The use of mobile phones to mediate a design experiment in a secondary school

Current advances in mobile technology have enabled the formation of mobile technology enriched learning environments. This study documents a specific experimental research project in which secondary school learners used mobile cellular phones as a form of mobile technology to create, support and enhance a learning event in physical science studies. Although students used their own mobile phones for the duration of the research, they could connect to the MobilED platform used in this study to access information that they had previously created online. Mobile phones therefore served to extend the physical boundaries of the classroom by creating an ubiquitous and personal learning experience for each student. The experimental learning event was central to the design of the research. The iterative component of the design made it possible for the facilitator to operate as a “reflective practitioner” (Reeves, 2005) who could manipulate the components of the lesson in a quest for optimal success. The data and conclusions of the study confirm that that the texting function of mobile phones may be effective in furthering communication, cooperative learning and access to content.Dissertation (MEd)--University of Pretoria, 2007.Curriculum Studiesunrestricte

A framework to enhance the mobile user experience in an Mlearning interaction

The new millennium is witness to a telecommunications world that is vastly different from even the recent past with developments in the mobile sector having dramatically changed the Information and Communication Technology (ICT) landscape. Mobile cellular technology has proliferated faster than any previous technology and is now the most ubiquitous technology in the world. The focus of this thesis is the development of a framework to enhance the Mobile User Experience in an Mlearning interaction. This research is contextualised by the goal-oriented use of mobile cellular technologies in a formal educational environment. As such the study, although residing in the field of Human-Computer Interaction (HCI), acknowledges issues arising in the Education Domain as a specific field of application. The aim of the research was to investigate the components of a framework to enhance the Mobile User Experience in an Mlearning interaction. The development of the framework was facilitated by the exploration of: the Mobile User Experience factors and their impact, on the Mobile User Experience of learners participating in a goal-oriented Mlearning interaction. These critical factors were documented in terms of the Mobile User Experience components, and the relationships of these components to each other as well as the Mobile User Experience of an Mlearning interaction. The research, grounded in a phenomenological research philosophy, applied an inductive reasoning approach, and was operationalised through a single case study methodology. A qualitative research strategy was considered appropriate, as the phenomenon of User Experience is linked to the hedonistic attributes of the interaction. This study was conducted in four phases with focus on three embedded units of analysis. The three units of analysis were identified as: The learner as end user in an Mlearning interaction; The educator as designer of the Mlearning interaction; and The Mlearning interaction. The research revealed that the Mobile User Experience of an Mlearning interaction is affected by the mobile user, mobile use, mobile device, mobile business practices, mobile networks, mobile interaction and mobile context. Within the Mlearning interaction the significant components are the learners as mobile users, the enhance interactions, removal of barriers to the interaction, goal-oriented nature of the interaction and the ducational context. Identifying these components and their associated Mobile User Experience factors and impacts, present the main contribution of this thesis. In conclusion, the limitations of the study are documented and topics for future research are outlined

A framework to enhance the mobile user experience in an Mlearning interaction

The new millennium is witness to a telecommunications world that is vastly different from even the recent past with developments in the mobile sector having dramatically changed the Information and Communication Technology (ICT) landscape. Mobile cellular technology has proliferated faster than any previous technology and is now the most ubiquitous technology in the world. The focus of this thesis is the development of a framework to enhance the Mobile User Experience in an Mlearning interaction. This research is contextualised by the goal-oriented use of mobile cellular technologies in a formal educational environment. As such the study, although residing in the field of Human-Computer Interaction (HCI), acknowledges issues arising in the Education Domain as a specific field of application. The aim of the research was to investigate the components of a framework to enhance the Mobile User Experience in an Mlearning interaction. The development of the framework was facilitated by the exploration of: the Mobile User Experience factors and their impact, on the Mobile User Experience of learners participating in a goal-oriented Mlearning interaction. These critical factors were documented in terms of the Mobile User Experience components, and the relationships of these components to each other as well as the Mobile User Experience of an Mlearning interaction. The research, grounded in a phenomenological research philosophy, applied an inductive reasoning approach, and was operationalised through a single case study methodology. A qualitative research strategy was considered appropriate, as the phenomenon of User Experience is linked to the hedonistic attributes of the interaction. This study was conducted in four phases with focus on three embedded units of analysis. The three units of analysis were identified as: The learner as end user in an Mlearning interaction; The educator as designer of the Mlearning interaction; and The Mlearning interaction. The research revealed that the Mobile User Experience of an Mlearning interaction is affected by the mobile user, mobile use, mobile device, mobile business practices, mobile networks, mobile interaction and mobile context. Within the Mlearning interaction the significant components are the learners as mobile users, the enhance interactions, removal of barriers to the interaction, goal-oriented nature of the interaction and the ducational context. Identifying these components and their associated Mobile User Experience factors and impacts, present the main contribution of this thesis. In conclusion, the limitations of the study are documented and topics for future research are outlined

An intervention for enhancing the mathematics teaching practices of grade four teachers in the Nelson Mandela Metropolitan area

Mathematics is regarded as a driving force in economies worldwide. The performance of South African learners in mathematics over the past decade has highlighted that problems are being experienced across all grades. This situation needs to be addressed with urgency. The South African Department of Education stated that quality learning must be the objective for all grades. The implementation of good teaching practices plays a crucial role in improving the quality of education and in guiding learners towards quality learning. To achieve quality mathematics teaching and learning it is imperative to determine what good mathematics teaching practices are. The identification of good mathematic teaching practices will provide a yard stick to measure the mathematics teaching competency of teachers. This study identifies a set of good mathematics teaching practice indicators and evidences applicable to teachers in the Intermediate phase as a first contribution. These indicators and evidences frame the second research contribution: an assessment instrument entitled “A Classroom Observation Tool for Observing Mathematics Teaching Practices in Primary Schools”. As a third research contribution a generic profile of a Grade four mathematics teacher has been built. This generic profile has been built through an analysis of data gathered by means of self-assessment questionnaires completed by the research sample, as well as through applying the observation tool. The value of the generic profile lies in the identification of shared strengths and shared improvement opportunities in the mathematics teaching practice of the sample and as such, it forms the basis of a theory on Grade four mathematics teaching practice. The fourth research contribution is the design and application of an intervention that addresses the shared improvement opportunities. The research study concludes by comparing pre-intervention classroom observation data with post-intervention classroom observation data and reporting on the impact of the intervention

Evaluating Mobile-Centric Readiness of Higher Education Institutions: The Case of Institutional Policies and Information Systems Students

Many higher education students live and operate in mobile-centric environments. The question is whether the policies of higher education institutions (HEI) are aligned with students’ readiness for mobile technology information access and interaction. To investigate this question from a policy perspective, nine policies from the open and distance learning (ODL) university in South Africa were analysed for providing institutional mobile-centric support. Policy document analysis was used to evaluate five information and communication technology (ICT) polices and four teaching and learning policies. The analysis focused on how the policies support the provision of mobile infrastructure, technical support and learning resources. To investigate from the students’ perspective, quantitative data was captured on Information Systems students’ readiness through a survey of a total of 129 respondents from the same university. The mobile-centric readiness of students was evaluated based on factors that could affect the readiness of students in accessing and interacting with mobile-centric services. The factors investigated were infrastructure ownership, knowledge of mobile phone features and mobile phone Internet activities. The findings revealed that Information Systems students are ready to use mobile phones as tools for information access and interaction, but some inadequacies were observed in the way the policies support the students’ needs. This study proposes some recommendations on how the policies could better support students’ mobile phone information access and interaction

Potential Stakeholders and Perceived Benefits of a Digital Health Innovation Ecosystem for the Namibian Context

This paper presents the result of a study which aimed at identifying the potential stakeholders and perceived benefits of a digital health innovation ecosystem for the Namibian context as part of a larger study. Combining semi-structured interviews and qualitative questionnaires, a group of professionals from within the Namibian context and the global context were purposively selected to provide insights about the potential stakeholders and perceived benefits of a digital health innovation ecosystem for the Namibian context. The study adopted a qualitative approach. The main findings of the study suggest that stakeholders of a digital health innovation ecosystem include patients, professionals from various disciplines as well as government institutions, research institutions and innovation companies. The findings suggest that the implementation of a digital health innovation ecosystem for the Namibian context could improve healthcare services as a result of the collaborative and innovative platform. The findings of this study contribute to the emerging body of literature on digital health innovation ecosystems, specifically in developing countries. Furthermore, the findings of the study will inform relevant healthcare policy makers within the Namibian context in planning and implementing a digital health innovation ecosystem

Factors that influence employee perceptions about performance management at Statistics South Africa

Orientation: The implementation of performance management (PM) in the public sector remains a challenge and requires an investigation into employees’ perception of PM at Statistics South Africa. Research purpose: This study investigates the factors that affect employee performance at Statistics South Africa with the aim of providing a management framework for improving the performance of employees. Motivation for the study: The motivation for this study was to identify factors that affect employees’ perception of PM at Statistics South Africa. By ascertaining these factors, it may be possible to influence the performance of employees positively. Research approach/design and method: The study followed a quantitative research approach using an explorative and descriptive design. The population consisted of 3326 employees. The random sample drawn contained 444 respondents, and the realised sample had 303 respondents. This represented a response rate of 68%. Data were collected through a Likert-scale-type questionnaire. Main findings: The results showed that employees perceived PM as ineffective and unfair. Various factors affecting PM at Statistics South Africa negatively were revealed. The analysis of the research identified the following performance factors: communication, talent management, retention, recruitment and selection, engagement and motivation. Practical/managerial implications: The findings revealed that employees were not involved in the development and the implementation of PM. Managers and supervisors who are not committed to the PM of their subordinates avoid performance contracting and the conducting of performance reviews. Managers should be encouraged to give feedback to employees and to see PM as a development tool, rather than a compliance matter. Contribution/value-add: The research study contributes to the understanding of the perception of employees of Statistics South Africa regarding the factors that positively or negatively affect the PM process

User Experience of Academic Staff in the Use of a Learning Management System Tool

In Open Distance Learning (ODL) institutions the teaching model is moving towards fully integrated information and communication technology applications. To successfully teach or facilitate the use of technology, academics need to have a strong comfort level with the use of technology tools. The academic staff are qualified and experienced subject matter experts but this does not translate to having the necessary technical competencies to do online teaching. They consequently could experience feelings of incompetency to facilitate courseware on a technology platform. The objective of this paper is to identify the factors that influence the user experience when using a Learning management system (LMS) in an academic institution. The research design comprises a convergent, parallel design mixed-method case study. A literature review was conducted to abstract the factors that influence the user experience into a conceptual framework. An expert review was conducted to evaluate the conceptual framework and then a questionnaire-driven survey was performed. The quantitative responses were analysed and the results revealed that eight of the nine factors proposed in the conceptual framework do have an influence on the perceived user experience of the academic when using the LMS. The scope of this paper is the analysis and presentation of the quantitative results of the study. The contribution of this paper is to present a framework of the factors that influence the user experience of the academic when using a LMS and to improve our understanding of the experience of the academic and the practical challenges involved for academics that have to facilitate learning in an online environment. The findings should be of interest to developers of LMSs and to institutions in support and training of academics that have to use the LMS

Educational resilience : a systematic review of positive psychology interventions in middle childhood

MA (Positive Psychology), North-West University, Potchefstroom CampusProblem statement - Positive mental health has become increasingly significant, as mental illness became the leading cause of disability around the world. This necessitates earlier pro-active interventions to promote positive mental health and minimize the possibility of mental disease. Building the necessary psychosocial, emotional and resilience skills especially during middle childhood has proven to significantly reduce depression and increase psychosocial wellbeing (Reivich, Gillham, Chaplin & Seligman, 2013). A gap was identified in the literature. The researchers could not find a single source combining conclusions from various studies across multiple disciplines, explicitly focusing on positive psychology interventions (PPIs) that contribute to educational resilience (ER) in middle childhood. Study aim - This study aimed to explore and identify literature findings of existing PPIs that contribute to fostering ER in middle childhood. Additionally, the findings were evaluated against the backdrop of Kümpfer’s (1999) resilience model, revised by Hassim (2016), and discussed against the organismic integration theory (OIT), a sub-theory of the self-determination theory (SDT) (Ryan and Deci, 2000). Study design and method - The researchers made use of the Setting, Perspective, Intervention, Comparison, and Evaluation (SPICE) acronym to define the inclusion and exclusion criteria of electronic sources, throughout the review process. The preliminary selection yielded 803 sources. After eliminating two duplicates, a further 641 sources were excluded based on titles and abstracts, containing age ranges outside of middle childhood, and clinical aspects defined in the exclusion criteria. Furthermore, 148 articles were excluded for containing both the aforesaid inclusion - and exclusion criteria with inseparable data, and focusing on positive psychology (PP) scales validity and reliability unrelated to this study’s objectives. The researchers critically appraised 12 eligible sources for possible biases and excluded two. One study purposefully selected participants exhibiting predetermined characteristics, while the other study did not contain pre- and post-intervention measurements. Data from the 10 remaining studies included in this systematic review were extracted into data tables. Thematic synthesis was applied to identify prominent themes stemming from the data. Results and discussion - Results from this systematic review (SR) indicated that PPIs constructively contribute to the development of ER constituents in middle childhood. Prolonged exposure to such interventions has furthermore lead to sustainable enhancements of a learner’s internal protective resilience repertoire. Learners need exposure to adversities in a supportive, positive environment, wherein they can fundamentally develop positive and constructive self-regulation and cognitive, emotional, social and behavioral skills. Partaking in PPIs containing amongst other gratitude, mindfulness, critical and innovative thinking, and social and emotional learning enhancement aspects, demonstrated significant enhancement on ER cultivation in middle childhood. The internal protective areas displaying the most prominent enhancement through PPI participation was the emotional, cognitive and behavioral domains, followed by motivation. A confident link exists between middle childhood motivational developmental aspects and the OIT – when a learner’s ability and need for autonomous, self-regulated behavior increases, providing an excellent opportunity to cultivate internal motivation. Conclusion and recommendations - Middle childhood learners undergo remarkable developmental strides in the complex development of meta-cognition in the association of continuous integration and regulation of internal and external stimuli, signifying an ideal opportunity to foster positive ER repertoires in learners. ER increases in accordance with learners’ ability to effectively influence and manage their environment, implying that PPIs contribute to equipping learners with fundamental ER skills. This SR accentuates the need to study ER development in middle childhood in tandem with additional developmental aspects to encompassing a holistic approach.Master

Knowledge, attitudes, beliefs and practices of schoolgoing adolescents living in Gauteng in relation to common cancers and cancer risks

Aim: The overall aim of the study was to determine the extent of general knowledge, beliefs, attitudes and practices of Gauteng adolescents towards cancer. Objectives: The specific objectives were to: 1) ascertain cancer¬related knowledge, beliefs, attitudes and practices of school-going adolescents; 2) obtain previous information on cancer and reported family history of cancer; 3) investigate the relationships among knowledge, attitudes and behaviour; 4) investigate the effects of gender and of type of schools on cancer knowledge. Population and Method: This study was a cross-sectional survey of Knowledge, Attitudes, Beliefs and Practices (KABP), personal health behaviours and of demographic and psychological characteristics of a specific group of adolescents in Gauteng. A questionnaire survey was conducted, and a total of 2278 pupils in Grade 10, from 681 schools in Gauteng, participated. The questionnaire was designed to obtain information from the pupils on the following: gender, list of known cancers, family cancer history, previously received information on cancer, true and false statements regarding the aetiology, signs and symptoms of skin cancer, breast cancer, cervical cancer, head and neck cancer and lung cancer. It also consisted of 10 statements regarding pupils' attitude towards cancer and questions on practices related to risks of developing cancer (smoking, sunblock use and breast-feeding) to which pupils were asked to respond. Descriptive statistics were the first step in data analysis. Thereafter, integrated multivariate statistical procedures (e.g. analysis of co¬variance and factor analysis) were used to analyse the data further. Results: Demographic Information: There were 2278 pupils who completed the questionnaire of those who indicated their gender 1267 (55.6%) were females and 958 (42.1%) males. The pupils' age ranged from 13 to 24 years (average age = 16.5 years, standard deviation (sd) = 1.5). Pupils were from different types of schools formerly known as the Department of Education and Training (DET = 1120); Transvaal Education Department (TED = 663); House of Representatives (HOR = 53); House of Delegates (HOD = 40); and Independent Ordinary (10 = 340). Some pupils had previously received cancer information (48.6%) while others indicated that they had a family related history of cancer (23.6%). Significantly more females reported having received cancer information or having a history of cancer in the family than males (p < 0.001). Television (34.8%) and parents (19.2%) appeared to be the main sources of cancer information. Knowledge About Signs, Symptoms and Aetiology of Cancer: Average knowledge scores among the pupils were low. Females were more knowledgeable than males with regard to breast cancer (p < 0.001). Pupils who received cancer information or who reported a family history of cancer were more knowledgeable than those who did not (p < 0.001). The knowledge scores were significantly different between different types of schools; Transvaal Education Department (TED), also known today as public schools, tended to have better knowledge of the signs, symptoms and aetiology of the five cancers included in the questionnaire. Attitudes Towards Cancer Risks: Pupils indicated a favourable attitude towards possible cancer risks, meaning that they would avoid doing things that were seen as possible cancer risk factors. Factor Analysis demonstrated a negative correlation between Factor I (socially acceptable behaviour) and Factor II (socially unacceptable behaviour), meaning that pupils were able to identify the risk factors associated with cancer development even if they were stated in a positive way in the questionnaire. Pupils separated the attitudes into two groups either socially acceptable behaviour or socially unacceptable behaviour. Practices: Smoking - More males (26.9%) than females (10.9%) indicated that they smoke (p < 0.001). The number of pupils who indicated that smoking was important to them was 27%. Sunblock - More females (41.7%) used sunblock than males (34%) (p < 0.001). The amount of pupils who used sunblock were 38.2%. Pupils who used sunblock demonstrated higher knowledge scores regarding the signs, symptoms and aetiology of cancer. Conclusions: Pupils in grade 10 living in Gauteng are not well informed on the aetiology, signs and symptoms of cancer or cancer risks. Females are more informed than males with regards to cancer. Types of schools types differ with regards to cancer knowledge. School from the public sector (TED schools) showed higher knowledge scores than private schools (10 schools). Pupils who received cancer information previously or who reported a family history of cancer were more knowledgeable than other pupils. Recommendations: The implementation of Cancer Educational programmes should be considered by the Gauteng Education Department. Future development of educational programmes are needed to include cancer education into the current 'life-skills' training programmes.Dissertation (MSc)--University of Pretoria, 2006.School of Health Systems and Public Health (SHSPH)Unrestricte