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dc.contributor.advisorWilkinson, A. C.
dc.contributor.advisorVan Schoor, J. H.
dc.contributor.authorMassyn, Liezel
dc.date.accessioned2015-11-11T09:44:36Z
dc.date.available2015-11-11T09:44:36Z
dc.date.copyright2009-05
dc.date.issued2009-05
dc.date.submitted2009-05
dc.identifier.urihttp://hdl.handle.net/11660/1615
dc.description.abstractEnglish: This study has been undertaken against the background of a higher education environment that is changing, especially under the influence of the knowledge economy, the influx of adult learners and the impact of technology. Among other things, technology has led to the development of different modes of delivery in teaching and learning. This study set out to develop a framework for learning design in three different modes of delivery (face-to-face, modular and online) in an adult learning programme. The literature review focused on answering three subsidiary questions, namely (i) identifying the influence of the changing higher education environment on learning and the design of learning; (ii) identifying the most prominent perspectives on effective teaching and learning in different modes of delivery on the design of learning; and (iii) identifying the characteristics that adult learners bring to the learning environment that need special consideration in effective learning design. The literature review provided guidelines for learning design for effective teaching and learning in different modes of delivery using the community of inquiry of Garrison et al. (2000) as an organising mechanism. Furthermore, guidelines for learning design for effective teaching and learning for adults were also identified using the Four Lens Framework of Kiely et al. (2004) as an organising framework. These guiding principles formed the directives that were used to measure the compliance of an adult learning programme (the Bachelor of Management Leadership programme at the University of the Free State). The empirical investigation focused on the compliance of the adult learning programme together with identifying the shortcomings of the current learning design and enhancing the current learning design of the programme. A triangulation mixed methods design was used. Through the use of a questionnaire survey, data was collected from students enrolled in the different modes of delivery. The analysis and interpretation of the data led to the identification of some shortcomings in the programme. The main criticism against the current learning design of the BML programme was the differences in the alignment between the various modes of delivery. In order to address this shortcoming a blended learning design is proposed that could be implemented on a programme as well as a module level. On the programme level the blended learning design introduces an online learning component for the face-to-face and modular modes of delivery and face-to-face contact sessions for the online mode of delivery. The learning design on a module level introduces a process where students can developed as self-directed learners and is based on the work of Huang and Zhou (2006) and Knowles et al. (2005). The proposed framework was evaluated by a panel involved in the programme to provide feedback on the feasibility of the learning design and to provide suggestions to further refine the framework. The significance of the study lies in the development of a framework for learning design using directives in teaching and learning and in the design of learning for adults that are applicable in the changing higher education environment. The study has incorporated the newest trends that address contemporary higher education. The framework is not only based on sound theoretical principles (as discussed in the literature review) but provides a practical framework that could be used by the management and the lecturers of the programme. The study could be applicable to other adult learning programmes due to the generic nature of the directives for different modes of delivery.en_ZA
dc.description.abstractAfrikaans: Hierdie studie is onderneem teen die agtergrond van die veranderende omgewing van hoër onderwys, wat veral geraak word deur die kennisekonomie, die toevloei van volwasse leerders en die uitwerking van tegnologie. Tegnologie het onder andere gelei tot die ontwikkeling van verskillende modusse vir onderrig en leer (“modes of delivery”). Die studie se doelwit was om ’n raamwerk te ontwikkel vir die leerontwerp in ’n volwasseneleerprogram, wat d.m.v. drie verskillende modusse (kontaksessies, ‘n modulêre modus en aanlyn) aangebied word. Die literatuuroorsig is daarop gerig om drie sekondêre vrae te beantwoord, naamlik: (i) om vas te stel watter invloed die veranderende hoëronderwysomgewing op leer en die ontwerp van leer het; (ii) om die vernaamste perspektiewe op effektiewe onderrig en leer in verskillende modusse en op die ontwerp van leer uit te lig; en (iii) om vas te stel watter eienskappe volwasse leerders in die leeromgewing inbring wat spesifiek in ag geneem moet word in effektiewe leerontwerp. Die literatuuroorsig het riglyne verskaf vir leerontwerp vir effektiewe onderrig en leer in verskillende onderrigmodusse, georden volgens Garrison et al. (2000) se idee van ‘n leergemeenskap. Die riglyne vir leerontwerp vir effektiewe onderrig en leer vir volwassenes is voorts georden met behulp van die vierlensraamwerk van Kiely et al. (2004). Hierdie rigtinggewende aanwysers is as basis gebruik om te meet tot watter mate ’n volwasseneleerprogram (die Baccalaureusprogram in bestuursleierskap aan die Universiteit van die Vrystaat) voldoen aan aanvaarde beginsels. Die empiriese ondersoek het gefokus op die mate waarin die volwasseneleerprogram aan hierdie aanwysers uit die teorie voldoen, op die identifisering van tekortkominge van die huidige leerontwerp en op wyses waardeur die huidige leerontwerp van die program verbeter kon word. ’n Triangulerende gemengdemetode-ontwerp is gebruik. Data is met behulp van ’n vraelys ingesamel van die studente wat in die verskillende onderrigmodusse ingeskryf was. Die ontleding en vertolking van die data het ’n aantal tekortkominge in die program blootgelê. Die vernaamste kritiek teen die huidige leerontwerp van die bestuursleierskapprogram was die ongelyke belyning binne die verskillende onderrigmodusse van oordrag. Om hierdie tekortkoming uit die weg te ruim, word ’n gemengdeleerontwerp voorgestel wat op programsowel as modulevlak toegepas kan word. Op programvlak bring die gemengdeleerontwerp ’n aanlyn-leerkomponent in vir die kontak- en modulêre onderrigmodusse en kontaksessies in die aanlyn-onderrigmodus. Die leerontwerp op modulevlak behels ’n proses waardeur die studente tot selfaangewese leerders kan ontwikkel en is gegrond op die werk van Huang en Zhou (2006) en Knowles et al. (2005). Die voorgestelde raamwerk is deur ‘n paneel wat by die program betrokke was, geëvalueer vir die uitvoerbaarheid van die leerontwerp en om voorstelle vir verdere verfyning van die raamwerk te bekom. Die betekenis van die studie lê in die ontwikkeling van ‘n leerontwerpraamwerk met riglyne vir meer effektiewe onderrig en leer en vir die ontwerp van volwasseneleer wat op die veranderende hoëronderwysomgewing van toepassing is. Die studie het die jongste tendense in ag geneem wat die hedendaagse hoër onderwys beïnvloed. Die raamwerk is nie net op gesonde teoretiese beginsels (soos in die literatuuroorsig bespreek) gegrond nie, maar verskaf ’n raamwerk wat die bestuur en dosente van die program in die praktyk kan toepas. Dit kan ook op ander volwasseneleerprogramme van toepassing wees omdat die riglyne generies vir die verskillende onderrigmodusse aangebied word.af
dc.description.sponsorshipUniversity of the Free State, School of Managementen_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectThesis (Ph.D. (Higher Education Studies))--University of the Free State, 2009en_ZA
dc.subjectLearning strategiesen_ZA
dc.subjectAdult learning -- South Africaen_ZA
dc.subjectBlended learning -- South Africaen_ZA
dc.subjectAdult education -- South Africaen_ZA
dc.subjectBML programmeen_ZA
dc.subjectTeaching and learningen_ZA
dc.subjectLearning materialsen_ZA
dc.subjectLearning design frameworken_ZA
dc.subjectModes of deliveryen_ZA
dc.subjectLearning environmenten_ZA
dc.subjectLearning designen_ZA
dc.subjectHigher educationen_ZA
dc.titleA framework for learning design in different modes of delivery in an adult learning programmeen_ZA
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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