The three levels are: “The highest level of activity is driven by an object-related motive (or goal) [activity level]; the middle level of individual or group action is driven by a goal [action level]; and the lower level of automatic operations is determined by the conditions and instruments of action at hand [automatic operation]” (Engestrom, Miettenin & Punamaki, 1999). While working with the Internet in teaching and learning, this study proposed the concept of considering the Tree Three Rings Theory (TTTRT) as a solution for practice.
List of Tables
KMO Subject Experts TIE Technology in Education TOE Technology of Education TTTR The Tree Three Rings. Programme: is used to represent a study program and any other activity according to usual dictionary definitions.
THE SCOPE OF THE STUDY 1.1 INTRODUCTION
- RATIONALE
- CRITICAL QUESTIONS
- LITERATURE REVIEW
- CONCEPTUAL AND THEORETICAL FRAMEWORK
- METHODOLOGY
- CONCLUSION
In the field of teaching and learning, the Web is believed to be one of the most powerful tools to assist South Africa in training and retraining (Asmal, 2003). As a result of these seminars, the researcher was encouraged by other members to conduct a study on the use of the Internet (technologies) in teaching and learning in South Africa.
LITERATURE REVIEW
INTRODUCTION
Information use refers to the situation where the web is used to access information (including course template, course notes, resources, study guides, assignments and the like). The term used to bring all these issues together as one issue is called Web-Based Teaching and Learning (WBTL) or Web Learning.
EDUCATIONAL TECHNOLOGY
Legendre (2000) sees ET as a field of education dominated by planning, designing, implementing and evaluating TIE and TOE in order to improve teaching and learning situations. Pages (search engines or website) can be considered the software component of TIE.
WEB FACILITATORS
- Web facilitators’ personal qualities
- Knowledge of Self (personal qualities) ( White & Weight, 2000) To be clear about students’ different experiences is important for the Web
- Web facilitators’ experience, knowledge and skills
- Facilitation Skills ( White and Weight, 2000)
- Technology Skills ( Carliner, 2000)
- Online Interaction Experience ( White and Weight, 2000)
Group facilitation: involves managing web-based learning so that learning can happen;. Knowledge of audience assessment: includes the way in which Web facilitators understand the Web community;.
OBJECTS WITHIN WBTL ENVIRONMENTS
- The systems approach to Web learning design and development The Web systems approach with seven steps, as outlined by Zelkind (2005a),
- Web Learning Theories (schools of thought)
- Behaviourists
- Cognitivism in WBTL
- Constructivism in WBTL
Research (Wilhelmsen, Inge Asmul & Meistad; 1998) shows that students are responding to environmental challenges. It is on these grounds that the researcher agrees with Ertmer and Newby (1993) that cognitivism should be used for the "how" part of WBTL (which is to learn principles and processes).
WEB LEARNING TOOLS .1 The Internet
- Studies on WBTL
- WBTL Approaches
- WBTL Methods
- Reflection of the researcher on the above issues of WBTL
- Using web sites (search engines) in teaching and learning
- Using Learning Management System (LMS) (Appendix III)
- Designing a web site for teaching and learning (software development)
- Systems approach between the rings
This situation presents one of the main challenges in terms of using the WBTL environment. With this minimum requirement, facilitators and learners can use the web for teaching and learning using the simplest ring of the internet or web.
THEORETICAL FRAMEWORK
- Activity Theory
- Object-orientedness
- The hierarchical structure of activity
- Internalisation- externalisation
- Tool mediation
- Development
- Model of Activity Theory (AT)
- Concluding comment on AT
The activity for the facilitators (lecturers) is identified as 'the design and management of the web as a delivery mode for teaching and learning' But for me as a researcher it is identified as 'an analysis of the design of web-based Educational Technology. Teaching and learning environments in higher education institutions in South Africa.'. The researcher believes that these levels are equivalent to those mentioned by Chapman (2001), namely: 'unconscious disability', 'conscious disability', 'conscious competence' and 'unconscious competence' The first two stages are equivalent to the activity . level (motive), because facilitators need more support or input from their communities.
CONCLUSION
A graphic designer to prepare the visual designs for the course which may include animated images;. A programmer to prepare the interactive sequences of the course that cannot be produced by means of any authorization tools;.
RESEARCH DESIGN AND METHODOLOGY
- INTRODUCTION
- METHODOLOGY
- Development and Processing steps – research design
- Research approach
- Research methodology employed in this study
- Sampling
- Research Instruments
- CATEGORIES FOR ANALYSIS
- CONCLUSION
The sample for this study began with a facilitator from each of the four universities. With its vision of being…, the university […] draws inspiration from an African identity and takes its responsibility for the development of the African continent seriously.'.
FINDINGS AND INTERPRETATIONS 4.1 INTRODUCTION
The chapter begins with the presentation of the results in the form of stories from each of the mediators (Section A). The chapter concludes with an analysis of the data collected by the students (Section B) and then of the five themes with their conclusions.
SECTION A
FINDINGS DERIVED FROM THE FACILITATORS’ DATA SET
- The questionnaire for facilitators, Observation, Interview and Document analysis
- Respondent 1a
- Respondent 1b
- Respondent 2a
- Respondent 2b
- Respondent 3a
- Respondent 3b
- Respondent 4a
- Respondent 4b
- Cross case analysis (Five Themes)
- THEME 1: Source of knowledge Academic Qualification
- THEME 2: Learning with tools Advancement of ICT in institutions
- THEME 3: Theories underpin WBTL environment Teaching and learning theories
- THEME 4: Keeping the language of the field going Publications
- THEME 5: Connecting the field with other fields Exposure to different fields
He also has the most personal qualities for the web facilitators as indicated in Chapter 2, paragraph 2.3. This means mastering Salmon's (2003) five steps (discussed in Chapter 2) of the WBTL environment.
SECTION B
QUESTIONNAIRE AND FOCUS GROUPS FOR THE STUDENTS
- WBTL courses for students had real-world relevance
- Outcomes as a barrier to learning
- WBTL environments do have instructions for learning
- Is WBTL a source of information or a library of resources?
- Students construct knowledge by reflecting on their experiences From the questionnaire (see Table 4.2: item 9) and the focus group interview it
- Does the WBTL use ill defined projects?
- Projects integrated and applied across different subject areas
Through focus group interviews, it was determined that the majority of students felt that the module outcomes were useful in guiding their learning. The questionnaire (see Table 4.2: item 10) revealed that most projects for the students were defined (structured) by their supervisors in tasks and subtasks.
CONCLUSION
DISCUSSION OF FINDINGS
INTRODUCTION
KEY FINDINGS
- Combination of programme knowledge, education and training
- Currently change context
- Outcomes specified at the beginning
- WBTL instructions
- Real-world relevance of WBTL courses
- WBTL as a library of resources
- WBTL students construct knowledge
- WBTL with ill defined or unstructured projects
Although the majority of the students felt that outcomes should be specified at the beginning of the course, it was clear that their answers were based on what they were used to. Therefore, the main function of the facilitators is to design WBTL environments that promote learning so that students find it easy to control their learning in order to construct knowledge by reflecting on their experiences.
Key theory for WBTL as a solution
In Figure 5.1 this principle is represented by the leaves (search engines) of the tree (Web Learning), because the leaves are the softest part (the easiest part) of the tree (Web Learning). In Figure 5.1 this principle is represented by the trunk (website design) as it is directly connected to the roots (learning theories) as the hardest part (most challenging part) of the tree (online learning).
THE UNITY OF CONSCIOUSNESS AND ACTIVITY
The aim should be to create a situation where there are relevant groups of resources for students to use during their learning process (knowledge construction). Although some of these outcomes could not be measured, there were five that were easy for students to achieve without hard work.
THE HIERARCHICAL STRUCTURE OF ACTIVITY
The researcher found that seven of the eight facilitators have almost all the frames of reference listed in Chapter 2. Mahoney (2005) believed that any effective Web learning environment should include all three schools of thought, drawing on their strengths.
WBTL Technologies as Tools
HTML is one of the most important elements of any LMS or web page editor used in web education (Hardin, 2006). Respondent 2a is at least trying to learn HTML, while Respondent 1b is not concerned about these basic web learning tools.
Certain parts of WBTL as identified as objects
In terms of evaluation, they all gave their students a form to complete towards the end of the course or module. It is therefore safe to say that all eight web learning designs by the eight facilitators were similar to those of Anderson and Elloumi (2004) in that they contained elements of the three schools of thought.
Rules for WBTL as identifies for this study
Another possibility is to explore the rules that guide the web learning as indicated in the next section. On the other hand, the TGT encourages the use of the performance support if the Web Learning is also going to include the third level (Operational Level) of TGT.
Members of WBTL as a community
However, they cannot avoid the reality that they use behavioral and cognitive strengths as part of their Web to learn designs.
Division of labour according to the community members
Online learning requires time for training, while fellow moderators do not, as university management pressures them to publish at least once a year. Online learning is the most powerful tool or resource that can represent a multimedia environment (Shelly, Cashman & Waggoner, 2001).
Linking the key findings to the research questions of the study
But on the other hand, online learning in South Africa still needs some contact sessions (face to face) in order to work effectively. 5.11 Relating key findings to the study's research questions. The other two schools of thought (behaviorism and cognitivism), however, also contributed to web-based learning environments.
CONCLUSION, RECOMMENDATIONS AND SUMMARY
CONCLUSION
Constructivist learning theory according to Kukla (2000) calls for the design of the web for learning to bring in many different resources that can help students construct knowledge. They also use most of the teaching/learning rules for effective web designed for learning as recommended by Carliner (2000).
RECOMMENDATIONS
- Recommendations
Recommendation Three: WBTL environments should be based on activity theory (AT), the strengths of behaviorism, the strengths of cognitivism, and the strengths of constructivism as shown in TTTRT. ICT publications should be encouraged to keep facilitators in touch with other national and international ET professionals.
SUMMARY
Alternative education systems (Distance and Virtual) South African trends, a thesis submitted for the degree of Doctor of Education. I am undertaking a research project on "design analysis of Educational Technologists Web-based Teaching and Learning Environment in South African Higher Education Institutions".
Please take note of the following issues
South Africa, like any other developing country, is compelled to carry out studies of this nature to critically analyze the web as a pedagogical resource in education and training. Therefore, this study aims to provide valuable information on the web in teaching and learning as well as constructivism along with other important pedagogical issues used in teaching and learning (using the web).
Please sign the following declaration and include your full names as indicated
There will be no limitation on benefits that participants may receive as part of their participation in this research project. There will be no limitation on the benefits that participants may receive as part of their participation in this research project.
QUESTIONNAIRE (8 Facilitators only)
For each of the following personal qualities, knowledge / skills, tools and experience place a cross (X) (rate yourself) in only one of the boxes
Pacing skills -- change the level of discussion at the right time (from brainstorming, evaluation, decision, action planning, or from thinking to feeling). Software that allows someone in one country to display an image and allows people in other countries to see it.
QUESTIONNAIRE (40 Students)
For each of the following projects, tasks or assignments
Teaching / Learning Rules
GENERAL INFORMATION Please answer each of the following questions
To view the following Sakai windows (Appendix VI), you will need the soft copy of this document and then press the Control (Ctrl) key and click on the image (the computer must be connected to the Internet to access to get to the server that has these windows)}.
Teaching and Learning”
Assignments Tool
Drop Box Tool
Test & Quizzes
Syllabus Tool
Home
Elluminate Live! Virtual Classroom (Pilot Program Only)
Collaboration & Research Tools
Announcements Tool
Chat Room Tool
Discussion Tool
Email Archive Tool
Schedule Tool
Synoptic Tools
Content and Information News Tool
Resources Tool
Web Content Tool
WebDAV Support
Personal
Help Tool
Membership Tool
My Workspace
Administrative Features
Permissions and Roles
Site Info Tool
Worksite Setup Tool
Respondent 1b Respondent 1b only uses search engines and blog/blog sites to design and teach web usage. Respondent 4a Respondent 4a uses both Sakai and EINSTITUTION 4 to design and teach using the Internet.
Product List
Semi-structured interview (Facilitators only)
Activity Level
Subject
Object
Tool
Community
Rules
Division of labour
