. Residential universities and technikons can accommodate this influx only up to a certain point due to limited physical facilities such as residences and lecture rooms. For this and other reasons, distance education is rapidly becoming the primary means of education, not only in South Africa but also in many countries around the world. It offers an immediate and practical solution to the problem of high student numbers. Some of the advantages of distance education are: • greater numbers of students can be reached throughout the country • students in rural areas have the same opportunities for education as their urban counterparts • imbalances can be addressed more effectively on a wider scale, including the rural areas • courses are generally more affordable • because of their technical nature, courses are often more directly related to the requirements of industry than traditional courses • accommodation for students and physical lecturing facilities are not an issue. The disadvantages, however, are: 1 Chapter 1: Instructional Courseware Design: Introduction lack of direct contact with lecturers lack of student support systems, such as contact with other students and the availability o lecturers to help solve learning and other problems the fact that the primary means of communication and instruction is the written word with limited opportunities for direct verbal contact limited or inadequate administrative support To overcome these problems, the "distance" in distance education mu
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- Authors: Steenekamp, Jan Harm
- Date: 2012-08-17
- Subjects: Distance education - South Africa , Distance education - Aids and devices - Design
- Type: Thesis
- Identifier: uj:2684 , http://hdl.handle.net/10210/6126
- Description: M.A. , The new democratic South Africa has opened up a number of unique opportunities and challenges for distance education at tertiary level. Tertiary institutions, however, also face several serious problems that must be addressed in order to rectify the educational imbalances in the country. Due to the policy of equal opportunities for all regardless of race, creed, colour and culture, tertiary education institutions are experiencing an unprecedented influx in student numbers. Residential universities and technikons can accommodate this influx only up to a certain point due to limited physical facilities such as residences and lecture rooms. For this and other reasons, distance education is rapidly becoming the primary means of education, not only in South Africa but also in many countries around the world. It offers an immediate and practical solution to the problem of high student numbers. Some of the advantages of distance education are: • greater numbers of students can be reached throughout the country • students in rural areas have the same opportunities for education as their urban counterparts • imbalances can be addressed more effectively on a wider scale, including the rural areas • courses are generally more affordable • because of their technical nature, courses are often more directly related to the requirements of industry than traditional courses • accommodation for students and physical lecturing facilities are not an issue. The disadvantages, however, are: 1 Chapter 1: Instructional Courseware Design: Introduction lack of direct contact with lecturers lack of student support systems, such as contact with other students and the availability o lecturers to help solve learning and other problems the fact that the primary means of communication and instruction is the written word with limited opportunities for direct verbal contact limited or inadequate administrative support To overcome these problems, the "distance" in distance education mu
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Support for e-learning at a higher education institution
- Authors: Stoltenkamp, Juliet
- Date: 2012-08-15
- Subjects: Distance education - South Africa , Higher education - Computer-assisted instruction , Educational technology - Study and teaching (Higher) - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9399 , http://hdl.handle.net/10210/5835
- Description: M.Ed. , The aim of this study is to indicate how a support structure for WebCT users (facilitators, teaching assistants and learners) at an HEI can be developed. This is done by identifying the support needs of users adopting WebCT as a delivery platform for e-learning at the HEI. These support needs would have been shaped by previous experiences of the CMS itself within each user's contextualised setting. The study will be rigorous in its construction and will focus strongly on meeting the demands of the technical and pedagogical demands of the users.
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- Authors: Stoltenkamp, Juliet
- Date: 2012-08-15
- Subjects: Distance education - South Africa , Higher education - Computer-assisted instruction , Educational technology - Study and teaching (Higher) - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9399 , http://hdl.handle.net/10210/5835
- Description: M.Ed. , The aim of this study is to indicate how a support structure for WebCT users (facilitators, teaching assistants and learners) at an HEI can be developed. This is done by identifying the support needs of users adopting WebCT as a delivery platform for e-learning at the HEI. These support needs would have been shaped by previous experiences of the CMS itself within each user's contextualised setting. The study will be rigorous in its construction and will focus strongly on meeting the demands of the technical and pedagogical demands of the users.
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Verbetering van die praktiese komponent in die verdere professionele opleiding van onderwysers deur afstandsonderrig
- Van der Merwe, Marie Cecilia
- Authors: Van der Merwe, Marie Cecilia
- Date: 2015-10-25
- Subjects: Teachers - Training of - South Africa , Distance education - South Africa
- Type: Thesis
- Identifier: uj:14448 , http://hdl.handle.net/10210/14970
- Description: M.Ed. (Tertiary Didactics) , The purpose of this investigation was to determine how the practical component in the further professional training of teachers by distance teaching can be improved. The deficiencies which are experienced can be ascribed, inter alia, to the fact that the relationship between the theoretical and the practical components are not clearly discernible to the teacher. On the basis of a study of literature and an empirical investigation of limited scope, it was determined that factors which obscure the forming of relationships can be present in the teacher as a learner, in the lecturer as a planner and presenter of the subject matter and in the curriculum at micro-level...
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- Authors: Van der Merwe, Marie Cecilia
- Date: 2015-10-25
- Subjects: Teachers - Training of - South Africa , Distance education - South Africa
- Type: Thesis
- Identifier: uj:14448 , http://hdl.handle.net/10210/14970
- Description: M.Ed. (Tertiary Didactics) , The purpose of this investigation was to determine how the practical component in the further professional training of teachers by distance teaching can be improved. The deficiencies which are experienced can be ascribed, inter alia, to the fact that the relationship between the theoretical and the practical components are not clearly discernible to the teacher. On the basis of a study of literature and an empirical investigation of limited scope, it was determined that factors which obscure the forming of relationships can be present in the teacher as a learner, in the lecturer as a planner and presenter of the subject matter and in the curriculum at micro-level...
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Afstandsonderrig in operasiesaalverpleegkunde
- Authors: Venter, Olga Mercedes
- Date: 2014-11-19
- Subjects: Operating room nursing - Study and teaching - South Africa , Distance education - South Africa
- Type: Thesis
- Identifier: uj:12937 , http://hdl.handle.net/10210/12825
- Description: M.Cur. (Nursing Science) , Please refer to full text to view abstract
- Full Text:
- Authors: Venter, Olga Mercedes
- Date: 2014-11-19
- Subjects: Operating room nursing - Study and teaching - South Africa , Distance education - South Africa
- Type: Thesis
- Identifier: uj:12937 , http://hdl.handle.net/10210/12825
- Description: M.Cur. (Nursing Science) , Please refer to full text to view abstract
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