An Analysis of Collaborative Learning as a Prevalent In-structional Strategy of South Africa Government eLearning Practices.
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| Title: | An Analysis of Collaborative Learning as a Prevalent In-structional Strategy of South Africa Government eLearning Practices. |
|---|---|
| Authors: | Mkhize, Peter1 mkhizpl@unisa.ac.za, Huisman, Magda1 madga.huisman@nwu.ac.za, Lubbe, Sam1 Sam.Lubbe@nwu.ac.za |
| Source: | Proceedings of the European Conference on e-Learning (ECEL). 2011, p492-501. 10p. 2 Diagrams. |
| Subject Terms: | *Collaborative learning, *Mobile learning, *Teaching methods, *Teaching aids |
| Geographic Terms: | South Africa |
| Abstract: | A skills shortage seem to be engulfing the South African workplace in all economic sectors (Statistics South Africa 2010). In turn, increasing unemployment rates feed off such lack of critical skills, that cripples the productive capability of those who are suppose to be economically active. Subsequent to the 2001 parliamentary decision to migrate the government's information system (IS) to an open source platform, the State Information Technology Agency has been faced with the task, among others, to facilitate training during and after the migration process. According to Department of Public Service and Administration (2006), different instructional delivery methods will be used - including eLearning, which allows for a lifelong learning, collaborative learning, flexible, just-in-time, just-in-context learning experience for users who are learning the new platform. In this paper, the researcher will determine the prevalent instructional strategy in relation to current instructional technology avail-able to support eLearning practices in SITA. In doing so, the authors will employ grounded theory analysis techniques within a case study conducted in SITA - the custodian of the open source migration project (Charmaz 2006). The grounded theory analysis technique allows the authors to create a relational networks of codes, as they emerge, for interview transcripts that will be interpreted to determine the instructional value of the instructional tools used in learning practices. In this study, an instructional strategy framework is developed based on code networks as emerged from grounded theory analysis. The result proves to favour collaborative learning as an efficient and effective instructional strategy to support eLearning practices in the public sector, given multiple constraints, towards realising a fully-fledged eLearning programme. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the European Conference on e-Learning (ECEL) is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 69728138 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An Analysis of Collaborative Learning as a Prevalent In-structional Strategy of South Africa Government eLearning Practices. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mkhize%2C+Peter%22">Mkhize, Peter</searchLink><relatesTo>1</relatesTo><i> mkhizpl@unisa.ac.za</i><br /><searchLink fieldCode="AR" term="%22Huisman%2C+Magda%22">Huisman, Magda</searchLink><relatesTo>1</relatesTo><i> madga.huisman@nwu.ac.za</i><br /><searchLink fieldCode="AR" term="%22Lubbe%2C+Sam%22">Lubbe, Sam</searchLink><relatesTo>1</relatesTo><i> Sam.Lubbe@nwu.ac.za</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Proceedings+of+the+European+Conference+on+e-Learning+%28ECEL%29%22">Proceedings of the European Conference on e-Learning (ECEL)</searchLink>. 2011, p492-501. 10p. 2 Diagrams. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Mobile+learning%22">Mobile learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A skills shortage seem to be engulfing the South African workplace in all economic sectors (Statistics South Africa 2010). In turn, increasing unemployment rates feed off such lack of critical skills, that cripples the productive capability of those who are suppose to be economically active. Subsequent to the 2001 parliamentary decision to migrate the government's information system (IS) to an open source platform, the State Information Technology Agency has been faced with the task, among others, to facilitate training during and after the migration process. According to Department of Public Service and Administration (2006), different instructional delivery methods will be used - including eLearning, which allows for a lifelong learning, collaborative learning, flexible, just-in-time, just-in-context learning experience for users who are learning the new platform. In this paper, the researcher will determine the prevalent instructional strategy in relation to current instructional technology avail-able to support eLearning practices in SITA. In doing so, the authors will employ grounded theory analysis techniques within a case study conducted in SITA - the custodian of the open source migration project (Charmaz 2006). The grounded theory analysis technique allows the authors to create a relational networks of codes, as they emerge, for interview transcripts that will be interpreted to determine the instructional value of the instructional tools used in learning practices. In this study, an instructional strategy framework is developed based on code networks as emerged from grounded theory analysis. The result proves to favour collaborative learning as an efficient and effective instructional strategy to support eLearning practices in the public sector, given multiple constraints, towards realising a fully-fledged eLearning programme. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Proceedings of the European Conference on e-Learning (ECEL) is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 492 Subjects: – SubjectFull: Collaborative learning Type: general – SubjectFull: Mobile learning Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Teaching aids Type: general – SubjectFull: South Africa Type: general Titles: – TitleFull: An Analysis of Collaborative Learning as a Prevalent In-structional Strategy of South Africa Government eLearning Practices. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mkhize, Peter – PersonEntity: Name: NameFull: Huisman, Magda – PersonEntity: Name: NameFull: Lubbe, Sam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2011 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 20488637 Titles: – TitleFull: Proceedings of the European Conference on e-Learning (ECEL) Type: main |
| ResultId | 1 |
