Design of an LMS-mediated tutorial to support deep and effective engagement in the process of learning mathematics
- Authors: Kigundu, Stephen
- Date: 2023-10-13
- Subjects: Learning Management Systems (LMS) , e-learning , Educational technology , Mathematics Study and teaching (Secondary) , Constructivism (Education) , Mixed methods research
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431565 , vital:72786 , DOI 10.21504/10962/431565
- Description: Many institutions of Higher Learning have adopted a variety of Learning Management Systems (LMS) as platforms for e-learning implementation. However, the design and nature of LMS technologies present challenges to the design of LMS-based activities that engage students in learning to do mathematics. There are no clear guidelines or strategies for designing LMS-based activities that engage students in complex mathematical processes. Hence, using technologies in mathematics education often replicates instructivist positions and practices. Conversely, using constructivist principles, modes of mathematical engagement, and e-learning tools to mediate learning provides an integrated framework to transform the use of an LMS as a platform for e-learning implementation and promote deep engagement in mathematical learning. The objective of this study was to explore mechanisms that could be useful for conceiving activities to support the learning of Mathematics using an LMS-mediated tutorial. The design, redesign and evaluation of the e-tutorial are reported upon. In preparation for the study, an LMS-based tutorial was designed and developed to be used as a test-bed to investigate how these e-learning tools could support learning to do mathematics. A Trigonometry module, consisting of course content in the form of resources and tasks to help the students to explore, practice and apply right triangle concepts, was used to investigate and derive design strategies. A mixed method research approach with a reflexive self-study research design was used. A group of first-year university student volunteers studying mathematics in the mechanical engineering department were used to test the tutorial. The students were asked to do a series of tasks using the e-learning environment during the Mathematics tutorial period. Data was collected using in-class observations, interviews, screen capture videos, student-written responses, and system-generated data. All students were encouraged to complete a learning journal detailing their experiences during the tutorial using an LMS-based tool. The students were given no training, but a tutor (researcher) was available to answer any questions they may have had. Contradiction analysis was used to evaluate the data, compare purpose and practice and judge whether the activity or tool was fitted for the intended purpose. Findings were in the form of transformations of the e-tutorial system as it was developed. Among the most noteworthy contributory modifications were changing from 1) “read first, then do” to “do first, read when necessary”, 2) “work on the computer” to “work on paper then capture on the computer”, 3) “physically separated work with computer-enabled social contact”, to "individual computer work in face-to-face social settings.” 4) “single-level of resource provision” to “multi-level, demand-driven resource provision” and 5) “self-regulated” learning process regulation to “computer-assisted” learning process regulation. The discussion of these findings indicated that to enable students’ deep and effective engagement in the process of learning fundamental trigonometry within an LMS-mediated tutorial, one needs to design the system with some activities that can create a demand for knowledge, encourage rough work and face-to-face social interaction, supported by multi-level, demand-driven resources, and computer-assisted learning-process regulation. Contributions to research by this study were in the form of 1) Design Principles for LMS-mediated tutorials, 2) Principles for an e-tutorial development methodology, and 3) The LMS-mediated tutorial system. , Thesis (PhD) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Kigundu, Stephen
- Date: 2023-10-13
- Subjects: Learning Management Systems (LMS) , e-learning , Educational technology , Mathematics Study and teaching (Secondary) , Constructivism (Education) , Mixed methods research
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431565 , vital:72786 , DOI 10.21504/10962/431565
- Description: Many institutions of Higher Learning have adopted a variety of Learning Management Systems (LMS) as platforms for e-learning implementation. However, the design and nature of LMS technologies present challenges to the design of LMS-based activities that engage students in learning to do mathematics. There are no clear guidelines or strategies for designing LMS-based activities that engage students in complex mathematical processes. Hence, using technologies in mathematics education often replicates instructivist positions and practices. Conversely, using constructivist principles, modes of mathematical engagement, and e-learning tools to mediate learning provides an integrated framework to transform the use of an LMS as a platform for e-learning implementation and promote deep engagement in mathematical learning. The objective of this study was to explore mechanisms that could be useful for conceiving activities to support the learning of Mathematics using an LMS-mediated tutorial. The design, redesign and evaluation of the e-tutorial are reported upon. In preparation for the study, an LMS-based tutorial was designed and developed to be used as a test-bed to investigate how these e-learning tools could support learning to do mathematics. A Trigonometry module, consisting of course content in the form of resources and tasks to help the students to explore, practice and apply right triangle concepts, was used to investigate and derive design strategies. A mixed method research approach with a reflexive self-study research design was used. A group of first-year university student volunteers studying mathematics in the mechanical engineering department were used to test the tutorial. The students were asked to do a series of tasks using the e-learning environment during the Mathematics tutorial period. Data was collected using in-class observations, interviews, screen capture videos, student-written responses, and system-generated data. All students were encouraged to complete a learning journal detailing their experiences during the tutorial using an LMS-based tool. The students were given no training, but a tutor (researcher) was available to answer any questions they may have had. Contradiction analysis was used to evaluate the data, compare purpose and practice and judge whether the activity or tool was fitted for the intended purpose. Findings were in the form of transformations of the e-tutorial system as it was developed. Among the most noteworthy contributory modifications were changing from 1) “read first, then do” to “do first, read when necessary”, 2) “work on the computer” to “work on paper then capture on the computer”, 3) “physically separated work with computer-enabled social contact”, to "individual computer work in face-to-face social settings.” 4) “single-level of resource provision” to “multi-level, demand-driven resource provision” and 5) “self-regulated” learning process regulation to “computer-assisted” learning process regulation. The discussion of these findings indicated that to enable students’ deep and effective engagement in the process of learning fundamental trigonometry within an LMS-mediated tutorial, one needs to design the system with some activities that can create a demand for knowledge, encourage rough work and face-to-face social interaction, supported by multi-level, demand-driven resources, and computer-assisted learning-process regulation. Contributions to research by this study were in the form of 1) Design Principles for LMS-mediated tutorials, 2) Principles for an e-tutorial development methodology, and 3) The LMS-mediated tutorial system. , Thesis (PhD) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
- Date Issued: 2023-10-13
The professional experiences of early career counselling psychologists in South Africa: a mixed method study
- Authors: Haine, Phillipa Claire
- Date: 2023-10-13
- Subjects: Counseling psychology South Africa , Career development , Counseling psychologists Training of South Africa , Mixed methods research , Interpretative phenomenological analysis
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432321 , vital:72861 , DOI 10.21504/10962/432322
- Description: Counselling psychologists represent a considerable proportion of psychologists in South Africa (SA), yet knowledge on the discipline’s workforce is limited. In addition, professional lifespan issues have received inadequate attention, inclusive of the early career stage, identified as an exceptionally vulnerable segment of the professional lifespan. Undergirded by an interpretative phenomenology research paradigm, this mixed method sequential explanatory study, consisting of two distinct phases, aimed to explore the professional experiences of early career counselling psychologists (counselling ECPs) in SA, inclusive of employment trends, challenges and support needs. The quantitative phase (‘First Phase’) comprised of an online survey questionnaire (n = 512) to investigate the employment trends of counselling ECPs in SA. A qualitative phase (‘Second Phase’) followed, comprising of online semi-structured interviews with ten counselling ECPs. The rationale for this was that the preliminary quantitative data provided a broad understanding of the research problem, whereas the qualitative data sought to expand on the quantitative data by exploring the participants’ experiences in depth. Moreover, the collection of quantitative data provided a strong justification and phenomenological orientation for the second, qualitative, phase. The data from the two research phases were combined within a joint discussion to ensure a level of methodological complementarity and a more holistic understanding of the data captured. Trends from the first, quantitative, phase demonstrated that counselling ECPs differed across various domains from more senior generations. In the second, qualitative, phase, Interpretative Phenomenological Analysis of the data revealed three Group Experiential Themes: i) Complexity of finding and securing work, ii) Navigating an array of personal, professional and systemic challenges, and iii) Support as self-acquired. Overall, the findings suggest that counselling ECPs in SA face a variety of challenges upon entering the workforce, enhanced support is thus needed for this new, more diverse cohort of practitioners. Actionable recommendations are offered at various levels. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Haine, Phillipa Claire
- Date: 2023-10-13
- Subjects: Counseling psychology South Africa , Career development , Counseling psychologists Training of South Africa , Mixed methods research , Interpretative phenomenological analysis
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432321 , vital:72861 , DOI 10.21504/10962/432322
- Description: Counselling psychologists represent a considerable proportion of psychologists in South Africa (SA), yet knowledge on the discipline’s workforce is limited. In addition, professional lifespan issues have received inadequate attention, inclusive of the early career stage, identified as an exceptionally vulnerable segment of the professional lifespan. Undergirded by an interpretative phenomenology research paradigm, this mixed method sequential explanatory study, consisting of two distinct phases, aimed to explore the professional experiences of early career counselling psychologists (counselling ECPs) in SA, inclusive of employment trends, challenges and support needs. The quantitative phase (‘First Phase’) comprised of an online survey questionnaire (n = 512) to investigate the employment trends of counselling ECPs in SA. A qualitative phase (‘Second Phase’) followed, comprising of online semi-structured interviews with ten counselling ECPs. The rationale for this was that the preliminary quantitative data provided a broad understanding of the research problem, whereas the qualitative data sought to expand on the quantitative data by exploring the participants’ experiences in depth. Moreover, the collection of quantitative data provided a strong justification and phenomenological orientation for the second, qualitative, phase. The data from the two research phases were combined within a joint discussion to ensure a level of methodological complementarity and a more holistic understanding of the data captured. Trends from the first, quantitative, phase demonstrated that counselling ECPs differed across various domains from more senior generations. In the second, qualitative, phase, Interpretative Phenomenological Analysis of the data revealed three Group Experiential Themes: i) Complexity of finding and securing work, ii) Navigating an array of personal, professional and systemic challenges, and iii) Support as self-acquired. Overall, the findings suggest that counselling ECPs in SA face a variety of challenges upon entering the workforce, enhanced support is thus needed for this new, more diverse cohort of practitioners. Actionable recommendations are offered at various levels. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-10-13
The role of optimism bias in susceptibility to phishing attacks in a financial services organisation
- Authors: Owen, Morné
- Date: 2023-03-31
- Subjects: Mixed methods research , Phishing , Optimism bias , Information security , Information storage and retrieval systems Financial services industry , Risk perception
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/419257 , vital:71629 , DOI 10.21504/10962/419257
- Description: Researchers looking for ways to change the insecure behaviour that results in successful phishing have considered multiple possible reasons for such behaviour. Therefore, the purpose of this study is to understand the role of optimism bias (OB – defined as a cognitive bias), which characterises overly optimistic or unrealistic individuals, in order to ensure secure behaviour. Research is considered that has focused on issues such as personality traits, trust, attitude and information security awareness training (ISAT). We used a mixed methods design to investigate OB behaviour, building on a recontextualised version of the theory of planned behaviour to evaluate the influence that OB has on phishing susceptibility. To model the data, an analysis was performed on 226 survey responses (systematic random sampling method) from the employees of a financial services organisation using partial least squares (PLS) path modelling. To evaluate OB behaviour, we conducted an experiment consisting of three ISAT sessions and three simulated phishing attacks. After each phishing experiment, we conducted interviews to gain a better understanding of why people succumbed to the attacks. It was subsequently found that overly optimistic individuals are inclined to behave insecurely, while factors such as attitude and trust significantly influence the intention to behave securely. Our contribution to practice is to enhance the effectiveness of ISAT by identifying and addressing the OB weakness to deliver a more successful training outcome. Our contribution to theory enriches the Information Systems literature by evaluating the effect of a cognitive bias on phishing susceptibility and, through research, offering a contextual explanation of the resultant behaviour. , Thesis (PhD) -- Faculty of Commerce, Information Systems, 2023 , Navorsers op soek na ‘n antwoord om onveilige gedrag te verander wat lei na uitvissing het verskeie moontlike redes oorweeg vir sulke gedrag. Daarom is die doel van hierdie verhandeling om die rol van optimistiese vooroordeel (OB - gedefinieer as 'n kognitiewe vooroordeel) te verstaan, wat te optimistiese of onrealistiese individue kenmerk om veilige gedrag te verseker. Navorsing was oorweeg wat gefokus het op kwessies soos persoonlikheidseienskappe, vertroue, gesindheid en inligtingsekuriteitsbewustheidsopleiding (ISAT). Die navorser het gemengde metodes gebruik om OB-gedrag te ondersoek. Daar was voortgebou op 'n gerekontekstualiseerde weergawe van die theory of planned behaviour om die invloed wat OB op uitvissing-vatbaarheid het, te evalueer. Om die data te modelleer, is 'n analise gedoen waar 226 opname antwoorde verkry is van 'n finansiële dienste organisasie en is partial least squares (PLS) path modelling gebruik. Om OB-gedrag te evalueer, het ons 'n eksperiment uitgevoer wat bestaan uit drie ISAT-sessies en drie gesimuleerde uitvissing-aanvalle. Na elke uitvissing-eksperiment het ons onderhoude gevoer om 'n beter begrip te kry waarom mense aan die aanvalle geswig het. Te optimistiese individue is geneig om onveilig op te tree, terwyl faktore soos gesindheid en vertroue die voorneme om veilig op te tree, aansienlik beïnvloed het. Die studie se bydrae tot die praktyk is om die doeltreffendheid van ISAT te verbeter deur die OBswakheid te identifiseer en aan te spreek om 'n meer suksesvolle opleidingsuitkoms te lewer. Verder verryk die studie die Inligtingstelsels-literatuur deur die effek van 'n kognitiewe vooroordeel op uitvissing-vatbaarheid te evalueer en deur navorsing bied dit 'n kontekstuele verduideliking van die gevolglike gedrag.
- Full Text:
- Date Issued: 2023-03-31
The role of optimism bias in susceptibility to phishing attacks in a financial services organisation
- Authors: Owen, Morné
- Date: 2023-03-31
- Subjects: Mixed methods research , Phishing , Optimism bias , Information security , Information storage and retrieval systems Financial services industry , Risk perception
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/419257 , vital:71629 , DOI 10.21504/10962/419257
- Description: Researchers looking for ways to change the insecure behaviour that results in successful phishing have considered multiple possible reasons for such behaviour. Therefore, the purpose of this study is to understand the role of optimism bias (OB – defined as a cognitive bias), which characterises overly optimistic or unrealistic individuals, in order to ensure secure behaviour. Research is considered that has focused on issues such as personality traits, trust, attitude and information security awareness training (ISAT). We used a mixed methods design to investigate OB behaviour, building on a recontextualised version of the theory of planned behaviour to evaluate the influence that OB has on phishing susceptibility. To model the data, an analysis was performed on 226 survey responses (systematic random sampling method) from the employees of a financial services organisation using partial least squares (PLS) path modelling. To evaluate OB behaviour, we conducted an experiment consisting of three ISAT sessions and three simulated phishing attacks. After each phishing experiment, we conducted interviews to gain a better understanding of why people succumbed to the attacks. It was subsequently found that overly optimistic individuals are inclined to behave insecurely, while factors such as attitude and trust significantly influence the intention to behave securely. Our contribution to practice is to enhance the effectiveness of ISAT by identifying and addressing the OB weakness to deliver a more successful training outcome. Our contribution to theory enriches the Information Systems literature by evaluating the effect of a cognitive bias on phishing susceptibility and, through research, offering a contextual explanation of the resultant behaviour. , Thesis (PhD) -- Faculty of Commerce, Information Systems, 2023 , Navorsers op soek na ‘n antwoord om onveilige gedrag te verander wat lei na uitvissing het verskeie moontlike redes oorweeg vir sulke gedrag. Daarom is die doel van hierdie verhandeling om die rol van optimistiese vooroordeel (OB - gedefinieer as 'n kognitiewe vooroordeel) te verstaan, wat te optimistiese of onrealistiese individue kenmerk om veilige gedrag te verseker. Navorsing was oorweeg wat gefokus het op kwessies soos persoonlikheidseienskappe, vertroue, gesindheid en inligtingsekuriteitsbewustheidsopleiding (ISAT). Die navorser het gemengde metodes gebruik om OB-gedrag te ondersoek. Daar was voortgebou op 'n gerekontekstualiseerde weergawe van die theory of planned behaviour om die invloed wat OB op uitvissing-vatbaarheid het, te evalueer. Om die data te modelleer, is 'n analise gedoen waar 226 opname antwoorde verkry is van 'n finansiële dienste organisasie en is partial least squares (PLS) path modelling gebruik. Om OB-gedrag te evalueer, het ons 'n eksperiment uitgevoer wat bestaan uit drie ISAT-sessies en drie gesimuleerde uitvissing-aanvalle. Na elke uitvissing-eksperiment het ons onderhoude gevoer om 'n beter begrip te kry waarom mense aan die aanvalle geswig het. Te optimistiese individue is geneig om onveilig op te tree, terwyl faktore soos gesindheid en vertroue die voorneme om veilig op te tree, aansienlik beïnvloed het. Die studie se bydrae tot die praktyk is om die doeltreffendheid van ISAT te verbeter deur die OBswakheid te identifiseer en aan te spreek om 'n meer suksesvolle opleidingsuitkoms te lewer. Verder verryk die studie die Inligtingstelsels-literatuur deur die effek van 'n kognitiewe vooroordeel op uitvissing-vatbaarheid te evalueer en deur navorsing bied dit 'n kontekstuele verduideliking van die gevolglike gedrag.
- Full Text:
- Date Issued: 2023-03-31
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