ETD Collection

Permanent URI for this collectionhttps://wiredspace.wits.ac.za/handle/10539/104


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2017 - 20192

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    Usin social media for learning in the FET phase
    (2019) Seedat, Safiyya
    The use of information and communication technology (ICTs) has been increasing in the educational domain since the early 2000s. This study aimed to explore how an app, such as WhatsApp, which was not designed for teaching and learning is influencing the educational domain. Purposeful sampling was used in which 9 grade 11 educators and 70 grade 11 learners from a small private school in Johannesburg were selected to complete questionnaires regarding their use of social networking for teaching and learning. Axial coding was used to analyse their responses of how they are utilising social networking in an educational domain. The study found that learners and educators are using social networking groups more for the sharing of subject related information, rather than for engaging in meaningful discussions about the content which fosters a constructivist approach to learning. However, these social networking groups have the potential to create communities of practices amongst educators and learners which can be beneficial for learning as well as for the social well-being of learners as it creates a sense of community and belonging. This study recommended that further research needs to be conducted in terms of learners’ attainment and the use of social networking groups for teaching and learning, as well as learners social wellbeing and the use social networking groups for learning and teaching
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    Massive Open Online Courses (MOOCs): a Deweyan critique
    (2017) Gillham, David Terrence Lenoard
    “Free quality education for anyone, anywhere” (Khan, 2012:1) is the proclamation of Massive Open Online Courses (MOOCs) the world over. There can be no denying that such a proclamation is enticing and exciting. It seems to be intuitively correct that the technology and hyper connectivity that defines this postmodern era should also radically change the way in which education is conducted. In my research I seek to test the authenticity and strength of this claim. To do so I have 1) analysed a number of primary texts from the creators of various MOOCs in order to understand their pedagogy (andragogy); 2) synthesised a number of principles of education from two primary texts published by John Dewey in order to create a theoretical framework; and finally 3) utilised said framework to test the MOOCean conception of education. Throughout the research, I also appeal to multiple secondary sources that deal with certain important concepts and content from the most up-to-date perspectives possible.