The use of e-mail among students and lecturers at Nelson Mandela Metropolitan University: a guide reasearch report
- Ntsiko, Blondie Bonisa Blossom
- Authors: Ntsiko, Blondie Bonisa Blossom
- Date: 2011
- Subjects: Telecommunication in education , Educational technology , Electronic mail systems in education
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9119 , http://hdl.handle.net/10948/d1015970
- Description: This research seeks to determine the impact of the use of e-mail between lecturers and students at the NMMU. New students at universities, and especially first year undergraduates, can sometimes have difficulties in addressing their concerns, questions and ideas about their courses and are faced with the difficulty of adapting to a new lifestyle and the university environment. Interactivity and feedback are key contributors to providing an effective learning environment for such students. Lecturers provide the main source for university students to discover what is expected of them to identify the key learning goals related to a course, from a lecturer (Braxton, Milem & Sullivan, 2000:569). The increase in student numbers in Higher Education over the last decade has been dramatic, placing greater pressures on academic staff in terms of contacting students. As computer technology becomes both more prevalent and more intrusive, its use and misuse are increasingly falling under the critical scrutiny of academic researchers. If traditional educational methods are supported, such support must be flexible enough to accommodate technology, but as a means, not an end. The research of e-mail impact between students and lecturers is still very new and is open for additional study (Braxton, et al. 2000:590).
- Full Text:
- Date Issued: 2011
- Authors: Ntsiko, Blondie Bonisa Blossom
- Date: 2011
- Subjects: Telecommunication in education , Educational technology , Electronic mail systems in education
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9119 , http://hdl.handle.net/10948/d1015970
- Description: This research seeks to determine the impact of the use of e-mail between lecturers and students at the NMMU. New students at universities, and especially first year undergraduates, can sometimes have difficulties in addressing their concerns, questions and ideas about their courses and are faced with the difficulty of adapting to a new lifestyle and the university environment. Interactivity and feedback are key contributors to providing an effective learning environment for such students. Lecturers provide the main source for university students to discover what is expected of them to identify the key learning goals related to a course, from a lecturer (Braxton, Milem & Sullivan, 2000:569). The increase in student numbers in Higher Education over the last decade has been dramatic, placing greater pressures on academic staff in terms of contacting students. As computer technology becomes both more prevalent and more intrusive, its use and misuse are increasingly falling under the critical scrutiny of academic researchers. If traditional educational methods are supported, such support must be flexible enough to accommodate technology, but as a means, not an end. The research of e-mail impact between students and lecturers is still very new and is open for additional study (Braxton, et al. 2000:590).
- Full Text:
- Date Issued: 2011
The introduction of cyberhunts as a teaching and learning strategy to guide teachers towards the integration of computer technology in schools
- Authors: Du Plessis, André
- Date: 2010
- Subjects: Educational technology , Computers -- Study and teaching , Computer-assisted instruction , Competency-based education
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9555 , http://hdl.handle.net/10948/1210 , Educational technology , Computers -- Study and teaching , Computer-assisted instruction , Competency-based education
- Description: This study, which is based on a computer literacy teacher development programme that included introducing the teacher participants to the Internet, investigated whether the development of teacher ICT skills through the design of cyberhunts in a learning-as-design context, has the potential to promote the critical and developmental outcomes which form the basis of the South African National Curriculum Statement (NCS) and Draft White Paper on e-Education. The research was conducted within the post-positivist paradigm underpinned by a critical realist position and made use of qualitative and quantitative data1 gathering methods (mixed research) within an interpretative case study. Several different quantitative and qualitative data collection tools were used. Quantitative data gathering tools that had been used comprised of Likert scale questionnaires, a computer skills questionnaire, as well as certain sections within semi-closed-openended questionnaires. The qualitative data gathering tools that had been used were semi-closed-openended questionnaires, journal reflection sheets, observation and interviews. Ontologically the research was informed by a critical-realist perspective, epistemologically by a socio-cultural perspective; including situated learning within communities of practice; recognising the cognitive, social and situated learning dimension of teacher learning. Methodologically an interpretive case study approach was used, as the aim was to explore and investigate what the participants experienced, perceived and to understand the participants: what they felt, how they felt and why they felt and responded in certain ways. Initially the study focused on identifying how ready the participating schools and their participating teachers were in terms of the implementation and integration of Information and Communications Technology (ICT) with reference to first- and second order barriers. The findings suggest that addressing the first- and second order barriers is a vital aspect when assisting schools to move towards ICT integration. The next phase of the research focused on whether the cyberhunt design approach is capable of developing the critical outcomes of the NCS, whether it promotes motivation and interest, and whether it promotes collaboration. Both the quantitative and qualitative data portrayed positive results regarding the perceptions of the participating teachers in the cyberhunt design approach related to the critical and 1PLEASE NOTE: All the data referred to as in the appendix and all appendices are attached to this thesis on a CD containing the portable document format (PDF) files. This can be found at the back. iv developmental outcomes with reference to search and research, reading attitude, decision making, planning skills - which include time management and goal setting, knowledge and skills related to composing questions on different cognitive levels, computer skills, reflection and design skills. Positive results were also found related to audience, confidence, mental effort, motivation, interest and collaboration. The probabilities (p values) and practical statistical significance in the form of Cohen's d, were highly significant. The teachers’ final cyberhunt products suggest that the majority of the participants had obtained basic cyberhunt design skills. However, in spite of the positive results, it was found that not all teachers are yet ready to implement this approach exactly as it is intended. When interpreted within an activity theory perspective; the positive results might be attributed to the unmediated functioning of the rules, division of labour and community aspects of the theory, while the conditions required by complexity theory for the development of a complex learning community appear to have been met by the implementation of cyberhunts as a strategy. The conditions for enabling the development of a complex learning community; namely internal diversity, redundancy, decentralised control, organised randomness and neighbour interaction; also appear to have interacted with the unmediated aspects of activity theory in developing consensual rules and through the negotiation of the division of labour located within the community. In a like manner, positive results related to search and research, decision making, questioning, computer skills, reflection, design skills and audience reported can most likely be attributed to the functioning of the mediational tools as described by activity theory such as the computer technology, the Internet, the software that had been used and language. The data thus suggest that the interaction between both the unmediated elements and higher order mediated elements of activity theory, have most likely been the defining factors which created high levels of motivation, interest, collaboration and a positive classroom culture through which the critical and developmental outcomes of the South Africa curriculum can possibly be achieved within a complex learning community. The study also investigated how the teacher development process regarding ICT implementation should be managed. This study found that the acronym CRAR3FS2 holds the key to teacher development and classroom implementation. This acronym represents the verbs or actions that the participating teachers highly valued during implementation and what they have indicated as being important, namely: Care, Relate, Assess, Reflect, Read, Re-Plan, Feedback, Share and Support.
- Full Text:
- Date Issued: 2010
- Authors: Du Plessis, André
- Date: 2010
- Subjects: Educational technology , Computers -- Study and teaching , Computer-assisted instruction , Competency-based education
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9555 , http://hdl.handle.net/10948/1210 , Educational technology , Computers -- Study and teaching , Computer-assisted instruction , Competency-based education
- Description: This study, which is based on a computer literacy teacher development programme that included introducing the teacher participants to the Internet, investigated whether the development of teacher ICT skills through the design of cyberhunts in a learning-as-design context, has the potential to promote the critical and developmental outcomes which form the basis of the South African National Curriculum Statement (NCS) and Draft White Paper on e-Education. The research was conducted within the post-positivist paradigm underpinned by a critical realist position and made use of qualitative and quantitative data1 gathering methods (mixed research) within an interpretative case study. Several different quantitative and qualitative data collection tools were used. Quantitative data gathering tools that had been used comprised of Likert scale questionnaires, a computer skills questionnaire, as well as certain sections within semi-closed-openended questionnaires. The qualitative data gathering tools that had been used were semi-closed-openended questionnaires, journal reflection sheets, observation and interviews. Ontologically the research was informed by a critical-realist perspective, epistemologically by a socio-cultural perspective; including situated learning within communities of practice; recognising the cognitive, social and situated learning dimension of teacher learning. Methodologically an interpretive case study approach was used, as the aim was to explore and investigate what the participants experienced, perceived and to understand the participants: what they felt, how they felt and why they felt and responded in certain ways. Initially the study focused on identifying how ready the participating schools and their participating teachers were in terms of the implementation and integration of Information and Communications Technology (ICT) with reference to first- and second order barriers. The findings suggest that addressing the first- and second order barriers is a vital aspect when assisting schools to move towards ICT integration. The next phase of the research focused on whether the cyberhunt design approach is capable of developing the critical outcomes of the NCS, whether it promotes motivation and interest, and whether it promotes collaboration. Both the quantitative and qualitative data portrayed positive results regarding the perceptions of the participating teachers in the cyberhunt design approach related to the critical and 1PLEASE NOTE: All the data referred to as in the appendix and all appendices are attached to this thesis on a CD containing the portable document format (PDF) files. This can be found at the back. iv developmental outcomes with reference to search and research, reading attitude, decision making, planning skills - which include time management and goal setting, knowledge and skills related to composing questions on different cognitive levels, computer skills, reflection and design skills. Positive results were also found related to audience, confidence, mental effort, motivation, interest and collaboration. The probabilities (p values) and practical statistical significance in the form of Cohen's d, were highly significant. The teachers’ final cyberhunt products suggest that the majority of the participants had obtained basic cyberhunt design skills. However, in spite of the positive results, it was found that not all teachers are yet ready to implement this approach exactly as it is intended. When interpreted within an activity theory perspective; the positive results might be attributed to the unmediated functioning of the rules, division of labour and community aspects of the theory, while the conditions required by complexity theory for the development of a complex learning community appear to have been met by the implementation of cyberhunts as a strategy. The conditions for enabling the development of a complex learning community; namely internal diversity, redundancy, decentralised control, organised randomness and neighbour interaction; also appear to have interacted with the unmediated aspects of activity theory in developing consensual rules and through the negotiation of the division of labour located within the community. In a like manner, positive results related to search and research, decision making, questioning, computer skills, reflection, design skills and audience reported can most likely be attributed to the functioning of the mediational tools as described by activity theory such as the computer technology, the Internet, the software that had been used and language. The data thus suggest that the interaction between both the unmediated elements and higher order mediated elements of activity theory, have most likely been the defining factors which created high levels of motivation, interest, collaboration and a positive classroom culture through which the critical and developmental outcomes of the South Africa curriculum can possibly be achieved within a complex learning community. The study also investigated how the teacher development process regarding ICT implementation should be managed. This study found that the acronym CRAR3FS2 holds the key to teacher development and classroom implementation. This acronym represents the verbs or actions that the participating teachers highly valued during implementation and what they have indicated as being important, namely: Care, Relate, Assess, Reflect, Read, Re-Plan, Feedback, Share and Support.
- Full Text:
- Date Issued: 2010
Implementation of computers in schools: a case study of five schools in the Makana and Somerset East districts
- Authors: Prince, Gilbert Leslie
- Date: 2007
- Subjects: Educational technology , Educational technology -- South Africa -- Eastern Cape , Education, Elementary -- Computer-assisted instruction , Computer-assisted instruction -- South Africa -- Eastern Cape , Computer managed instruction -- South Africa -- Eastern Cape , Internet in education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1562 , http://hdl.handle.net/10962/d1003444 , Educational technology , Educational technology -- South Africa -- Eastern Cape , Education, Elementary -- Computer-assisted instruction , Computer-assisted instruction -- South Africa -- Eastern Cape , Computer managed instruction -- South Africa -- Eastern Cape , Internet in education -- South Africa -- Eastern Cape
- Description: This case study attempts to explain the implementation of Information Communications Technology (ICT) in primary schools, specifically mentioning the integration of computers into the curriculum. To begin with, the implementation of ICT from an international perspective is explored and subsequently some international and African ICT policies in education are also identified and discussed. Nationally, ICT policies from four provinces in South Africa are examined and analyzed. Provincially, the ICT Projects Coordinator in the Eastern Cape Department of Education (ECDoE) was interviewed to obtain a provincial perspective of ICT in the Eastern Cape. From local schools’ perspective, four primary schools and one secondary school in the Makana and Somerset East Districts were visited and the ICT coordinators at these schools were interviewed. The results reveal that the previously disadvantaged (PD) schools were not utilizing their computers effectively. This is due to a number of factors, including a lack of funds to maintain the computers; unskilled or under skilled teachers in ICT; and under resourced computer facilities. The previously advantaged (PA) schools, on the other hand, have well-resourced computer laboratories, adequate maintenance plans as well as skilled teachers in ICT that enable these schools to effectively integrate the use of computers into the curriculum. Key words: Information communications technology, implementation, integration, previously advantaged, previously disadvantaged, curriculum, primary school, secondary school.
- Full Text:
- Date Issued: 2007
- Authors: Prince, Gilbert Leslie
- Date: 2007
- Subjects: Educational technology , Educational technology -- South Africa -- Eastern Cape , Education, Elementary -- Computer-assisted instruction , Computer-assisted instruction -- South Africa -- Eastern Cape , Computer managed instruction -- South Africa -- Eastern Cape , Internet in education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1562 , http://hdl.handle.net/10962/d1003444 , Educational technology , Educational technology -- South Africa -- Eastern Cape , Education, Elementary -- Computer-assisted instruction , Computer-assisted instruction -- South Africa -- Eastern Cape , Computer managed instruction -- South Africa -- Eastern Cape , Internet in education -- South Africa -- Eastern Cape
- Description: This case study attempts to explain the implementation of Information Communications Technology (ICT) in primary schools, specifically mentioning the integration of computers into the curriculum. To begin with, the implementation of ICT from an international perspective is explored and subsequently some international and African ICT policies in education are also identified and discussed. Nationally, ICT policies from four provinces in South Africa are examined and analyzed. Provincially, the ICT Projects Coordinator in the Eastern Cape Department of Education (ECDoE) was interviewed to obtain a provincial perspective of ICT in the Eastern Cape. From local schools’ perspective, four primary schools and one secondary school in the Makana and Somerset East Districts were visited and the ICT coordinators at these schools were interviewed. The results reveal that the previously disadvantaged (PD) schools were not utilizing their computers effectively. This is due to a number of factors, including a lack of funds to maintain the computers; unskilled or under skilled teachers in ICT; and under resourced computer facilities. The previously advantaged (PA) schools, on the other hand, have well-resourced computer laboratories, adequate maintenance plans as well as skilled teachers in ICT that enable these schools to effectively integrate the use of computers into the curriculum. Key words: Information communications technology, implementation, integration, previously advantaged, previously disadvantaged, curriculum, primary school, secondary school.
- Full Text:
- Date Issued: 2007
An investigation of the development and adoption of educational metadata standards for the widespread use of learning objects
- Authors: Krull, Greig Emil
- Date: 2005
- Subjects: Metadata , Internet in education , Web databases , Education -- Standards , Educational technology , Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1142 , http://hdl.handle.net/10962/d1002771 , Metadata , Internet in education , Web databases , Education -- Standards , Educational technology , Computer-assisted instruction
- Description: This research investigates the development and adoption of educational metadata standards for the widespread use of learning objects. Learning objects, metadata, the related IEEE standard and the various application profiles derived from the standard are discussed. A number of standards and specifications for educational metadata used to describe learning objects are explored, namely the Dublin Core, IMS, SCORM, ARIADNE, CanCore and the UK LOM Core. Three metadata editors and the experience with using one of them, RELOAD, is described. These educational metadata specifications are used in a practical metadata implementation scenario and the experiences are extrapolated to derive a localised instance of the generic IEEE standard. A new application profile is proposed, “RU LOM Core”, for the South African higher education context. Some existing results are confirmed about the complexity of using the IEEE standard and it is demonstrated that it is possible to instantiate the standard for South African conditions. The results are largely qualitative and based on practical experience. However, the results concur with results from related research. Although the development of an application profile is certainly not new, the development of RU LOM Core illustrates that the IEEE standard, developed largely within the northern hemisphere, can be adapted to work in the South African scenario. RU LOM Core has been developed for the South African higher education environment and takes linguistic and cultural diversity and the low rate of technological literacy into consideration. The lessons learned and the proposed LOM core can be built upon in further research and collaboration to use and support the use of such standards within South Africa.
- Full Text:
- Date Issued: 2005
- Authors: Krull, Greig Emil
- Date: 2005
- Subjects: Metadata , Internet in education , Web databases , Education -- Standards , Educational technology , Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1142 , http://hdl.handle.net/10962/d1002771 , Metadata , Internet in education , Web databases , Education -- Standards , Educational technology , Computer-assisted instruction
- Description: This research investigates the development and adoption of educational metadata standards for the widespread use of learning objects. Learning objects, metadata, the related IEEE standard and the various application profiles derived from the standard are discussed. A number of standards and specifications for educational metadata used to describe learning objects are explored, namely the Dublin Core, IMS, SCORM, ARIADNE, CanCore and the UK LOM Core. Three metadata editors and the experience with using one of them, RELOAD, is described. These educational metadata specifications are used in a practical metadata implementation scenario and the experiences are extrapolated to derive a localised instance of the generic IEEE standard. A new application profile is proposed, “RU LOM Core”, for the South African higher education context. Some existing results are confirmed about the complexity of using the IEEE standard and it is demonstrated that it is possible to instantiate the standard for South African conditions. The results are largely qualitative and based on practical experience. However, the results concur with results from related research. Although the development of an application profile is certainly not new, the development of RU LOM Core illustrates that the IEEE standard, developed largely within the northern hemisphere, can be adapted to work in the South African scenario. RU LOM Core has been developed for the South African higher education environment and takes linguistic and cultural diversity and the low rate of technological literacy into consideration. The lessons learned and the proposed LOM core can be built upon in further research and collaboration to use and support the use of such standards within South Africa.
- Full Text:
- Date Issued: 2005