Factors that impact the use of digital learning in higher education
- Authors: Mtshabe Mxolisi
- Date: 2022-12
- Subjects: Education, Higher , Blended learning , Communication of technical information
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/59576 , vital:62174
- Description: Higher Education Institutions (HEIs) have significantly changed the way they execute their pedagogical processes. This is so, mainly because of the innovations and developments in the ICT sector. HEIs have always succeeded in the implementation of ICT tools for the facilitation of the process of teaching and learning; however, they have faced many challenges related to the utilisation of these tools. Digital learning is among the ICT tools considered by the majority of HEIs to be relevant at this age of digitisation. ICT has introduced a variety of tools, not only for teaching and learning environments, but also for socialisation. These tools include social media tools that are used to achieve different activities in response to the demands of society. In making a comparison between social media and pedagogical tools, there is a huge gap in the level of usage of the two. Social media is much more being used than digital learning and this brings major concerns because users seem to be more interested in social media tools to perform academic activities, than in digital learning. This study has explored the factors that could play a role in digital learning and social media usage in HEIs. The study employed quantitative research methods and a survey was developed and distributed to former university students. The purpose of the study was to formulate a checklist that will inform the factors that impact the use of digital learning in HEIs. At the conclusion of the study, the checklist was formulated and recommendations were made. , Thesis (MA) -- Faculty of Engineering, the Built Environment, and Technology, 2022
- Full Text:
- Date Issued: 2022-12
- Authors: Mtshabe Mxolisi
- Date: 2022-12
- Subjects: Education, Higher , Blended learning , Communication of technical information
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/59576 , vital:62174
- Description: Higher Education Institutions (HEIs) have significantly changed the way they execute their pedagogical processes. This is so, mainly because of the innovations and developments in the ICT sector. HEIs have always succeeded in the implementation of ICT tools for the facilitation of the process of teaching and learning; however, they have faced many challenges related to the utilisation of these tools. Digital learning is among the ICT tools considered by the majority of HEIs to be relevant at this age of digitisation. ICT has introduced a variety of tools, not only for teaching and learning environments, but also for socialisation. These tools include social media tools that are used to achieve different activities in response to the demands of society. In making a comparison between social media and pedagogical tools, there is a huge gap in the level of usage of the two. Social media is much more being used than digital learning and this brings major concerns because users seem to be more interested in social media tools to perform academic activities, than in digital learning. This study has explored the factors that could play a role in digital learning and social media usage in HEIs. The study employed quantitative research methods and a survey was developed and distributed to former university students. The purpose of the study was to formulate a checklist that will inform the factors that impact the use of digital learning in HEIs. At the conclusion of the study, the checklist was formulated and recommendations were made. , Thesis (MA) -- Faculty of Engineering, the Built Environment, and Technology, 2022
- Full Text:
- Date Issued: 2022-12
A framework for teaching secure coding practices through a blended learning approach
- Mdunyelwa, Vuyolwethu Sizoli
- Authors: Mdunyelwa, Vuyolwethu Sizoli
- Date: 2020
- Subjects: Blended learning , Blended learning -- Case studies Computer security
- Language: English
- Type: Thesis , Masters , MIT
- Identifier: http://hdl.handle.net/10948/49940 , vital:41890
- Description: With the recent increase in cyber-related attacks, cybersecurity is becoming a key area of concern for many organisations. Cybersecurity vulnerabilities are typically addressed through the implementation of various cybersecurity controls. These controls can be operational, technical or physical in nature. The focus of this research, however, is on technical controls with a specific focus on securing web applications. This research investigated whether third year software development students at the Nelson Mandela University adhered to secure coding practices in their capstone projects. In order to determine adherence, secure coding practices were identified from OWASP for the data access layer in web applications developed in the .NET environment. This was addressed by Secondary Objective, which was To determine what secure coding practices a web application developer should adhere to in the .NET environment. These secure coding practices were used to conduct a code review on 2015 third year capstone projects, and addressed Secondary Objective, To determine the adherence of third year software development capstone projects to the identified secure coding practices. The results for the code review were analysed and indicated low levels of adherence which led to the Problem Statement of this research, namely: Undergraduate software development students do not consistently adhere to secure coding practices when developing their third-year capstone projects, thereby leading to vulnerabilities in their web applications. In order to address this Problem Statement, the Primary Objective was identified, To develop a framework for teaching secure coding practices through a blended learning approach. Secondary Objective, To determine whether third year software development students have the requisite knowledge relating to secure coding, took the form of a questionnaire to assess students' knowledge relating to secure coding practices. This required the achievement of further sub-objectives which addressed both the knowledge and behaviour of software development students. The results of this questionnaire indicated that many of the third-year software development students lacked the requisite knowledge. This lack of knowledge and adherence was addressed through an educational intervention, meeting Secondary Objective, To design and implement an educational intervention to support software development students in the development of secure web applications. In terms of knowledge, online lessons were developed addressing each of the secure coding practices identified. In order to address adherence, students were given a checklist to monitor their adherence to the identified secure coding practices. Secondary Objective, To determine the exact of the educational intervention on both student adherence and their requisite knowledge regarding secure coding practices, involved the varication of the educational intervention, and comprised of two components, knowledge and behaviour. Knowledge varication took the form of an online questionnaire given to 2017 third year project students. To address behavioural adherence, the researcher conducted a code review on the 2017 capstone projects. The results from the varication showed a general improvement in students' knowledge and high levels of adherence to secure coding practices. Finally, a framework was developed that encompassed the key elements of this research, thereby providing guidance to support the development of se cure web applications in higher education institutions and meeting the primary objective of this study.
- Full Text:
- Date Issued: 2020
- Authors: Mdunyelwa, Vuyolwethu Sizoli
- Date: 2020
- Subjects: Blended learning , Blended learning -- Case studies Computer security
- Language: English
- Type: Thesis , Masters , MIT
- Identifier: http://hdl.handle.net/10948/49940 , vital:41890
- Description: With the recent increase in cyber-related attacks, cybersecurity is becoming a key area of concern for many organisations. Cybersecurity vulnerabilities are typically addressed through the implementation of various cybersecurity controls. These controls can be operational, technical or physical in nature. The focus of this research, however, is on technical controls with a specific focus on securing web applications. This research investigated whether third year software development students at the Nelson Mandela University adhered to secure coding practices in their capstone projects. In order to determine adherence, secure coding practices were identified from OWASP for the data access layer in web applications developed in the .NET environment. This was addressed by Secondary Objective, which was To determine what secure coding practices a web application developer should adhere to in the .NET environment. These secure coding practices were used to conduct a code review on 2015 third year capstone projects, and addressed Secondary Objective, To determine the adherence of third year software development capstone projects to the identified secure coding practices. The results for the code review were analysed and indicated low levels of adherence which led to the Problem Statement of this research, namely: Undergraduate software development students do not consistently adhere to secure coding practices when developing their third-year capstone projects, thereby leading to vulnerabilities in their web applications. In order to address this Problem Statement, the Primary Objective was identified, To develop a framework for teaching secure coding practices through a blended learning approach. Secondary Objective, To determine whether third year software development students have the requisite knowledge relating to secure coding, took the form of a questionnaire to assess students' knowledge relating to secure coding practices. This required the achievement of further sub-objectives which addressed both the knowledge and behaviour of software development students. The results of this questionnaire indicated that many of the third-year software development students lacked the requisite knowledge. This lack of knowledge and adherence was addressed through an educational intervention, meeting Secondary Objective, To design and implement an educational intervention to support software development students in the development of secure web applications. In terms of knowledge, online lessons were developed addressing each of the secure coding practices identified. In order to address adherence, students were given a checklist to monitor their adherence to the identified secure coding practices. Secondary Objective, To determine the exact of the educational intervention on both student adherence and their requisite knowledge regarding secure coding practices, involved the varication of the educational intervention, and comprised of two components, knowledge and behaviour. Knowledge varication took the form of an online questionnaire given to 2017 third year project students. To address behavioural adherence, the researcher conducted a code review on the 2017 capstone projects. The results from the varication showed a general improvement in students' knowledge and high levels of adherence to secure coding practices. Finally, a framework was developed that encompassed the key elements of this research, thereby providing guidance to support the development of se cure web applications in higher education institutions and meeting the primary objective of this study.
- Full Text:
- Date Issued: 2020
A blended learning toolkit that accommodates multiple learning styles
- Authors: Mills, Steven Christopher
- Date: 2019
- Subjects: Blended learning , Learning strategies Learning
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/30452 , vital:30945
- Description: The purpose of this study was to identify how blended learning can be designed and incorporated to accommodate multiple learning styles within modules in the Department of Computing Sciences. A design theory was created through an analysis of literature and exploration into the backgrounds of students and lecturers within the Department of Computing Sciences. The design theory is: Blended learning can be a useful approach to accommodate multiple learning styles. Guidelines, and by extension a toolkit, facilitate the development of blended learning and provide effective tools to enable lecturers to successfully incorporate blended learning into their modules. Design-Based Research (DBR) was followed in this study, using a mixed-methods and iterative approach to determine the accuracy of the design theory. For the first iteration, the toolkit was implemented in two modules within the Department of Computing Sciences and for the second iteration, four modules. DBR produces a theoretical contribution and a practical artefact. The most important theoretical contributions are the design theory and guidelines for incorporating blended learning that accommodates multiple learning styles. The practical artefacts are the toolkit and tools therein. The toolkit, which was accessed via a website, guides lecturers through the process of incorporating blended learning that accommodates multiple learning styles and provides them with the necessary tools to do so. The design theory was proven in the evaluation that used a questionnaire to understand the lecturers’ experiences regarding the toolkit and the design theory. Therefore, the guidelines for applying blended learning is a useful approach to address multiple learning styles.
- Full Text:
- Date Issued: 2019
- Authors: Mills, Steven Christopher
- Date: 2019
- Subjects: Blended learning , Learning strategies Learning
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/30452 , vital:30945
- Description: The purpose of this study was to identify how blended learning can be designed and incorporated to accommodate multiple learning styles within modules in the Department of Computing Sciences. A design theory was created through an analysis of literature and exploration into the backgrounds of students and lecturers within the Department of Computing Sciences. The design theory is: Blended learning can be a useful approach to accommodate multiple learning styles. Guidelines, and by extension a toolkit, facilitate the development of blended learning and provide effective tools to enable lecturers to successfully incorporate blended learning into their modules. Design-Based Research (DBR) was followed in this study, using a mixed-methods and iterative approach to determine the accuracy of the design theory. For the first iteration, the toolkit was implemented in two modules within the Department of Computing Sciences and for the second iteration, four modules. DBR produces a theoretical contribution and a practical artefact. The most important theoretical contributions are the design theory and guidelines for incorporating blended learning that accommodates multiple learning styles. The practical artefacts are the toolkit and tools therein. The toolkit, which was accessed via a website, guides lecturers through the process of incorporating blended learning that accommodates multiple learning styles and provides them with the necessary tools to do so. The design theory was proven in the evaluation that used a questionnaire to understand the lecturers’ experiences regarding the toolkit and the design theory. Therefore, the guidelines for applying blended learning is a useful approach to address multiple learning styles.
- Full Text:
- Date Issued: 2019
Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University
- Authors: Van Heerden, Andale
- Date: 2014
- Subjects: Blended learning , Education, Higher -- Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/5098 , vital:20802
- Description: Blended learning constitutes a key element of the NMMU’s Vision 2020; therefore, creating the expectation that academics from the NMMU will implement and utilise blended learning as part of their teaching pedagogy. Implementation reports drawn from Moodle (the learning management system utilised by NMMU) indicates that there are still numerous departments that are not fully utilising blended learning. The aim of this study was thus to determine the factors that impact on the acceptance and implementation of blended learning by academics at the NMMU. A modified version of the Technology Acceptance Questionnaire was electronically distributed to academics from the various NMMU campuses in order to collect the empirical data, with purposeful non-probability sampling being employed. The results indicated that factors, such as perceived usefulness, the student-centered nature of blended learning, the appeal of such environments to students, accessibility, as well as administrative- and communication benefits, had a positive influence on blended learning adoption. Lack of time and lack of knowledge with regard to blended learning use and implementation, concerns regarding accessibility, and lack of capacity and technical support were cited as issues that hampered blended learning implementation.
- Full Text:
- Date Issued: 2014
- Authors: Van Heerden, Andale
- Date: 2014
- Subjects: Blended learning , Education, Higher -- Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/5098 , vital:20802
- Description: Blended learning constitutes a key element of the NMMU’s Vision 2020; therefore, creating the expectation that academics from the NMMU will implement and utilise blended learning as part of their teaching pedagogy. Implementation reports drawn from Moodle (the learning management system utilised by NMMU) indicates that there are still numerous departments that are not fully utilising blended learning. The aim of this study was thus to determine the factors that impact on the acceptance and implementation of blended learning by academics at the NMMU. A modified version of the Technology Acceptance Questionnaire was electronically distributed to academics from the various NMMU campuses in order to collect the empirical data, with purposeful non-probability sampling being employed. The results indicated that factors, such as perceived usefulness, the student-centered nature of blended learning, the appeal of such environments to students, accessibility, as well as administrative- and communication benefits, had a positive influence on blended learning adoption. Lack of time and lack of knowledge with regard to blended learning use and implementation, concerns regarding accessibility, and lack of capacity and technical support were cited as issues that hampered blended learning implementation.
- Full Text:
- Date Issued: 2014
Adoption strategies for increasing the use of blended learning at a private higher education institution
- Authors: Hurrisunker, Sanisha
- Date: 2013
- Subjects: Blended learning , Private universities and colleges , Educational innovations
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8868 , http://hdl.handle.net/10948/d1020283
- Description: Although a categorical definition of the concept of blended learning is yet to be established, in broad terms, Blended Learning refers to a system that combines traditional face-to-face teaching environments with an online component. This therefore makes the learning process far more engaging for the student and also enables the lecturer to extend teaching and learning outside the classroom. The private higher education institution that was the focus of this study (referred to as Campus A) had attempted to introduce blended learning as a teaching and learning approach at the institution. The site had been operating in Port Elizabeth for 15 years and offered a range of degrees, diplomas and certificates on a full time basis and a range of short learning programmes as part of their business school. Despite concerted effort made by the managers to drive the adoption of blended learning on the campus, the acceptance of this teaching practice had been slower than expected and, given the transformative potential of blended learning, the management of the campus wished to improve the adoption rate significantly. Therefore the primary purpose of this study was to identify adoption strategies that could be used to increase the acceptance of blended learning as a teaching strategy at Campus A of this educational institution. The study followed a two pronged approach; the first part entailed a review of literature on the successful implementation of blended learning. The review concluded with an adapted model that integrated relevant blended learning adoption factors. The model was thereafter used for the second part of the study, as a basis for questionnaires and interviews that were conducted with relevant staff with the aim of determining how the integrated model for the adoption of blended learning should be implemented on the campus.
- Full Text:
- Date Issued: 2013
- Authors: Hurrisunker, Sanisha
- Date: 2013
- Subjects: Blended learning , Private universities and colleges , Educational innovations
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8868 , http://hdl.handle.net/10948/d1020283
- Description: Although a categorical definition of the concept of blended learning is yet to be established, in broad terms, Blended Learning refers to a system that combines traditional face-to-face teaching environments with an online component. This therefore makes the learning process far more engaging for the student and also enables the lecturer to extend teaching and learning outside the classroom. The private higher education institution that was the focus of this study (referred to as Campus A) had attempted to introduce blended learning as a teaching and learning approach at the institution. The site had been operating in Port Elizabeth for 15 years and offered a range of degrees, diplomas and certificates on a full time basis and a range of short learning programmes as part of their business school. Despite concerted effort made by the managers to drive the adoption of blended learning on the campus, the acceptance of this teaching practice had been slower than expected and, given the transformative potential of blended learning, the management of the campus wished to improve the adoption rate significantly. Therefore the primary purpose of this study was to identify adoption strategies that could be used to increase the acceptance of blended learning as a teaching strategy at Campus A of this educational institution. The study followed a two pronged approach; the first part entailed a review of literature on the successful implementation of blended learning. The review concluded with an adapted model that integrated relevant blended learning adoption factors. The model was thereafter used for the second part of the study, as a basis for questionnaires and interviews that were conducted with relevant staff with the aim of determining how the integrated model for the adoption of blended learning should be implemented on the campus.
- Full Text:
- Date Issued: 2013
The use of Blackboard as a tool for the teaching and assessment of large classes in mathematics education: a case study of second year level Bachelor of Education students in one university in South Africa
- Authors: Riley, Alanna
- Date: 2013
- Subjects: Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16182 , http://hdl.handle.net/10353/d1006237 , Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Description: This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.
- Full Text:
- Date Issued: 2013
- Authors: Riley, Alanna
- Date: 2013
- Subjects: Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16182 , http://hdl.handle.net/10353/d1006237 , Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Description: This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.
- Full Text:
- Date Issued: 2013
An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom
- Authors: Olamijulo, Christianah
- Date: 2012
- Subjects: Online social networks , Blended learning
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8429 , http://hdl.handle.net/10948/d1020149
- Description: This study intends to explore how social media or social networking sites (SNSs) such as Facebook can facilitate communication channels or create dialogue spaces in a language class. Social media is a form of participatory media, which broadly refers to the “collection of communication channels or mediums (primarily online and mobile) through which social networks originate and are sustained” (Flew 2008:109). Although the term social media is often used as a collective term for SNSs or as the core trademark of Web 2.0, Flew (2008:17) also distinguishes social media by calling it a “communications infrastructure” that allows for “participation, interactivity, collaborative learning and social networking”. Flew (2008) identifies various online sites including the online encyclopaedia Wikipedia and the online user-generated video site YouTube as well as various personalised web space sites such as MySpace, Facebook, Friendster and Bebo as participatory media. The study’s data collection was situated at Nelson Mandela Metropolitan University (NMMU) and investigated how social media can be used to facilitate dialogue between a tutor and BKI1120 Communication in English B students in a Higher Education (HE) context using qualitative methodology. This study compared the use of existing and more traditional or conventional classroom communication practices with those of SNSs as a communication channel, while focusing on social media application as a communication tool to create dialogue spaces that support teaching and learning practices. The research also attempted to identify alternative applications of social media for teaching and learning practices to inform researchers in the fields of HE and media. In the first data-collection phase, BKI1120 Communication in English B Public Management students were selected as the sample for the study. Seventeen students participated in the BKI1120 Facebook page created for the purpose of this study. In the second data-collection phase, a taped focus-group interview was conducted with eight BKI1120 Communication in English B students. The interview transcript was then analysed qualitatively for themes. The research findings showed that social media or SNSs such as Facebook can facilitate communication channels or create dialogue spaces in a language class, if it is managed effectively.
- Full Text:
- Date Issued: 2012
- Authors: Olamijulo, Christianah
- Date: 2012
- Subjects: Online social networks , Blended learning
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8429 , http://hdl.handle.net/10948/d1020149
- Description: This study intends to explore how social media or social networking sites (SNSs) such as Facebook can facilitate communication channels or create dialogue spaces in a language class. Social media is a form of participatory media, which broadly refers to the “collection of communication channels or mediums (primarily online and mobile) through which social networks originate and are sustained” (Flew 2008:109). Although the term social media is often used as a collective term for SNSs or as the core trademark of Web 2.0, Flew (2008:17) also distinguishes social media by calling it a “communications infrastructure” that allows for “participation, interactivity, collaborative learning and social networking”. Flew (2008) identifies various online sites including the online encyclopaedia Wikipedia and the online user-generated video site YouTube as well as various personalised web space sites such as MySpace, Facebook, Friendster and Bebo as participatory media. The study’s data collection was situated at Nelson Mandela Metropolitan University (NMMU) and investigated how social media can be used to facilitate dialogue between a tutor and BKI1120 Communication in English B students in a Higher Education (HE) context using qualitative methodology. This study compared the use of existing and more traditional or conventional classroom communication practices with those of SNSs as a communication channel, while focusing on social media application as a communication tool to create dialogue spaces that support teaching and learning practices. The research also attempted to identify alternative applications of social media for teaching and learning practices to inform researchers in the fields of HE and media. In the first data-collection phase, BKI1120 Communication in English B Public Management students were selected as the sample for the study. Seventeen students participated in the BKI1120 Facebook page created for the purpose of this study. In the second data-collection phase, a taped focus-group interview was conducted with eight BKI1120 Communication in English B students. The interview transcript was then analysed qualitatively for themes. The research findings showed that social media or SNSs such as Facebook can facilitate communication channels or create dialogue spaces in a language class, if it is managed effectively.
- Full Text:
- Date Issued: 2012
The relationship between learning styles and perceptions of blended learning : a case study of third-year Environmental Science students at Rhodes University
- Authors: Gambiza, James
- Date: 2010
- Subjects: Blended learning , Education, Higher -- Computer-assisted instruction , Environmental sciences -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2013 , http://hdl.handle.net/10962/d1016352
- Description: The use of blended learning to support teaching and learning is growing globally. Few studies, however, have investigated the relation between students’ learning styles and their perceptions of blended learning. This study used a case-study approach to investigate third year Environmental Science students’ learning styles and perceptions of the online component of blended learning at Rhodes University. Vermunt’s inventory of learning’s styles instrument was used to assess the students’ learning styles. Students’ perceptions of online learning were assessed using an 84-item online experience questionnaire. Multivariate cluster analyses based on students’ learning styles, perceptions of online learning and final coursework marks were done. The correlation between learning styles and perceptions of blended learning was assessed. Students had been using computers for about 10 years. About 91% of students owned computers and 50% had access to Internet at home or in their residences. Internet and email were the most commonly used tools for student learning averaging about at least six times per week. Three of Vermunt’s four learning styles were identified. These were the meaning-directed, application-directed and reproduction-directed styles. The undirected learning style was absent. A major finding of this study was the dissonance in learning styles of students. For example, students with the meaning-directed style also scored high on reproduction-directed style. Students combined deep approaches with memorisation when learning. I developed an instrument consisting of seven scales that described students’ perceptions of online learning. The scales were epistemological judgements, multiple sources of information, learning goals, relevance, Internet experience, appropriate tool and student interaction. There was high within scale variability in students’ perceptions of online learning. The perception that the Internet provided multiple sources of information was positively associated with advanced models of epistemology that support the construction of knowledge. There was dissonance between the perception of the Internet as enhancing epistemological judgements and some components of learning style. A perception of epistemological judgements was positively correlated with both deep and surface cognitive processing strategies.
- Full Text:
- Date Issued: 2010
- Authors: Gambiza, James
- Date: 2010
- Subjects: Blended learning , Education, Higher -- Computer-assisted instruction , Environmental sciences -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2013 , http://hdl.handle.net/10962/d1016352
- Description: The use of blended learning to support teaching and learning is growing globally. Few studies, however, have investigated the relation between students’ learning styles and their perceptions of blended learning. This study used a case-study approach to investigate third year Environmental Science students’ learning styles and perceptions of the online component of blended learning at Rhodes University. Vermunt’s inventory of learning’s styles instrument was used to assess the students’ learning styles. Students’ perceptions of online learning were assessed using an 84-item online experience questionnaire. Multivariate cluster analyses based on students’ learning styles, perceptions of online learning and final coursework marks were done. The correlation between learning styles and perceptions of blended learning was assessed. Students had been using computers for about 10 years. About 91% of students owned computers and 50% had access to Internet at home or in their residences. Internet and email were the most commonly used tools for student learning averaging about at least six times per week. Three of Vermunt’s four learning styles were identified. These were the meaning-directed, application-directed and reproduction-directed styles. The undirected learning style was absent. A major finding of this study was the dissonance in learning styles of students. For example, students with the meaning-directed style also scored high on reproduction-directed style. Students combined deep approaches with memorisation when learning. I developed an instrument consisting of seven scales that described students’ perceptions of online learning. The scales were epistemological judgements, multiple sources of information, learning goals, relevance, Internet experience, appropriate tool and student interaction. There was high within scale variability in students’ perceptions of online learning. The perception that the Internet provided multiple sources of information was positively associated with advanced models of epistemology that support the construction of knowledge. There was dissonance between the perception of the Internet as enhancing epistemological judgements and some components of learning style. A perception of epistemological judgements was positively correlated with both deep and surface cognitive processing strategies.
- Full Text:
- Date Issued: 2010
Student's perceptions of blended learning in a masters of business administration programme at Nelson Mandela University
- Authors: Limani, Noxolo
- Date: Faculty of Business and Economic Sciences
- Subjects: Blended learning , Education, Higher -- Computer-assisted instruction Internet in higher education
- Language: English
- Type: Student's perceptions of blended learning in a masters of business administration programme at Nelson Mandela University , Masters
- Identifier: http://hdl.handle.net/10948/50601 , vital:42260
- Full Text: false
- Date Issued: Faculty of Business and Economic Sciences
- Authors: Limani, Noxolo
- Date: Faculty of Business and Economic Sciences
- Subjects: Blended learning , Education, Higher -- Computer-assisted instruction Internet in higher education
- Language: English
- Type: Student's perceptions of blended learning in a masters of business administration programme at Nelson Mandela University , Masters
- Identifier: http://hdl.handle.net/10948/50601 , vital:42260
- Full Text: false
- Date Issued: Faculty of Business and Economic Sciences
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