3. Electronic Theses and Dissertations (ETDs) - All submissions

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Subject: search.filters.subject.Computer-assisted instruction--South Africa

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    Towards a more holistic understanding of lecturers' perspective of learning management systems at a South African university
    (2018) Ndobe, Tsakani Violet
    The integration of technology into an educational context is advocated by many as a means of preparing students to cope with the current information society, as well as enhance pedagogical practices and knowledge transmission. One way to integrate technology within educational contexts is through Learning Management Systems (LMS). LMS integration approaches include learning material repositories, discussion boards, blogs, messaging, and chat rooms. While many research studies have focused on the role that students play in the successful use of the LMS, use of LMS by lecturers and the potential benefits that may be accrued as a result of making use of the LMS, have not yet been fully explored. The apparent limited use of LMS in Sefako Makgatho Health Sciences University (SMU) in South Africa provided the impetus for this qualitative case study in order to develop an in-depth, holistic understanding of LMS use and non-use by SMU lecturers. Data was collected via semi-structured interviews with SMU lecturers. The Unified Theory of Acceptance and Use of Technology (UTAUT) framework was used as a lens for the data analysis. Findings indicate that SMU lecturers’ decisions to make use or not to make use of the LMS are being influenced by performance benefits (PE) such as communication, assessment, content upload, anytime-anywhere teaching and learning, management of large classes, student management of learning and lecture delivery. In relation to effort (EE), findings suggest that to make use of LMS initial training, continual practice, organisational support, and ease-of-use are essential. Furthermore, social influences (SI) appear to be important with colleagues, the organisation as well as students playing a role in decision around LMS use. Findings for facilitating conditions (FC) indicate that conditions of training need to be improved, organisational support must be more available and the technology infrastructure necessary to use the LMS must be sufficient. Student resistance, lack of refresher courses, extra work required to make effective use of the LMS, non-standardisation of LMS usage, limited infrastructure, and stable internet access were identified as limitations hindering the effective use of LMS.
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    ICT Intergration in the teaching of FET geography in Johannesburg east
    (2018) Ncube, Never
    The dawn of information and communication technology (ICT) has been debated both locally and internationally by both academics and politicians. Governments in Africa are investing billions of dollars in an attempt to recap the perceived benefits from such technology. This research is an attempt to find out to what extent are geography teachers integrating ICTs in their teaching. The research found that there is a discrepancy between what politicians say and the realities in the classroom. While the government had moved with great speed in procuring electronic gadgets for schools, not the same has occurred in preparing both the teachers and learners to function in the new dispensation. This discrepancy has compromised the degree of ICT integration in the teaching of geography at high school level. Results of this investigation revealed that ICTs have a lot to contribute to the teaching of geography. The power of the videos, coloured pictures and the internet revealed the immerse power of audio-visuals in bringing real world examples into the classroom. However, to a large extent the value of ICTs hinged on a wellthought and prepared pedagogy without which, ICTs can be a serious disruption to learning. Since the use of ICTs is still at its infancy in the designated ‘pilot’ schools, a lot is still to be done to allow a paradigm shift from hard copy textbooks-based classroom to a ‘paperless’ full ICT 21st century class. Challenges to full ICT integration are numerous but with more training and coaching, it is envisaged that a new order will soon materialise in Gauteng schools. With funding no longer much of a problem in the full ICT schools, a new mind-set and pedagogy is needed to ensure full integration of ICTs in the teaching of Geography. Embracing the culture of ICTs will probably produce envisaged scientists to face the new world order of internet and other e-learning socio economic environments.
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    The impact of access to educational technology and educator’s attitudes towards educational technology on the use and integration of educational technology in South African schools.
    (2017) Daya, Avika
    Educational Technology (ET) is fast becoming a part of South African classrooms. Educators play a major role in the effective and successful integration of this technology within the classroom. This study explores the relationship between educators’ level of access to ET, their attitudes towards ET and their use of ET for various teaching related purposes. The factors of perceived competence, cultural relevance and perceived usefulness are also explored. Roger’s Diffusion of Innovations Theory and Ajzen and Fishbein’s Theory of Reasoned Action and Theory of Planned Behaviour were used as the theoretical framework for this study. A convenience sample of 119 educators from various schools in Gauteng (both public and private) completed a questionnaire consisting of a demographics section, the Attitudes towards Computer Scale (ACTS) and the Information and Communication Technology Survey. Results were analyzed using descriptive statistics and multiple regressions. The study found that while educator’s attitudes towards ET are positive, levels of use and integration of more complex ET items are still low. Varying levels of access were recorded for different ET items at home and at school. Both, perceived usefulness and levels of access were found to be the most significant predictors of educators ET use and integration. These results are in keepings with both Roger’s Diffusion of Innovations Theory and Ajzen and Fishbein’s Theory of Reasoned Action and Theory of Planned Behaviour as attitudes were shown to predict use and integration of ET. This research has potential to contribute to teaching policy, practice and research in South African schools
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    Personal computing device interfaces and their impact on learning in South African secondary school students
    (2017) Wrigley, George Thomas
    Education is an immensely powerful agent of development and innovation and as such, educational outcomes are given high priority in most settings. The advent of highly functional mobile personal computing (PC) devices such as tablet computers and related technologies has helped to generate great interest in and hype surrounding educational technology and its potential to improve educational outcomes, democratize knowledge and skills development and to kick-start development, particularly in socio-economically depressed environments. However, education has made use of technology from its very inception, with the written word itself being a prominent example, making PC device-based educational technology simply a newer entrant into the field, equally worthy of scrutiny along with other existing technologies. The written word plays a fundamental role in learning and is therefore a key vehicle through which to examine the impact of PC device-based educational technology on learning. This dissertation examines the notion of the analogue (physical) and digital word and uses both existing theoretical considerations and research experiments to better understand differences which may exist between the two and the subsequent impact on learning. Existing empirical evidence and a range of theoretical contributions are used to construct a theoretical framework which argues for the uniqueness of the digital in comparison to its analogue predecessors. A research experiment was conducted with high school-age research participants using tablet PCs and printed paper to complete a reading task or a reading and note-taking task, followed by a test on the text passage read approximately one week later. Results obtained suggest real, but weak effects, with participants using paper performing better for questions which test factual recall in the reading-only condition and better for questions testing conceptual understanding in the reading and note-taking condition. These findings support the view that the digital word is not necessarily equivalent to its analogue predecessors and point towards further research in this area. It is concluded that further research is required in order to better understand the mechanisms which underpin the digital word and that its primary strength lies in its ability to expand the usefulness of the written word in conjunction with the more traditional analogue word. Key words: educational technology, reading, handwriting, the digital word, tablet PCs e-learning.
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    Digital game-based learning: effects on students' perceptions and achievements in a business process management course
    (2016) Grace, Thomas
    The study aimed to investigate the impact of the introduction of digital game-based learning (DGBL) and its effect on students’ perceptions of competence, usefulness, and enjoyment, as well as their achievement. The context of the study was a third year Business Process Management (BPM) module, within an information systems course at the University of the Witwatersrand. Eight research questions were formulated and ten hypotheses were derived. The study was underpinned by Deci and Ryan (2002)’s self-determination theory (SDT) of human motivation, which included two of the sub-theories of SDT, cognitive evaluation theory (CIT) and organismic interaction theory (OIT), as well as Ryan et al. (2006)’s adaptation of the construct of presence into SDT. The study adopted a single group natural experiment pre-post design and a longitudinal relational design. The study was conducted with a sample of 24 students. Three baseline surveys were used to measure students’ levels of intrinsic motivation, perceived competence and perceived usefulness. This was done prior to the introduction of IBM’s Innov8 2.0, which was the digital learning game used in the study. The baseline surveys were administered one week apart, prior to the introduction of the game. After the game was introduced, an endline survey was used to capture students’ levels of intrinsic motivation, perceived competence, perceived usefulness and presence with the game. Learning achievement was measured through the use of three assessments conducted one week, one month and two months after the end of the BPM course. Hypothesis testing was conducted using t-tests, correlation, and PLS regression techniques. Results confirmed significant effects of the digital game to decrease perceived competence, a positive relationship between intrinsic motivation and achievement, and a positive relationship between presence and intrinsic motivation. As a result of the study, we now know that DGBL effects achievement through intrinsic motivation when in close proximity to the assessments. DGBL can appear to decrease perceived competence as it appears to be a feedback mechanism, which should be seen as a positive rather than negative effect. Certain DGBL characteristics such as presence increase intrinsic motivation perceptions.
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