The design of an interactive tool to match technology with e-learning pedagogy
- Authors: Marchant, Gavin
- Date: 2014-06-02
- Subjects: Distance education - South Africa - Aids and devices , College teaching - South Africa - Aids and devices , Computer-assisted instruction - South Africa
- Type: Thesis
- Identifier: uj:11327 , http://hdl.handle.net/10210/10919
- Description: M.Ed. (Computer-Based Education) , Lifelong learning is the process by which individuals consciously acquire formal, non-formal or informal education throughout their life spans for personal development or career advancement (European Commission, 2001:9). It is an important element in facing the challenges of globalisation, competitiveness and employment and is being increasingly recognised by countries such as the United States and those comprising the European Union as a means of helping people to acquire the knowledge, competencies, skills and confidence they need in order to participate fully in society (Kessels& Katus, 2003). Lifelong learning has become such an important process that governmental ministers for lifelong learning have been appointed, such as in Wales (Henry, 2000:24). Many adult learners have difficulty attending lectures due to factors such as distance from the educational institution, work commitments and the set time constraints of lectures. Increasingly, such students cannot afford the time entailed in taking traditional instruction (Quinn, 2001). Formal lifelong learning for these particular learners requires the flexibility of learning at the discretion of the learner in any location, such as at work or in their own homes, and at anytime - it must be time and space independent.
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- Authors: Marchant, Gavin
- Date: 2014-06-02
- Subjects: Distance education - South Africa - Aids and devices , College teaching - South Africa - Aids and devices , Computer-assisted instruction - South Africa
- Type: Thesis
- Identifier: uj:11327 , http://hdl.handle.net/10210/10919
- Description: M.Ed. (Computer-Based Education) , Lifelong learning is the process by which individuals consciously acquire formal, non-formal or informal education throughout their life spans for personal development or career advancement (European Commission, 2001:9). It is an important element in facing the challenges of globalisation, competitiveness and employment and is being increasingly recognised by countries such as the United States and those comprising the European Union as a means of helping people to acquire the knowledge, competencies, skills and confidence they need in order to participate fully in society (Kessels& Katus, 2003). Lifelong learning has become such an important process that governmental ministers for lifelong learning have been appointed, such as in Wales (Henry, 2000:24). Many adult learners have difficulty attending lectures due to factors such as distance from the educational institution, work commitments and the set time constraints of lectures. Increasingly, such students cannot afford the time entailed in taking traditional instruction (Quinn, 2001). Formal lifelong learning for these particular learners requires the flexibility of learning at the discretion of the learner in any location, such as at work or in their own homes, and at anytime - it must be time and space independent.
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Riglyne vir leerfasilitering in 'n gekombineerde afstands- en kontakonderwysmilieu
- Authors: Gettly, Michael Frank
- Date: 2012-08-28
- Subjects: Distance education - South Africa - Aids and devices , Education, Higher - South Africa - Evaluation , Teaching - Methodology , College teaching - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:3373 , http://hdl.handle.net/10210/6772
- Description: M.Ed. , Distance students are deprived from amongst others: non academic activities, informal learning opportunies, sharing critical ideas, the establishment of social relationships and competition with the peergroup and lecturer, leadership opportunities in student groups and periodic conversation with 'experts' in their field of study. The lowering of state subsidies in higher education, compels residential educational institutions to add components of distance education to their contact teaching component, so that they are able to handle the increasing number of students on a cost-effective basis. It is so that the change from a purely contact teaching institution to a combined contact and distance teaching approach (a mixed mode approach), will not take place without problems during the implementation phase. With reference to a purely distance teaching educational institution, Fraser (1993:30) has the following to say: "Their teaching policy is modelled on that of traditional contact teaching, to some extent resulting from the fact that most of the tutors employed by these institutions are themselves products of contact teaching." Distance teaching expertise in a contact teaching milieu should not be taken for granted by lecturers - it neccesitates intensive lecturer-development and the exposure to this field for the distance teaching lecturer. Greyling (1993:181) accentuates the different roles of the distance lecturer as that of learning facilitator, "... (wat) as gevolg van hierdie afstand in die onderrig-leergebeure, 'n veel moeiliker opgaaf (het) om 'n positiewe verhouding met hulle studente te stilt en te handhaaf, doeltreffend te kommunikeer en 'n positiewe leeromgewing te skep." The latter suggests that the distance lecturer has a facilitative instead of a didactive role to play, by putting more emphasis on the learner than on the learning content. According to Ljosa and Sandvold: (1988:315) " The evaluation of fixed assignments is no longer the (lecturer's) most important task. He/she functions to a larger degree as study guide and partner in a dialogue between him/her and the student. This asks more of his/her imagination and understanding." The role that the lecturer has to play in a teaching environment where distance teaching and contact teaching is presented in a combination, still has to be that of facilitator, in order to create a positive learning environment. This area still needs a lot of research. It presupposes that the lecturer will strive to create a context which will promote learning and which has an interwoven didactic and facilitative touch. According to Siaciwena (1990:70-73) distance teaching is taught in many African countries in a combination with contact teaching as a cost-effective alternative, for the extension of the educational system and as a means of national development. In South Africa it has also become a popular option and therefore the importance of undertaking this study, should not be underestimated. The aim of this study is to research guidelines which will assist the higher education lecturer involved in the combination of contact /distance teaching (mixed mode approach) so that his/her facilitative role can be described. The most important conclusions drawn at the completion of this study were were as follows: *University/tertiary lecturers are not trained sufficiently for the demands of heterogeneous students in a combined contact/distance teaching milieu. *Invitational teaching/learning contracts can assist to facilitate the learning of heterogeneous learners in a combined contact/distance teaching mode. *There are positive implications for the use of proposed guidelines to facilitate learning in a mixed mode teaching environment, provided that the lecturer has an invitational personality (approach) and can act spontaneously in his/her teaching. Lecturers will experience that their students learn easier, and that they become more creative. Personal relationships with students will develop more easily, because students had an imput in the planning of the content and the evaluation procedures. Important aspects of the study which will need further research include the following: *The design of criteria for a (combined) mixed mode university/tertiary educational programme, keeping in mind the guidelines as set out in this study. *The design of a teaching development programme to develop specific teaching strategies of lecturers in a mixed mode teaching programme. *The development of a programme to screen/test students who aspire to become teachers/lectures in higher education, keeping in mind the guidelines for the development of teaching/lecturing abilities.
- Full Text:
- Authors: Gettly, Michael Frank
- Date: 2012-08-28
- Subjects: Distance education - South Africa - Aids and devices , Education, Higher - South Africa - Evaluation , Teaching - Methodology , College teaching - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:3373 , http://hdl.handle.net/10210/6772
- Description: M.Ed. , Distance students are deprived from amongst others: non academic activities, informal learning opportunies, sharing critical ideas, the establishment of social relationships and competition with the peergroup and lecturer, leadership opportunities in student groups and periodic conversation with 'experts' in their field of study. The lowering of state subsidies in higher education, compels residential educational institutions to add components of distance education to their contact teaching component, so that they are able to handle the increasing number of students on a cost-effective basis. It is so that the change from a purely contact teaching institution to a combined contact and distance teaching approach (a mixed mode approach), will not take place without problems during the implementation phase. With reference to a purely distance teaching educational institution, Fraser (1993:30) has the following to say: "Their teaching policy is modelled on that of traditional contact teaching, to some extent resulting from the fact that most of the tutors employed by these institutions are themselves products of contact teaching." Distance teaching expertise in a contact teaching milieu should not be taken for granted by lecturers - it neccesitates intensive lecturer-development and the exposure to this field for the distance teaching lecturer. Greyling (1993:181) accentuates the different roles of the distance lecturer as that of learning facilitator, "... (wat) as gevolg van hierdie afstand in die onderrig-leergebeure, 'n veel moeiliker opgaaf (het) om 'n positiewe verhouding met hulle studente te stilt en te handhaaf, doeltreffend te kommunikeer en 'n positiewe leeromgewing te skep." The latter suggests that the distance lecturer has a facilitative instead of a didactive role to play, by putting more emphasis on the learner than on the learning content. According to Ljosa and Sandvold: (1988:315) " The evaluation of fixed assignments is no longer the (lecturer's) most important task. He/she functions to a larger degree as study guide and partner in a dialogue between him/her and the student. This asks more of his/her imagination and understanding." The role that the lecturer has to play in a teaching environment where distance teaching and contact teaching is presented in a combination, still has to be that of facilitator, in order to create a positive learning environment. This area still needs a lot of research. It presupposes that the lecturer will strive to create a context which will promote learning and which has an interwoven didactic and facilitative touch. According to Siaciwena (1990:70-73) distance teaching is taught in many African countries in a combination with contact teaching as a cost-effective alternative, for the extension of the educational system and as a means of national development. In South Africa it has also become a popular option and therefore the importance of undertaking this study, should not be underestimated. The aim of this study is to research guidelines which will assist the higher education lecturer involved in the combination of contact /distance teaching (mixed mode approach) so that his/her facilitative role can be described. The most important conclusions drawn at the completion of this study were were as follows: *University/tertiary lecturers are not trained sufficiently for the demands of heterogeneous students in a combined contact/distance teaching milieu. *Invitational teaching/learning contracts can assist to facilitate the learning of heterogeneous learners in a combined contact/distance teaching mode. *There are positive implications for the use of proposed guidelines to facilitate learning in a mixed mode teaching environment, provided that the lecturer has an invitational personality (approach) and can act spontaneously in his/her teaching. Lecturers will experience that their students learn easier, and that they become more creative. Personal relationships with students will develop more easily, because students had an imput in the planning of the content and the evaluation procedures. Important aspects of the study which will need further research include the following: *The design of criteria for a (combined) mixed mode university/tertiary educational programme, keeping in mind the guidelines as set out in this study. *The design of a teaching development programme to develop specific teaching strategies of lecturers in a mixed mode teaching programme. *The development of a programme to screen/test students who aspire to become teachers/lectures in higher education, keeping in mind the guidelines for the development of teaching/lecturing abilities.
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Use of the radio in educational programmes for development
- Authors: Mkhabela, Thandiwe Lizzie
- Date: 2014-04-23
- Subjects: Radio in teaching - South Africa , Educational broadcasting in adult education , Distance education - South Africa - Aids and devices , Blacks - Education - South Africa
- Type: Thesis
- Identifier: uj:10828 , http://hdl.handle.net/10210/10335
- Description: M.Ed (Media Science) , This dissertation is intended to serve the needs of any individual, agency or organisation that wishes to become involved in a development programme designed to uplift the level of destitution or deprivation of a particular group of people. This study focuses on the needs of the South African rural Black population. To date, many people and organisations have been addressing the problem of poverty, but because of the vastness of this problem their efforts can be compared to the proverbial drop in an ocean. Most rural people still live in abject poverty. They are not just relatively poor, but they are living on the rugged edge of sheer survival and their numbers are growing rapidly (Leonard and Marshall, 1982:1).
- Full Text:
- Authors: Mkhabela, Thandiwe Lizzie
- Date: 2014-04-23
- Subjects: Radio in teaching - South Africa , Educational broadcasting in adult education , Distance education - South Africa - Aids and devices , Blacks - Education - South Africa
- Type: Thesis
- Identifier: uj:10828 , http://hdl.handle.net/10210/10335
- Description: M.Ed (Media Science) , This dissertation is intended to serve the needs of any individual, agency or organisation that wishes to become involved in a development programme designed to uplift the level of destitution or deprivation of a particular group of people. This study focuses on the needs of the South African rural Black population. To date, many people and organisations have been addressing the problem of poverty, but because of the vastness of this problem their efforts can be compared to the proverbial drop in an ocean. Most rural people still live in abject poverty. They are not just relatively poor, but they are living on the rugged edge of sheer survival and their numbers are growing rapidly (Leonard and Marshall, 1982:1).
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Constructivist-based texts for distance education
- Authors: Edley, Lynette
- Date: 2012-09-07
- Subjects: Distance education - South Africa - Aids and devices , Textsbooks - South Africa. , Constructivism (Education) - South Africa.
- Type: Thesis
- Identifier: uj:9768 , http://hdl.handle.net/10210/7175
- Description: M.Ed. , The aim of the study is to assess the response of distance education students to constructivist based texts and to recommend criteria for the writing of distance education study guides. The research includes a literature review which discusses constructivist theory, distance education theory and the implications of combining the two in the instructional design of study guides. The theory is then put into practice in the design of three texts, each emphasising a different aspect of constructivism. Data on the participants' responses were collected by means of video tapes, direct observation and audiotaped interviews. The main findings of the research are: the participants had unique learning styles, their weaknesses lay in the metacognitive areas and their strengths in problem solving, and the students appeared to be in a state of transition from a surface learning approach to a deep one. The conclusion to the research suggests criteria which the researcher feels are important to instructional design in distance education. The criteria are based on the need for distance education students to construct meaning for themselves. They include ways of using constructivist skills to develop greater autonomy in the learning process, for example methods and techniques to facilitate metacognitive skills. The criteria suggest that the introduction of distance education students to constructivist learning should be a gradual process These criteria will be instrumental in assisting writers of study guides to facilitate construction of meaning and independent, critical thinking in students.
- Full Text:
- Authors: Edley, Lynette
- Date: 2012-09-07
- Subjects: Distance education - South Africa - Aids and devices , Textsbooks - South Africa. , Constructivism (Education) - South Africa.
- Type: Thesis
- Identifier: uj:9768 , http://hdl.handle.net/10210/7175
- Description: M.Ed. , The aim of the study is to assess the response of distance education students to constructivist based texts and to recommend criteria for the writing of distance education study guides. The research includes a literature review which discusses constructivist theory, distance education theory and the implications of combining the two in the instructional design of study guides. The theory is then put into practice in the design of three texts, each emphasising a different aspect of constructivism. Data on the participants' responses were collected by means of video tapes, direct observation and audiotaped interviews. The main findings of the research are: the participants had unique learning styles, their weaknesses lay in the metacognitive areas and their strengths in problem solving, and the students appeared to be in a state of transition from a surface learning approach to a deep one. The conclusion to the research suggests criteria which the researcher feels are important to instructional design in distance education. The criteria are based on the need for distance education students to construct meaning for themselves. They include ways of using constructivist skills to develop greater autonomy in the learning process, for example methods and techniques to facilitate metacognitive skills. The criteria suggest that the introduction of distance education students to constructivist learning should be a gradual process These criteria will be instrumental in assisting writers of study guides to facilitate construction of meaning and independent, critical thinking in students.
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Indiensopleiding van onderwysers deur middel van afstandsonderrig : evaluering van die Vista model
- Du Plessis, Elizabeth Catharina
- Authors: Du Plessis, Elizabeth Catharina
- Date: 2015-10-15
- Subjects: Teachers - In-service training - South Africa , Distance education - South Africa - Aids and devices , Universities and colleges - South Africa - Administration
- Type: Thesis
- Identifier: uj:14377 , http://hdl.handle.net/10210/14848
- Description: D.Ed. (Education Science) , In this study the realisation of practical evaluation in Distance Education Institutions was researched. The goal of this study is to set guidelines for a unique teaching model, or an in-service training model for teachers by means of distance education. The research is relevant to Vista University's Campus for Further Training ...
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- Authors: Du Plessis, Elizabeth Catharina
- Date: 2015-10-15
- Subjects: Teachers - In-service training - South Africa , Distance education - South Africa - Aids and devices , Universities and colleges - South Africa - Administration
- Type: Thesis
- Identifier: uj:14377 , http://hdl.handle.net/10210/14848
- Description: D.Ed. (Education Science) , In this study the realisation of practical evaluation in Distance Education Institutions was researched. The goal of this study is to set guidelines for a unique teaching model, or an in-service training model for teachers by means of distance education. The research is relevant to Vista University's Campus for Further Training ...
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