Browsing by Author "Murrell, Katherine Ann."

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An analysis of learner satisfaction and learning outcomes in an online learning course at the University of Botswana's Faculty of Engineering.
(2009) Keagakwa, David.; Murrell, Katherine Ann.
Research findings have shown that online learning has the potential to improve the quality of learning if it is designed effectively to embrace interactive, collaborative knowledge building among learners. Online learning has the capacity to facilitate efficient and enjoyable learning through skills acquisition in a context specific environment especially in Southern Africa but there are a number of challenges that designers of online learning need to factor in to the design of this pedagogy. This study explores how learner - learner; learner - course facilitator and learner - content interactions influenced and shaped learners' online learning experiences particularly satisfaction with a course facilitated from the University of Botswana for participants within the SADC region. These three forms of interactions were further explored through using 6 online learning evaluation dimensions to provide a guide to the analysis. The study employed a range of data collection methods that provided rich qualitative data including: Life world accounts, discussion forum entries, online surveys, expert reviews, and learners' grades. The findings suggest that the learners' level of interaction at the levels of the 6 dimensions could have influenced what they perceived to be valuable, effective and satisfactory. Other influencing variables were course design and community of learning presence. The findings also reveal that although the participants found the course to be very valuable to them, there were areas that could improve the learning experiences. Further longitudinal research and investigation into alternative technologies is also recommended.
Computer assisted education : design, development and evaluation.
(2001) Murrell, Katherine Ann.; Meyerowitz, Jane Julia.
Educational institutions throughout the world are increasingly facing classes of educationally, culturally and linguistically diverse student groups. At the same time economic constraints require these institutions to expand their student base and they are therefore looking to distance education and continuing education modules to meet these challenges. Simultaneously rapid advances in desktop computing capabilities and Internet delivered information have revived interest in Computer Assisted Education (CAE). The University of Natal is no exception to these trends; schools, departments and individual members of staff are increasingly exploring the possibility of using the University's computer infrastructure to assist in delivering quality education, maintaining current standards, and addressing the multiple needs of the students. To investigate these issues a CAE program was developed for use in the Nelson R. Mandela School of Medicine to investigate how students would make use 'of the technology, and to report on the development and evaluation processes of such a development. In doing so various lessons could be learnt which could inform the further development of such software at the University. In order to support the development of the CAE program an extensive literature survey into current educational theory was conducted. Its objectives were to explore and understand all the factors affecting the development and use of computer based systems as an educational tool. Particular aspects considered were • the debate between constructivist and instructivist theory in their applicability to both the medium and the subject material. • instructional styles, and with them the learning styles, that could be used to support the educational goals of the diverse student population. • instructional design methodologies that are currently used as well as media production methodologies. The goal of this aspect of the research was to advise both the development of the case study and to gain a broader understanding of the methodology that could be used for other developments. Included in this phase of the research are methods and criteria for selection of authoring systems and interface design issues in a multi-cultural multi-lingual environment. • the review of different evaluation strategies in order to incorporate appropriate evaluation in the CAE case study. • the investigation of broader sociological and historical factors that may influence the way in which CAE can be used effectively in a South African context. The presumption was that students from historically disadvantaged backgrounds and those with English as a second language would be less willing to use technological interventions than those who were more likely to have had access to computers earlier in their education. The case study set out to investigate if this presumption was valid, and if so what elements of design and delivery could facilitate these students' usage of such systems. However, these presumptions were not validated by the case study, showing the exact opposite of expectations, with more historically disadvantaged students showing a willingness to use the module.
The design of a virtual community of practice to facilitate communication, information and knowledge sharing amongst art educators in Botswana junior secondary schools.
(2009) Sibanda, Den Bushdoctor.; Murrell, Katherine Ann.
Newly qualified educators in Botswana face many challenges not least of which occurs when they are posted to rural schools a distance from other teachers and information resources. The Government of Botswana has committed itself to enhancing the ICT infrastructure for use in both the economic and educational endeavours of the country. Research conducted in first world countries show that Communities of Practice can take place in a virtual environment and that these can facilitate knowledge sharing and management. This research was conducted to investigate if a Virtual Community of Practice (VCoP), guided by the educational theories of Constructivism and Connectivism, could facilitate information and knowledge sharing among art teachers in dispersed location in the Botswana context. Using Reeves and Hedberg’s (2003) Development Research model, 13 art teachers, who were located in different parts of the country, participated in knowledge sharing through a Virtual Community of Practice. This study analysed the specific needs of art educators, interrogated the literature for best practices, formed a VCoP, and analysed how participants used it and reports on their comments The research findings indicate that educators would be enthusiastic about the use of such a facility if there was a perceivable benefit especially in breaking down the geographical induced communication barriers that they face at the moment. The research does not propose the replacement of existing face-to-face workshops, meetings and other communication fora, but rather suggests a VCoP can complement them by allowing discussions to continue beyond such meetings. It is contended that a carefully structured and supported VCoP can improve information and knowledge sharing significantly among educators and other stakeholders in Botswana.
Development of a constructivist instructional design model for corporate e-learning in South Africa : a best e-learning practices case study.
(2009) Mokiwa, Sindile Amina.; Murrell, Katherine Ann.
The goal of this research was the development of an e-learning model to address the needs of the South African corporate sector. To do this it was necessary to reach an understanding of: the South African corporate training needs; the difference between training, education, academic learning and learning theory; academic e-learning best practices and their integration into the e-learning model; various instructional /learning design models and how they can enhance e-learning in the corporate sector in South Africa and general and legislative requirements for the development of elearning portals in the South African corporate sector. Reeves and Hedberg (2003) recommend that research with a development goal should use an eclectic-mixed methods-pragmatic paradigm, and multiple research instruments to collect data. This study was conducted within an ICT company that designs e-learning courses for different companies. Three corporate learning portals developed by this company from the INSETA and BANKSETA were carefully interrogated to see if there is a match between the stated and the applied e-learning design methodology. A qualitative approach, with instructional design interviews, educational expert review forms and subject matter expert review forms was used for primary data collection and review of current e-learning design practices. The data was categorised into themes and topics using QSR NVivo 7. The patterns that emerged lead to a better understanding of local issues and these were linked to the best e-learning practices identified by the literature review and elearning practice in the South African corporate sector. The SAeLAD model was then developed based on Trivedi’s e-learning best practices and using 13 e-learning design field-based findings namely; qualifications of practitioners, constructivism versus instructivism, learning through activities to support theoretical knowledge, need for a traceable recordkeeping system, testing and re-testing of the learning environment, incorporation of special needs in the learning design, access to ICT, level of ICT competence, learner motivation, prior experiences of learning, learners’ prior knowledge, cultural backgrounds and language skills and roles and responsibilities of the design team. Comments from practitioners were incorporated in the final design.
Patterns of use of web-based library e-resources among students on the Howard College Campus of the University of KwaZulu-Natal.
(2010) Finlayson, Avenal Jane.; Murrell, Katherine Ann.
This study explores the use of electronic information services (EIS) by students at the Howard College (HC) campus of the University of KwaZulu-Natal (UKZN) in the faculties of Engineering and the Humanities, Development and Social Sciences (HDSS). The objectives were to establish usage among students; identify determinants of usage and to make recommendations. To achieve these objectives, the study concentrated on answering these research questions: • Do UKZN students use library e-resources? • Which e-resources are UKZN students using? • Where do UKZN students access library e-resources? • Why do UKZN students use library e-resources? • What characterises non-users of library e-resources? • What barriers exist to the use of electronic information services (EIS)? A review of the literature identified a mix of quantitative, qualitative and combined methods used to investigate EIS usage. In various research studies, the variables considered to be determinants of use included age, status, discipline of study, subject content, computer proficiency, ease of use, availability and print formats in academic environments. The barriers experienced when using EIS formats, the adoption of technology and the usability characteristics of EIS were also important aspects evident in the literature. The methodology adopted was based on a pragmatic philosophical approach and sought to establish baseline data. A quantitative research design was used which set out to achieve the research objectives through data collection on two fronts. Firstly, the overall usage environment at UKZN was established by reviewing vendor usage statistics. The COUNTER compliant statistics for selected databases and e-journals were collected and analysed. As COUNTER statistics were not available for e-books, the statistics available from the vendors were used. Secondly, a stratified, random sample of students on the HC campus was surveyed by means of an online questionnaire. A response rate of 22.5% was achieved. Data collected established the characteristics of users; whether they made use of e-books, e-journals and databases; where they used them and how often; why they made use of them; and what barriers and problems they experienced when using them. Data from non-users was also solicited. Data is presented in graphs and frequency tables. The Chi-square test was applied to establish significant associations between variables and these results are produced in contingency tables. The findings established that EIS are used by students and usage fluctuates during the course of the academic year with peaks occurring in each semester and low points during the vacation periods. e-Journals and databases are used more than ebooks, while postgraduate students use EIS most. Non-users made up almost a third iv of the sample; while habitual, frequent and infrequent users were reflected in almost equal numbers among those who use EIS. Age, gender or discipline of study were not in evidence as determinants of use. Students undertake searches mainly from computers in the LANs but off-campus computers are also used, which highlights the importance of remote access. The library website is most often the starting point for navigation, although search engines are also popular as a virtual starting point. Locating information was the prime motivation to use EIS, and students largely rated the EIS they used as good or excellent. Barriers were experienced by as many as 37% of users who reported that the non-availability of EIS was the main problem, although they experienced other difficulties. In concluding, issues of library service delivery and recommendations regarding usage are made.
A usability study of the SAMAP web site.
(2011) Kutumela, Lesiba.; Murrell, Katherine Ann.
The goal of this research was to conduct a usability study on Digital Innovation’s (DISA) South African Music Archive Project (SAMAP) website. In order to achieve this goal, it was very important to first (1) understand more fully the expectations of potential users and then (2) to identify any mismatches between the proposed Dublin Core system and users’ search techniques. Many researchers have pointed out that a system that is not easy to use, does not match user requirements, and ignores usability studies is likely to fail (Pearrow, 2000; del Galdo & Nielsen, 1996; Shneiderman & Plaisant, 2005; Kuniavsky, 2003). This study was conducted at the University of KwaZulu-Natal’s Howard College Campus in Durban, South Africa. A qualitative research method was chosen for this study within an eclectic-mixed methods-pragmatic paradigm which favours multiple data collection research instruments to collect data. Data collected was mostly of a qualitative nature and has been interrogated using NVivo™. The patterns that emerged out of this study will establish a better understanding of multi-disciplinary online music archives and website designs. A discussion of the findings and recommendations are presented in the final chapter of this dissertation, but essentially the study demonstrates the need to more fully understand user requirements before development takes place.
The use of browser based resources for literature searches in the postgraduate cohort of the Faculty of Humanities, Development and Social Sciences (HDSS) at the Howard College Campus of the University of KwaZulu-Natal.
(2011) Woodcock-Reynolds, Hilary Julian.; Murrell, Katherine Ann.
The research reflected here examined in depth how one cohort of learners viewed and engaged in literature searches using web browser based resources. Action research was employed using a mixed methods approach. The research started with a survey followed by interviews and a screencast examining practice based on a series of search related exercises. These were analysed and used as data to establish what deficits in using the web to search for literature existed in the target group. Based on the analysis of these instruments, the problem was redefined and a workshop intended to help remediate deficiencies uncovered was run. Based on this a recommendation is made that a credit bearing course teaching digital research literacy be made available which would include information literacy as a component.