http://hdl.handle.net/10500/3076 Mon, 13 May 2013 04:23:13 GMT 2013-05-13T04:23:13Z http://hdl.handle.net/10500/6078 Teaching english as a foreign language : bridging the gap in online distance teacher training Govender, Angela The evolution of computer networks and the Internet has transformed the world. Digital communication technologies offer exciting options and new challenges for Open and Distance Learning (ODL). This dissertation presents a Teaching English as a Foreign Language (TEFL) training pilot* in order to investigate and critique the use of Learning Management Systems distance-driven teacher development programmes. Globally, English language learning is in high demand. Conventional contact training is unable to reach sufficient numbers of aspirant teachers to ensure quality and to promote access. The study uses design-based research as a means of unravelling the complex relationships between theory, best practice, and implementation in both ODL and TEFL. It concludes by recommending foundational institutional changes as the most appropriate means to effective distance and computer-assisted education. Sat, 01 Mar 2008 00:00:00 GMT http://hdl.handle.net/10500/6078 2008-03-01T00:00:00Z http://hdl.handle.net/10500/5681 Student support in e-learning courses in higher education - insights from a metasynthesis "A pedagogy of panic attacks" Minnaar, Ansie E-learning includes the use of the Internet for accessing learning materials, interacting with learning content and with instructors and students to obtain support during the learning process in order to gain knowledge and personal meaning and to grow. It occurs when students have electronic access to resources and where they are in regular online contact with their peers and tutors. The primary objective of the metasynthesis was to analyse primary qualitative research studies on learner support in online courses. The metamethod entailed thoughtful examination of the manner in which the methodological approach was used to gather and interpret the data. The metadata analysis involved reinterpretations of the actual findings from the primary qualitative studies. Lastly, the metatheory consisted of an examination of theories leading the primary researchers' topics, frameworks and research questions. Conducting a metastudy from a constructivist perspective as in this research meant that I functioned as the interpreter of primary research studies, translating what has been written by other researchers for the purpose of revealing similarities and differences, and developing practice guidelines or theoretical concepts on a specific phenomenon. I identified three main themes regarding student support in e-learning in higher education: 1. Technical problems (infrastructure and access) 2. A panic attack (pedagogy) 3. Human contact (human factors) E- learning providers of academic courses need to think much more creatively if they want to make a success of online learning in higher education institutions. The most important finding from this metasynthesis is that e-learners desperately need support and communication from the institution and from the tutor or lecturer. Student support is an all-inclusive factor. This study established that human contact is the one factor which e-learners crave most. Student support should not be seen as an add-on, but rather as a natural pedagogical instrument which all teachers use in their classroom - be it a virtual or a traditional one. Pre-print article Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/10500/5681 2011-01-01T00:00:00Z http://hdl.handle.net/10500/5476 How students' needs inform learning design practice: a report on a series of focus-group interviews for the Department of Business Management Venter, Anneke The article explores the focus-group interview technique as a valuable means of evaluating learning materials from the student's perspective. The process of designing, organising and conducting a series of focus group interviews is discussed. The general trends evident from the interviews are identified. Lastly, some recommendations are offered on how to improve the learning materials under review.; Hierdie artikel bied die fokus groep onderhoud aan as ‘n waardevolle instrument vir die evaluering van leer materiaal uit die student se perspektief. Die proses van die ontwerp, organisering en voer van die fokusgroeponderhoude word bespreek. Sekere algemende tendense word uit die resultate geï dentifiseer. Laastens word aanbevelings gemaak oor hoe om die onderrigmateriaal te verbeter. Sat, 01 Jan 2000 00:00:00 GMT http://hdl.handle.net/10500/5476 2000-01-01T00:00:00Z http://hdl.handle.net/10500/5475 Expectations of students versus expectations of lecurers in a postgraduate module in open and distance learning Venter, Elza; Van Heerden, Elna Louise Qualitative research was undertaken at Unisa, an open and distance-learning institution, where various compulsory modules in Philosophy of Education are presented at undergraduate and postgraduate level. In the past few years, many changes have taken place in the content and presentation of modules in Philosophy of Education: it was felt that South Africa needed a Philosophy of Education which encouraged inquiry, co-construction of knowledge, debate, a student-centred approach, problem-based instruction and lifelong learning. Lecturers started to develop a sense of the university as a knowledge-constructing community. In such a community, knowledge can be defined from a constructivist perspective as temporary, developmental, socially and culturally mediated and thus non-objective. Lecturers expect their students to be able to understand and incorporate this point of view in their approach to the teaching and learning of Philosophy of Education. In the qualitative research project described in this article, the researchers became aware of the different expectations of students and lecturers in a Philosophy of Education module. Particular issues arose with regard to student/lecturer expectations which need to be explored in further research. Mon, 01 Jan 2001 00:00:00 GMT http://hdl.handle.net/10500/5475 2001-01-01T00:00:00Z