Advancing rural science learners’ conceptions of career development through synchronous online mentoring mobile group chats
- Authors: Molaodi, Mmatlake Linford
- Date: 2019
- Subjects: Internet in education , Education, Rural , Distance education , Educational technology , Mentoring in education , Early childhood education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402126 , uj:33639
- Description: Abstract : Please refer to full text to view abstract. , M.Ed. (Science and Technology Education)
- Full Text:
- Authors: Molaodi, Mmatlake Linford
- Date: 2019
- Subjects: Internet in education , Education, Rural , Distance education , Educational technology , Mentoring in education , Early childhood education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402126 , uj:33639
- Description: Abstract : Please refer to full text to view abstract. , M.Ed. (Science and Technology Education)
- Full Text:
An analysis of the development of critical thinking during the presentation of a Web-based course
- Authors: Botha, Jean
- Date: 2012-01-16
- Subjects: World Wide Web , Internet in education , Computer managed instruction , Critical thinking
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/383779 , uj:1904 , http://hdl.handle.net/10210/4265
- Description: M.Ed.
- Full Text:
- Authors: Botha, Jean
- Date: 2012-01-16
- Subjects: World Wide Web , Internet in education , Computer managed instruction , Critical thinking
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/383779 , uj:1904 , http://hdl.handle.net/10210/4265
- Description: M.Ed.
- Full Text:
Educational heuristics for designing an online teacher professional development intervention to demystify coding
- Authors: Van Vuuren, Anita
- Date: 2021
- Subjects: Teachers - Professional relationships , Teaching - Computer network resources , Internet in education , Teachers - In-service training , Computer-assisted instruction
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/487112 , uj:44331
- Description: Abstract: Heuristic evaluation is a methodology used to inform developers of possible usability problems that can negatively impact on user experience. For the purpose of this study, the traditional set of heuristics by Nielsen’s principles (1994) together with more recent research inspired the development of domain specific heuristics developed in this study. The domain specific evaluation extend existing literature to prioritise 15 learning design principles that impact course design during teacher professional development. This includes a set of 24 heuristics and 49 evaluation foci. The aim of the research is to determine an appropriate set of heuristics to guide and examine the design of online interventions to demystify coding during teacher professional development instances. The practical implication is to evaluate an online training intervention using a set of heuristics to evaluate the potential design problems that could impact on the quality of the learning experience. The intervention under evaluation, which is an online website, targets office-based educators and teachers that want to understand how coding, robotics and computational thinking relate to education. The findings of this research provides a baseline for future design considerations for teacher professional development and more specifically with a focus on the conceptualisation of coding. , M.Ed. (Information Communication Technology in Education)
- Full Text:
- Authors: Van Vuuren, Anita
- Date: 2021
- Subjects: Teachers - Professional relationships , Teaching - Computer network resources , Internet in education , Teachers - In-service training , Computer-assisted instruction
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/487112 , uj:44331
- Description: Abstract: Heuristic evaluation is a methodology used to inform developers of possible usability problems that can negatively impact on user experience. For the purpose of this study, the traditional set of heuristics by Nielsen’s principles (1994) together with more recent research inspired the development of domain specific heuristics developed in this study. The domain specific evaluation extend existing literature to prioritise 15 learning design principles that impact course design during teacher professional development. This includes a set of 24 heuristics and 49 evaluation foci. The aim of the research is to determine an appropriate set of heuristics to guide and examine the design of online interventions to demystify coding during teacher professional development instances. The practical implication is to evaluate an online training intervention using a set of heuristics to evaluate the potential design problems that could impact on the quality of the learning experience. The intervention under evaluation, which is an online website, targets office-based educators and teachers that want to understand how coding, robotics and computational thinking relate to education. The findings of this research provides a baseline for future design considerations for teacher professional development and more specifically with a focus on the conceptualisation of coding. , M.Ed. (Information Communication Technology in Education)
- Full Text:
Effective learning in a virtual classroom for computer studies in a high school : a case study
- Authors: Louw, Thomas Arnoldus
- Date: 2012-02-29
- Subjects: Computer-assisted instruction , Computers study and teaching (secondary) , Education data processing , Internet in education , World Wide Web , Instructional systems design
- Type: Mini-Dissertation
- Identifier: uj:2118 , http://hdl.handle.net/10210/4487
- Description: M.Ed.
- Full Text:
- Authors: Louw, Thomas Arnoldus
- Date: 2012-02-29
- Subjects: Computer-assisted instruction , Computers study and teaching (secondary) , Education data processing , Internet in education , World Wide Web , Instructional systems design
- Type: Mini-Dissertation
- Identifier: uj:2118 , http://hdl.handle.net/10210/4487
- Description: M.Ed.
- Full Text:
Evaluation of e-learning policy, processes and practices in a corporate environment
- Authors: Singh, Venola
- Date: 2012-08-27
- Subjects: Information and communications technology , E-learning , Employees - Training of - Computer-assisted instruction - Evaluation , Continuing education - Computer-assisted instruction , Internet in education , Computer-assisted instruction
- Type: Thesis
- Identifier: uj:3192 , http://hdl.handle.net/10210/6606
- Description: M.Ed. , Information and communications technology (ICT) has an impact on every aspect of our lives. Using ICT has required the development of new knowledge and skills, which also has an impact on facilitators and learners who need many new skills to learn, work and adapt to the ever-changing world. Therefore, successful technology integration into teaching and learning requires learners to have access to an appropriate range of tools and the abilities to analyse, synthesise and present information. Hence, technology integration should be an essential part of an organisation’s learning culture. While ICT has been part of education for over 10 years, its use in teaching and learning, both in educational and corporate environments, often perpetuates instructivist models of education, rather than supporting social tool-mediated knowledge construction. The purpose of this research was to gain an understanding of learning technologies as a tool to design, develop and deliver learning interventions within a corporate environment. The study makes use of an acquisition-participation-contribution framework, which is part of cultural historical activity theory, in order to determine how the Training Department at Discovery has designed and delivered learning and to evaluate learner expectations. This case study made use of quantitative and qualitative research methodologies. The first phase involved the analysis of the organisation’s documents and reports on the strategies deployed within the company. During this phase, the organisation’s annual report, learning strategies, learning technologies strategy and the annual training report were reviewed and analysed. In the second phase of data collection, questionnaires were conducted on 82 participants, who included learners, facilitators and training managers from all business entities within the company. The first part of the questionnaire asked demographical information and the second part was made up of 27 statements relating to the acquisition, participant and contribution framework. These data were analysed statistically to determine how participants rated the importance of each statement in its current state and how they would like to experience it in the future. The last phase of the data collection involved three focus group sessions. Participants in the focus group sessions were from the head office in Johannesburg and a branch in Cape Town. The questions asked in the focus group sessions were designed with the aim of getting a better understanding of the differences in learning expectations of both the Training Department and learners. These data were analysed deductively against the acquisition, participant and contribution framework. Results from both the qualitative and quantitative investigations found differences in what learners want and what the Training Department actually delivered. The results from the questionnaire and focus groups clearly indicated that learners want to experience learning interventions that are social and collaborative in nature. They want to be able to contribute to the learning process. However, the Training Department designed and delivered learning interventions that focused on the distribution and acquisition of knowledge. These results suggest that in corporate environments, the department responsible for the professional development of employees needs to understand the needs of staff better and that learning is not the consumption of information, but is concerned with knowledge production to support individual and collective transformation.
- Full Text:
- Authors: Singh, Venola
- Date: 2012-08-27
- Subjects: Information and communications technology , E-learning , Employees - Training of - Computer-assisted instruction - Evaluation , Continuing education - Computer-assisted instruction , Internet in education , Computer-assisted instruction
- Type: Thesis
- Identifier: uj:3192 , http://hdl.handle.net/10210/6606
- Description: M.Ed. , Information and communications technology (ICT) has an impact on every aspect of our lives. Using ICT has required the development of new knowledge and skills, which also has an impact on facilitators and learners who need many new skills to learn, work and adapt to the ever-changing world. Therefore, successful technology integration into teaching and learning requires learners to have access to an appropriate range of tools and the abilities to analyse, synthesise and present information. Hence, technology integration should be an essential part of an organisation’s learning culture. While ICT has been part of education for over 10 years, its use in teaching and learning, both in educational and corporate environments, often perpetuates instructivist models of education, rather than supporting social tool-mediated knowledge construction. The purpose of this research was to gain an understanding of learning technologies as a tool to design, develop and deliver learning interventions within a corporate environment. The study makes use of an acquisition-participation-contribution framework, which is part of cultural historical activity theory, in order to determine how the Training Department at Discovery has designed and delivered learning and to evaluate learner expectations. This case study made use of quantitative and qualitative research methodologies. The first phase involved the analysis of the organisation’s documents and reports on the strategies deployed within the company. During this phase, the organisation’s annual report, learning strategies, learning technologies strategy and the annual training report were reviewed and analysed. In the second phase of data collection, questionnaires were conducted on 82 participants, who included learners, facilitators and training managers from all business entities within the company. The first part of the questionnaire asked demographical information and the second part was made up of 27 statements relating to the acquisition, participant and contribution framework. These data were analysed statistically to determine how participants rated the importance of each statement in its current state and how they would like to experience it in the future. The last phase of the data collection involved three focus group sessions. Participants in the focus group sessions were from the head office in Johannesburg and a branch in Cape Town. The questions asked in the focus group sessions were designed with the aim of getting a better understanding of the differences in learning expectations of both the Training Department and learners. These data were analysed deductively against the acquisition, participant and contribution framework. Results from both the qualitative and quantitative investigations found differences in what learners want and what the Training Department actually delivered. The results from the questionnaire and focus groups clearly indicated that learners want to experience learning interventions that are social and collaborative in nature. They want to be able to contribute to the learning process. However, the Training Department designed and delivered learning interventions that focused on the distribution and acquisition of knowledge. These results suggest that in corporate environments, the department responsible for the professional development of employees needs to understand the needs of staff better and that learning is not the consumption of information, but is concerned with knowledge production to support individual and collective transformation.
- Full Text:
Facilitating the development of complex thinking skills in a Web-based learning environment : a design experiment
- Authors: Botha, Jean
- Date: 2012-02-27
- Subjects: Computer-assisted instruction , Internet in education , Thought and thinking
- Type: Thesis
- Identifier: uj:2047 , http://hdl.handle.net/10210/4397
- Description: D.Ed. , Web-based learning as an emerging new paradigm requires that instructional practitioners rethink instructional approaches, focuses and strategies to facilitate learning effectively. Together with Web-based learning, the role of thinking development in learning evolved to become major focuses in the educational arena and outcomes-based education initiatives introduced in South Africa have also placed instructional approaches to learning and complex thinking as vital components under the spotlight. Furthermore, there has been limited research - in the South African context - focusing on the link between complex thinking skills and the implementation of Web-based learning. The purpose of this study was to determine the effectiveness of instructional strategies employed in a Web-based learning model designed to develop complex thinking skills in post-graduate learners. To do this, it was necessary to establish a theoretical framework for the study. Through a literature study, the essential characteristics of complex thinking were examined and criteria derived; possible instructional strategies to enhance complex thinking were thoroughly researched and a set of criteria derived; the contribution of Web-based learning to the learning process was researched and a set of criteria derived. A Web-based learning course for post-graduate learners was then designed according to these criteria. Specifically this research sought to investigate the types of complex thinking skills evident while learners interacted in the Web-based learning environment; which instructional strategies employed in the learning programme enhanced complex thinking and learning; how the Web-based learning activities contributed to the learning process. The research took the form of an interpretive, qualitative study. The major methods of data collection were observation and documents retrieved from the Web of all the Web-based learning activities. Data were analysed using techniques of qualitative analysis recommended by Bogdan and Biklen, (1992:116), Creswell (1994:155), Marshall and Rossman (1995:85), Maxwell (1992:295), Miles and Huberman (1994:181) and Tesch (1990:97). The findings suggest that instructional strategies can be successfully incorporated for the facilitation of complex thinking. When implemented with all the criteria defined in the design, it appears to provide an effective framework for the design of a Web-based learning environment for the acquisition of complex thinking and learning.
- Full Text:
- Authors: Botha, Jean
- Date: 2012-02-27
- Subjects: Computer-assisted instruction , Internet in education , Thought and thinking
- Type: Thesis
- Identifier: uj:2047 , http://hdl.handle.net/10210/4397
- Description: D.Ed. , Web-based learning as an emerging new paradigm requires that instructional practitioners rethink instructional approaches, focuses and strategies to facilitate learning effectively. Together with Web-based learning, the role of thinking development in learning evolved to become major focuses in the educational arena and outcomes-based education initiatives introduced in South Africa have also placed instructional approaches to learning and complex thinking as vital components under the spotlight. Furthermore, there has been limited research - in the South African context - focusing on the link between complex thinking skills and the implementation of Web-based learning. The purpose of this study was to determine the effectiveness of instructional strategies employed in a Web-based learning model designed to develop complex thinking skills in post-graduate learners. To do this, it was necessary to establish a theoretical framework for the study. Through a literature study, the essential characteristics of complex thinking were examined and criteria derived; possible instructional strategies to enhance complex thinking were thoroughly researched and a set of criteria derived; the contribution of Web-based learning to the learning process was researched and a set of criteria derived. A Web-based learning course for post-graduate learners was then designed according to these criteria. Specifically this research sought to investigate the types of complex thinking skills evident while learners interacted in the Web-based learning environment; which instructional strategies employed in the learning programme enhanced complex thinking and learning; how the Web-based learning activities contributed to the learning process. The research took the form of an interpretive, qualitative study. The major methods of data collection were observation and documents retrieved from the Web of all the Web-based learning activities. Data were analysed using techniques of qualitative analysis recommended by Bogdan and Biklen, (1992:116), Creswell (1994:155), Marshall and Rossman (1995:85), Maxwell (1992:295), Miles and Huberman (1994:181) and Tesch (1990:97). The findings suggest that instructional strategies can be successfully incorporated for the facilitation of complex thinking. When implemented with all the criteria defined in the design, it appears to provide an effective framework for the design of a Web-based learning environment for the acquisition of complex thinking and learning.
- Full Text:
Factors influencing first year pre-service teachers’ acceptance and use of a synchronous collaborative online application
- Authors: Machingambi, Alfred
- Date: 2019
- Subjects: Teachers - Training of - South Africa , Internet in education , Application software
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/401913 , uj:33611
- Description: Abstract : Technological tools and online platforms seems to be developing swiftly in the 21st century. For example, online applications are being created, developed and designed. Furthermore, learning technologies, new and emerging are repeatedly disconnecting and disrupting the teaching and learning discourse. As such, students’ acceptance and use of technologies introduced in the academic learning ecosystems is of great importance as this helps to determine their successful use. Through the utilisation of Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) this research seeks to identify factors influencing first year preservice teachers’ acceptance and use of the VIA application (VIA app) as a synchronous collaborative online application. An online questionnaire was employed to gather data from the XZ Institute for Higher Education (XZ) preservice teachers in this research. The questionnaire tested six of the UTAUT2 constructs to determine acceptance using a 5-point Likert scale. The constructs performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation and habit were used. Price value as a construct was excluded partly because technological devices such as laptops or tablets are the facilitating means to the solution of acceptance of the VIA app, and free Wi-Fi coverage is available at all of the campuses. Data was processed through the Statistical Package for the Social Sciences (SPSS version 25). Furthermore, the justification for the use of Mann Whitney U test and Kruskal–Wallis H test was explored in this study. Factors that influence the acceptance and use of a VIA app as a synchronous collaborative online application of first year undergraduate pre-service teachers at XZ were explored. Analysis shows that performance expectancy significantly influences the use and acceptance of VIA app. In addition, findings suggest that effort expectancy, social influence, facilitating conditions, hedonic motivation and habit partially satisfies the influence towards the use of VIA amongst the respondents in this study. For this reason, it can be established that the UTAUT2 is a relevant instrument as far as the conceptualisation and identification of vi factors which influence the use of technological tools such as the VIA app. It also seems reasonable to conclude from the analysis of findings that gender is a significant determinant that contributes to influence the use and acceptance of pre-service teachers towards the synchronous and collaborative VIA app. , M.Ed. (Educational Psychology)
- Full Text:
- Authors: Machingambi, Alfred
- Date: 2019
- Subjects: Teachers - Training of - South Africa , Internet in education , Application software
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/401913 , uj:33611
- Description: Abstract : Technological tools and online platforms seems to be developing swiftly in the 21st century. For example, online applications are being created, developed and designed. Furthermore, learning technologies, new and emerging are repeatedly disconnecting and disrupting the teaching and learning discourse. As such, students’ acceptance and use of technologies introduced in the academic learning ecosystems is of great importance as this helps to determine their successful use. Through the utilisation of Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) this research seeks to identify factors influencing first year preservice teachers’ acceptance and use of the VIA application (VIA app) as a synchronous collaborative online application. An online questionnaire was employed to gather data from the XZ Institute for Higher Education (XZ) preservice teachers in this research. The questionnaire tested six of the UTAUT2 constructs to determine acceptance using a 5-point Likert scale. The constructs performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation and habit were used. Price value as a construct was excluded partly because technological devices such as laptops or tablets are the facilitating means to the solution of acceptance of the VIA app, and free Wi-Fi coverage is available at all of the campuses. Data was processed through the Statistical Package for the Social Sciences (SPSS version 25). Furthermore, the justification for the use of Mann Whitney U test and Kruskal–Wallis H test was explored in this study. Factors that influence the acceptance and use of a VIA app as a synchronous collaborative online application of first year undergraduate pre-service teachers at XZ were explored. Analysis shows that performance expectancy significantly influences the use and acceptance of VIA app. In addition, findings suggest that effort expectancy, social influence, facilitating conditions, hedonic motivation and habit partially satisfies the influence towards the use of VIA amongst the respondents in this study. For this reason, it can be established that the UTAUT2 is a relevant instrument as far as the conceptualisation and identification of vi factors which influence the use of technological tools such as the VIA app. It also seems reasonable to conclude from the analysis of findings that gender is a significant determinant that contributes to influence the use and acceptance of pre-service teachers towards the synchronous and collaborative VIA app. , M.Ed. (Educational Psychology)
- Full Text:
Job crafting in Higher Education : a longitudinal study
- Authors: Dhanpat, Nelesh
- Date: 2019
- Subjects: Organizational change - Psychological aspects , Quality of work life , Employees - Psychology , Work - Psychological aspects , Internet in education
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/455409 , uj:40306
- Description: Abstract: Organisational scholars have long been concerned about the way in which employees experience their work and the related psychological experiences. The workplace presents various job demands and resources that may alter the way in which employees perform their work. Some employees proactively customise the boundaries of their job, known as job crafting. In this study, Wrzesniewski and Dutton’s (2001) conceptualisation of job crafting was applied against the backdrop of higher education in the South African context. Organisations have become interested in how employees alter their jobs, and the effects thereof on work outcomes such as meaningfulness, work engagement, and work-role performance. Over the last two decades, higher education has witnessed immense changes that led to progress on transformation imperatives, equality, greater access to education, transformation of the curriculum, and an increased student population. These changes may place certain demands on employees, both academic and support staff, within higher education institutions (HEIs). Accordingly, the overarching objective of this study was to establish the effects of weekly task crafting and cognitive crafting on weekly meaningful work and weekly work engagement, and subsequently establish the effects of job demands and job resources on weeklytask crafting and congnitive crafting and weekly work-role performance. The aim of the present research was achieved through three independent studies. Study 1 (reported in Article 1) focused on the development and validation of the Higher Education Hindrance Demands Scale. A quantitative approach was employed, and a cross sectional design was adopted. Data wasere collected from 184 academics and analysed using exploratory factor analysis. The reliability of the scale was calculated using Cronbach’s alpha coefficient. The result was, as anticipated, a six-factor model consisting of i) Workload, ii) Higher education unrest, iii) Change management, iv) Decolonisation, v) Online teaching and learning, and vi) Psychological safety. The results indicated excellent reliability (ranging between .74 and .90). The study focussed specifically on the hindrance demands that academic staff face... , Ph.D. (Human Resource Management)
- Full Text:
- Authors: Dhanpat, Nelesh
- Date: 2019
- Subjects: Organizational change - Psychological aspects , Quality of work life , Employees - Psychology , Work - Psychological aspects , Internet in education
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/455409 , uj:40306
- Description: Abstract: Organisational scholars have long been concerned about the way in which employees experience their work and the related psychological experiences. The workplace presents various job demands and resources that may alter the way in which employees perform their work. Some employees proactively customise the boundaries of their job, known as job crafting. In this study, Wrzesniewski and Dutton’s (2001) conceptualisation of job crafting was applied against the backdrop of higher education in the South African context. Organisations have become interested in how employees alter their jobs, and the effects thereof on work outcomes such as meaningfulness, work engagement, and work-role performance. Over the last two decades, higher education has witnessed immense changes that led to progress on transformation imperatives, equality, greater access to education, transformation of the curriculum, and an increased student population. These changes may place certain demands on employees, both academic and support staff, within higher education institutions (HEIs). Accordingly, the overarching objective of this study was to establish the effects of weekly task crafting and cognitive crafting on weekly meaningful work and weekly work engagement, and subsequently establish the effects of job demands and job resources on weeklytask crafting and congnitive crafting and weekly work-role performance. The aim of the present research was achieved through three independent studies. Study 1 (reported in Article 1) focused on the development and validation of the Higher Education Hindrance Demands Scale. A quantitative approach was employed, and a cross sectional design was adopted. Data wasere collected from 184 academics and analysed using exploratory factor analysis. The reliability of the scale was calculated using Cronbach’s alpha coefficient. The result was, as anticipated, a six-factor model consisting of i) Workload, ii) Higher education unrest, iii) Change management, iv) Decolonisation, v) Online teaching and learning, and vi) Psychological safety. The results indicated excellent reliability (ranging between .74 and .90). The study focussed specifically on the hindrance demands that academic staff face... , Ph.D. (Human Resource Management)
- Full Text:
Learner experiences of Web-based learning : a university case study
- Lautenbach, Geoffrey Vaughan
- Authors: Lautenbach, Geoffrey Vaughan
- Date: 2012-03-14
- Subjects: World Wide Web , Internet in education , Computer managed instruction , Education (Higher)
- Type: Mini-Dissertation
- Identifier: uj:2164 , http://hdl.handle.net/10210/4537
- Description: M.Ed.
- Full Text:
- Authors: Lautenbach, Geoffrey Vaughan
- Date: 2012-03-14
- Subjects: World Wide Web , Internet in education , Computer managed instruction , Education (Higher)
- Type: Mini-Dissertation
- Identifier: uj:2164 , http://hdl.handle.net/10210/4537
- Description: M.Ed.
- Full Text:
The use of computer simulations as an intervention to address misconceptions of Grade 11 Physical Sciences Learners in township schools
- Authors: Mphafudi, Kgoboki James
- Date: 2020
- Subjects: Educational technology , Internet in education , Science - Study and teaching (Secondary)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/438642 , uj:38133
- Description: Abstract: This study examined the affordances of the use of computer simulations as an intervention to address acid-base misconceptions of grade 11 Physical Sciences learners in South African township schools. Technological Pedagogical Content Knowledge (TPACK) framework was invoked to provide valuable insights into the efficacy of computer simulations as an innovative intervention to address misconceptions associated with acids and bases. The study adopted a mixed-method approach located within a case study design and involved purposively selected grade 11 Physical Sciences learners from two South African township schools. Quantitative data was collected by administering Acids-Bases Chemistry Achievement Test developed by Damanhuri, Treagust, Won and Chandrasegaran (2016) as part of a control group-experimental group design. Qualitative data was collected through semi-structured interviews with the participants. Findings revealed significant differences between pre-test and post-test scores as a result of the implementation of virtual laboratory simulations as a remedial intervention. The results showed that the post-test mean score was higher than the pre-test mean score for the experimental group. There was no significant difference between the post-test mean score and the pre-test mean score for the control group. Elicited responses indicated that learners perceived the use of virtual laboratory simulations as a useful alternative means to demystify abstract scientific concepts associated with acids and bases as a Physical Sciences key knowledge area. In addition, the learners demonstrated fundamental appreciation of the affordances of virtual laboratory simulations as an innovative intervention to address misconceptions. The use of virtual laboratory simulations was largely perceived to provide meaningful opportunities for self-directed learning. However, the learners indicated that virtual laboratory simulations cannot supersede the experiences provided by traditional science laboratories in view of their critical role in the development of science process skills. Theoretical implications for meaningful development of technology-enhanced learning are discussed. , M.Ed. (Science Education)
- Full Text:
- Authors: Mphafudi, Kgoboki James
- Date: 2020
- Subjects: Educational technology , Internet in education , Science - Study and teaching (Secondary)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/438642 , uj:38133
- Description: Abstract: This study examined the affordances of the use of computer simulations as an intervention to address acid-base misconceptions of grade 11 Physical Sciences learners in South African township schools. Technological Pedagogical Content Knowledge (TPACK) framework was invoked to provide valuable insights into the efficacy of computer simulations as an innovative intervention to address misconceptions associated with acids and bases. The study adopted a mixed-method approach located within a case study design and involved purposively selected grade 11 Physical Sciences learners from two South African township schools. Quantitative data was collected by administering Acids-Bases Chemistry Achievement Test developed by Damanhuri, Treagust, Won and Chandrasegaran (2016) as part of a control group-experimental group design. Qualitative data was collected through semi-structured interviews with the participants. Findings revealed significant differences between pre-test and post-test scores as a result of the implementation of virtual laboratory simulations as a remedial intervention. The results showed that the post-test mean score was higher than the pre-test mean score for the experimental group. There was no significant difference between the post-test mean score and the pre-test mean score for the control group. Elicited responses indicated that learners perceived the use of virtual laboratory simulations as a useful alternative means to demystify abstract scientific concepts associated with acids and bases as a Physical Sciences key knowledge area. In addition, the learners demonstrated fundamental appreciation of the affordances of virtual laboratory simulations as an innovative intervention to address misconceptions. The use of virtual laboratory simulations was largely perceived to provide meaningful opportunities for self-directed learning. However, the learners indicated that virtual laboratory simulations cannot supersede the experiences provided by traditional science laboratories in view of their critical role in the development of science process skills. Theoretical implications for meaningful development of technology-enhanced learning are discussed. , M.Ed. (Science Education)
- Full Text:
Web-based instruction at a high school
- Authors: Sesemane, Moeketsi Jonas
- Date: 2012-09-05
- Subjects: Computer-assisted instruction , Education, Secondary , World Wide Web , Internet in education
- Type: Mini-Dissertation
- Identifier: uj:3540 , http://hdl.handle.net/10210/6926
- Description: M.Ed. , The aim of this study is to investigate the feasibility of using Web-based Instruction at high schools, being a new approach and method of learning interaction that employs hypermedia. The investigation was important because the use of Web-based Instruction in high schools, especially in South Africa, is not yet recorded or reported. The perceptions, opinions and experiences of both learners and the instructors were monitored through observations and interviews. To realise the effectiveness of useful interaction by virtual classroom in enhancing Web-based learning, this study incorporates a qualitative analysis of data. The results of this study indicate that learners were enthusiastic and motivated to participate. The project lesson reinforced positive feelings about learning via the Web. Finally, Web-based Instruction can be a successful educational approach for high schools, provided that thorough planning and preparations are done before implementation, by ensuring that learners have access to stable and reliable Internet Service Provider. Meanwhile, e-mail interaction between the learners and the instructor, and among the learners, can be invaluable enhancement to Web-based learning.
- Full Text:
- Authors: Sesemane, Moeketsi Jonas
- Date: 2012-09-05
- Subjects: Computer-assisted instruction , Education, Secondary , World Wide Web , Internet in education
- Type: Mini-Dissertation
- Identifier: uj:3540 , http://hdl.handle.net/10210/6926
- Description: M.Ed. , The aim of this study is to investigate the feasibility of using Web-based Instruction at high schools, being a new approach and method of learning interaction that employs hypermedia. The investigation was important because the use of Web-based Instruction in high schools, especially in South Africa, is not yet recorded or reported. The perceptions, opinions and experiences of both learners and the instructors were monitored through observations and interviews. To realise the effectiveness of useful interaction by virtual classroom in enhancing Web-based learning, this study incorporates a qualitative analysis of data. The results of this study indicate that learners were enthusiastic and motivated to participate. The project lesson reinforced positive feelings about learning via the Web. Finally, Web-based Instruction can be a successful educational approach for high schools, provided that thorough planning and preparations are done before implementation, by ensuring that learners have access to stable and reliable Internet Service Provider. Meanwhile, e-mail interaction between the learners and the instructor, and among the learners, can be invaluable enhancement to Web-based learning.
- Full Text:
Web-based instruction for critical care nursing science
- Authors: Madiope, Maria
- Date: 2014-07-23
- Subjects: Computer-assisted instruction - South Africa , Nurses - Education - South Africa , Intensive care nursing - Study and teaching -South Africa , Internet in education
- Type: Thesis
- Identifier: uj:11795 , http://hdl.handle.net/10210/11519
- Description: M.Cur. , The study started by establishing that there Is a need for further education for nurses in general. It'was further stated that due to increased technology and the need for patient care, effective further education becomes a priority. But the problem that remains Is how nurses could further their education In the circumstances of the current nature of their work, I.e. the lack of accessibility to flexible learning programmes, long working hours, staff shortfall, low staff morale and institutional constraints. The aim of this study Is to Investigate and report on the Web-based Instruction environment programme in Critical Care Nursing Science Education presented by Technikon Pretoria for nurses. The rationale led to .the formulation of the research question as: "To what extent can Web-based Instruction be used to facilitate a course in Critical Care Nursing Science Education at the Technikon Pretoria?" A literature review of the field of Web-based Instruction was undertaken. It was established that Web-based Instruction is an instructional strategy where the course presenter and the students are not in contact, and it can bridge the gap in tenns of time and space because of its flexibility and accessibility. The students and the course presenter generally reported positive experiences in the Web-based Instruction environment. Web-based Instruction is certainly not the only method for.all our teaching strategies, but it is a strategy that could be used tohelp course presenters to teach more effectively. In terms of the experiences of the students and the course presenter with regard to the Web-based Instruction environment as reported in this study, as well as the technological changes In education. it must be concluded that Web-based Instruction could be considered an acceptable Instructional method and that Critical Care Nursing Science education can be presented in this way...
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- Authors: Madiope, Maria
- Date: 2014-07-23
- Subjects: Computer-assisted instruction - South Africa , Nurses - Education - South Africa , Intensive care nursing - Study and teaching -South Africa , Internet in education
- Type: Thesis
- Identifier: uj:11795 , http://hdl.handle.net/10210/11519
- Description: M.Cur. , The study started by establishing that there Is a need for further education for nurses in general. It'was further stated that due to increased technology and the need for patient care, effective further education becomes a priority. But the problem that remains Is how nurses could further their education In the circumstances of the current nature of their work, I.e. the lack of accessibility to flexible learning programmes, long working hours, staff shortfall, low staff morale and institutional constraints. The aim of this study Is to Investigate and report on the Web-based Instruction environment programme in Critical Care Nursing Science Education presented by Technikon Pretoria for nurses. The rationale led to .the formulation of the research question as: "To what extent can Web-based Instruction be used to facilitate a course in Critical Care Nursing Science Education at the Technikon Pretoria?" A literature review of the field of Web-based Instruction was undertaken. It was established that Web-based Instruction is an instructional strategy where the course presenter and the students are not in contact, and it can bridge the gap in tenns of time and space because of its flexibility and accessibility. The students and the course presenter generally reported positive experiences in the Web-based Instruction environment. Web-based Instruction is certainly not the only method for.all our teaching strategies, but it is a strategy that could be used tohelp course presenters to teach more effectively. In terms of the experiences of the students and the course presenter with regard to the Web-based Instruction environment as reported in this study, as well as the technological changes In education. it must be concluded that Web-based Instruction could be considered an acceptable Instructional method and that Critical Care Nursing Science education can be presented in this way...
- Full Text:
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