3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item The role of distance education materials in addressing the professional development needs of high school English teachers in Rwanda.(2015-05-19) Sibomana, EmmanuelDistance education is being used increasingly for both pre and in-service teacher education in both developed and developing countries (Robinson & Latchem, 2003; Kwapong, 2007; Perraton, 2010). In Rwanda, the Kigali Institute of Education (KIE) introduced its first distance education programme in 2001 with the aim of upgrading the qualifications of under-qualified high school teachers, including those who teach English, using printed materials as the main teaching/learning resource. This study has aimed to investigate the role of the 2010 version of these materials in addressing the professional needs of high school English teachers. It was centrally informed by theories of the sociologist of education, Basil Bernstein (1996, 1999), about curriculum and of the sociocultural psychologist, Lev Vygotsky (1978), on mediation, by Shulman’s (1986, 1987) work on pedagogic content knowledge and by literature on English language teaching, on language teacher education and on distance education materials design. The investigation involved textual analysis of a selection of KIE’s distance education materials for English teaching and focused on the content selected for these materials and on the mediation of this content on the page. After this analysis, one section of these was re-designed by the researcher. Nine teacher-learners enrolled in the programme for English teaching were interviewed to determine their responses to both the KIE materials and to the redesigned section. The findings suggest that Kigali Institute of Education’s distance education materials for English do not adequately address the academic and professional needs of high school English teachers for four main reasons. Firstly, the content selected for the materials does not respond sufficiently to the interests and needs of foreign language teachers of English. Secondly, it is not externally aligned to the curriculum at the level that these teachers are supposed to teach. Thirdly, the mediation of this content does not adequately support the development of subject and pedagogic content knowledge and skills of teacher-learners and encourages surface rather than deep learning (Biggs, 1987). Lastly, with the exception of sections on some literary genres, the materials list useful ideas and language teaching approaches and methods but consistently fail to explain to the teacher-learners how to teach different aspects of language. These findings suggest that these materials do not adequately assist teacher-learners to develop pedagogic content knowledge (Shulman, 1987) for the teaching of English. The limitations identified may result from a lack of knowledge, skills and experience in distance education materials and graphic design among the KIE materials designing team and from inadequate resource provision (including time) by the institution and suggest that there is a need for changes to the KIE distance education materials designing process.Item Distance and online learning in Botswana : challenges and mitigation strategies.(2012-03-09) Selelo, EdwardThe advent of the internet has resulted in the development from mail, radio and telephonic modes of delivery to electronic mode of delivery in distance education. It has been predicted that the impact of the internet on distance and online education will result in benefits such as wider reach of learners who might be disadvantaged by geographical locations and distance, greater flexibility and increased convenience for distance and online learners. However, the envisaged benefits seem to be elusive as a result of a range of impediments, including issues related to the digital divide. In this case study, focused on on-line students at a college of distance and open education in Botswana, students perceptions’ of both the benefits of and the impediments to their study are described, together with their perceptions of support strategies. Findings indicate the need for support strategies consistent with the nature of online learning in the 21st century. In particular, the findings of this study suggest that Web 2.0 technologies have the potential to enhance learner support, and that there is a need for careful exploration of the ways in which such technologies can be exploited and applied in support of on-line learners.Item Providing practical science experience at home, for students studying science through distance education(2009-04-09T07:52:05Z) Akoobhai, Binaben JThe role of practical work is crucial to the learning and teaching of science (Woolnough and Allsop, 1985). Depending on the design of the activity it can become a powerful tool for making concrete a subject which is abstract and inherently difficult to understand. The current practice in developing countries (including South Africa), for providing practical work experience for learners studying science through distance education, is a week long session where learners are bombarded with activities after activities the whole day long. This divorces the activity from the theory and thus one aim of practical work, the understanding of a particular theory or concept is not achieved. The microscience system, developed at RADMASTE (Research and Development in Maths, Science and Technology Education) Centre, Wits University, may be an answer to the problem mentioned above. This system uses small-scale equipment which is cost-effective, versatile, convenient and robust, and demands no special infrastructure. Working on a small scale is now the norm in many branches of science: it costs less, it is safer, there is less damage to the environment, etc. It is accompanied with worksheets (written using a guided enquiry approach) as well as chemicals that would be required for the activities. To see its effectiveness as a tool for providing practical work experience for students studying science through distance education, it was used by educators who had registered for the ACE (Advanced Certificate in Education) for FET (Further Education and Training) level program at Wits University. This is an inservice training course for educators, most of whom qualified with a 3 year educators diploma from an educators training college. The ACE program uses a mixed delivery approach. That is, 4 contact sessions (usually 5 days each, during the school holidays) are spaced throughout the year where educators come to the workshop. During the workshop, course workbook, assignments and portfolio activities for a particular course are given to the educators. For the rest of the period educators are required to work independently or with fellow students. The portfolio tasks and assignments are sent by post to the University by the educators, whereupon they are marked and resent to educators. During each year educators complete 3 specialisation courses (either in Maths or Science) and 2 education courses. The microchemistry kit (part of the microscience system) was used by educators at home for performing practical work activities for the science specialization course entitled, Chemical Reactions. The current research aims to report on the use of the RADMASTE Advanced microchemistry kit by two groups of secondary school educators at home during their independent study. A questionnaire was designed to look at how the educators managed to use the kit on their own. To gain insight into their experiences an in-depth interview was conducted by visiting four educators at home when they were performing the practical activity. Another questionnaire was designed to ascertain the attitude of these educators towards practical work. A questionnaire was also answered to gain understanding of what the educators learnt after using the kit at home. The results obtained for this study will inform the future for providing practical work experience for students studying science through distance education.