4. Electronic Theses and Dissertations (ETDs) - Faculties submissions
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Item University of Mpumalanga Students' Use of Moodle in Promoting Mathematics Self-Directed Learning(University of the Witwatersrand, Johannesburg, 2023-08) Makhubele, Yeyisani Evans; Makonye, Judah PaulResearch indicates that most students admitted at universities are underprepared in terms of self-directed learning. There is evidence that suggests that students who are not self-directed learners face a greater risk of failure when placed in the rich but complex environment of online learning. This mixed-method study investigates the students’ experiences on Moodle in promoting mathematics self-directed learning (SDL). This study utilises an explanatory sequential mixed method design and a pragmatic paradigm for data collection. The study used four data sources, namely, the pre-evaluation questionnaires (150 participants), the post evaluation questionnaires (150 participants), the action logs and semi-structured interviews with six (N = 6) participants who were randomly selected. Two students were selected from one standard deviation of the mean, two from one standard deviation above the mean, and two from one standard deviation below the mean. This selection provided a varied reflection of the students’ experiences than concentrating solely on the high or low end. The study sought to answer the following research question: What relationship exists between Moodle Learning Management system and students’ self-directed learning? And how do students use Moodle Learning Management system for self-directed learning? These research questions were underpinned by a specific set of research objectives. These research objectives were aimed at identifying the relationship that exists between Moodle Learning management system and students’ self-directed learning, and also evaluating the readiness level of self-directed learning among first year students. This study utilises the Planned E-learning Interactions Framework. The quantitative data were analysed using descriptive statistics, and the qualitative data were analysed using thematic analysis. The pre-evaluation questionnaire was used to measure the higher or lower readiness for students’ SDL. 150 students completed this pre-evaluation questionnaire. The overall data analysis of the pre-evaluation questionnaire shows that the total mean for all the questions is 2.87, and the standard deviation is 0.88. The relative standard deviation (RSD) is therefore 2.9 ± 30.7%. This shows that the data is tightly clustered around the mean which is 2.9. The data is spread around the undecided score which is three. The main findings from the pre-evaluation questionnaire indicate that the majority of first year students lacked the technological skills needed to manoeuvre the Moodle platform. Their self-directed learning skills were low, and they display a low positive attitude towards Moodle learning. A post-evaluation questionnaire was then administered to measure the higher or lower readiness for students’ SDL after Moodle learning intervention strategies were implemented. 150 students completed this post-evaluation questionnaire. used. In terms of the post evaluation questionnaire, the overall data analysis shows that the total mean for all the questions is 4.43, and the standard deviation is 0.68. The relative standard deviation (RSD) is 4.3 ± 15.3%. This shows that the data is tightly clustered around the mean which is 4.3. The 15.3% shows more data is spread around four relative standard deviation which confirms that the participants’ choices are closer to the mean, which is itself closer to the undecided score. The data shows that students have high self-management skills, high desire for mathematics learning and display high self-concept skills in their learning. Students therefore display high positive attitude towards Moodle teaching and learning. The qualitative findings indicate that students have the capacity to take ownership of their learning in ways exemplified by self-directed learners. This study recommends that universities should invest a significant amount of energy and resources in orientation programs designed to assist first-year students in developing a sense of self as students and a sense of affiliation with their institution and course. With increasing use of information and communication technologies in education, students entering university need a basic level of computer proficiency to be able to access course material and complete assignments. Computer basic skills assist and encourage students to be self-directed, autonomous learners.Item Investigating online learning and its role in addressing the cybersecurity skills shortage in South Africa(University of the Witswatersrand, Johannesburg, 2023) Kgosiatsela, Lefa; Pillay, KiruThis study explores the pivotal role of online learning in addressing the shortage of cybersecurity skills within the South African financial services sector. The study investigates the preferred learning formats of cybersecurity professionals, scrutinizes the strengths and weaknesses of online learning, and evaluates its efficacy in imparting cybersecurity skills. Emphasis is placed on the principles of attention, retention, and motivation in cybersecurity training, focusing on their implications for different learning formats. The decision to use a qualitative approach was influenced by the research questions, data requirements, and theoretical framework. A cross-sectional research design was chosen for its suitability in answering the research questions efficiently, considering the time constraints and the need for broad coverage in the complex field of cybersecurity. The advantages of this design include speedy data collection, simplicity in analysis, and suitability for exploratory research. Semi-structured interviews, conducted through Microsoft Teams, were employed for data collection from a sample of ten cybersecurity professionals, selected through a combination of purposive and snowball sampling methods. The interviews, comprising 16 open ended questions organised into four sections, aimed to explore participant preferences, critical factors for successful online learning, and the efficacy of online learning in imparting cybersecurity skills. Thematic Content Analysis (TCA) was employed for data analysis, involving the organization of data, identification of common themes, and the interpretation of findings. Online learning emerges as a flexible and accessible avenue for acquiring cybersecurity skills and knowledge. Despite its advantages, careful attention must be given to addressing potential drawbacks stemming from the absence of physical interaction and engagement. Instructors play a pivotal role in mitigating these challenges by incorporating interactive discussions, offering timely feedback, and fostering a sense of community among learners. The evaluation of online learning effectiveness should prioritize factors such as retention and practical skill application. Online platforms can contribute to this by providing diverse resources and tools. Success in online learning hinges on self-regulation iv and time management skills, underscoring the importance of adequate support and tools within the online learning environment. In essence, online learning holds the potential to motivate cybersecurity professionals, fostering not only skill development but also a lasting enthusiasm for lifelong learning. The research revealed distinct impacts of various training formats—physical on- the-job training, physical classroom training, and online training—on attention and engagement levels. Participants exhibited diverse preferences, with the majority favouring online self-paced and physical classroom training. Moreover, the study underscored the critical role of retention in cybersecurity training, emphasising the necessity for professionals to retain and recall knowledge and skills for effective application, necessitating continuous training to match the rapidly evolving nature of the field. Finally, the principle of motivation emerged as a key factor, indicating that participants driven to learn and apply their skills are more likely to excel in the cybersecurity field, as evidenced by their active participation in multiple training programs and specific form