Students’ perceived experiences of a flipped classroom at a traditional South African university in comparison to the traditional classroom
- Authors: Cilliers, Liezel
- Date: 2019
- Subjects: Teaching -- trends Flipped classrooms
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15881 , vital:40545
- Description: The purpose of this study was to explore students’ perceived experiences of flipped classrooms at a traditional South African university in comparison to the traditional classroom. Universities across the world are confronted with a variety of problems. One of these challenges include the massification of higher education as more students now have access to universities resulting in larger class sizes and lower through put rates. Universities have traditionally made use of the face-to-face model of lectures and tutorials as a passive mode of course instruction and delivery. However, due to the massification of higher education, it has become very difficult for lecturers to communicate and collaborate with students. One of the ways that lecturers have attempted to overcome the problem of massification is to make use of technology to increase the delivery of course content. When lectures are made available online while the traditional class time is used to build conceptual understanding and cognitive skills among students, the approach is known as ‘flipping’ the classroom. Several studies have shown that this type of active classroom approach can perform better than traditional lectures when learning outcomes are compared. There is also a very limited body of knowledge available regarding students’ perceived experiences of flipped classrooms at traditional South African universities. The theoretical frameworks guiding this study are the Activity Theory and Constructivism, whilst a pragmatic paradigm was employed. The flipped classroom was used in one course of the Management and Commerce Faculty at a traditional university in South Africa. The study was divided into three cycles: The first cycle involved 4 weeks of traditional lectures, the second cycle of 4 weeks introduced blended learning into the course, while the third cycle of 4 weeks changed the content delivery method to a flipped classroom. At the end of each cycle a formal evaluation through focus groups interviews (with 10 students per cycle) and a questionnaire (that was administered to the class) was conducted to inform the next cycle. Throughout the research process, the researcher also kept detailed field notes to as an account of the planning, execution and reflection for each class. The researcher also observed the behavior of the students during the various research cycles to provide a ‘snapshot’ of the classes. The results of the study suggest that students prefer the use of the flipped classroom is it enables them to communicate with their peers and the lecturer, and providing them with opportunities to better understand learning content through discussions and reasoning, rather than the means of receiving information. Barriers that were identified included difficulty with learning strategies and technical assistance when students needed assistance. However, students were positive about both the use of the flipped classroom as opposed to the use of the traditional classroom.
- Full Text:
- Date Issued: 2019
- Authors: Cilliers, Liezel
- Date: 2019
- Subjects: Teaching -- trends Flipped classrooms
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15881 , vital:40545
- Description: The purpose of this study was to explore students’ perceived experiences of flipped classrooms at a traditional South African university in comparison to the traditional classroom. Universities across the world are confronted with a variety of problems. One of these challenges include the massification of higher education as more students now have access to universities resulting in larger class sizes and lower through put rates. Universities have traditionally made use of the face-to-face model of lectures and tutorials as a passive mode of course instruction and delivery. However, due to the massification of higher education, it has become very difficult for lecturers to communicate and collaborate with students. One of the ways that lecturers have attempted to overcome the problem of massification is to make use of technology to increase the delivery of course content. When lectures are made available online while the traditional class time is used to build conceptual understanding and cognitive skills among students, the approach is known as ‘flipping’ the classroom. Several studies have shown that this type of active classroom approach can perform better than traditional lectures when learning outcomes are compared. There is also a very limited body of knowledge available regarding students’ perceived experiences of flipped classrooms at traditional South African universities. The theoretical frameworks guiding this study are the Activity Theory and Constructivism, whilst a pragmatic paradigm was employed. The flipped classroom was used in one course of the Management and Commerce Faculty at a traditional university in South Africa. The study was divided into three cycles: The first cycle involved 4 weeks of traditional lectures, the second cycle of 4 weeks introduced blended learning into the course, while the third cycle of 4 weeks changed the content delivery method to a flipped classroom. At the end of each cycle a formal evaluation through focus groups interviews (with 10 students per cycle) and a questionnaire (that was administered to the class) was conducted to inform the next cycle. Throughout the research process, the researcher also kept detailed field notes to as an account of the planning, execution and reflection for each class. The researcher also observed the behavior of the students during the various research cycles to provide a ‘snapshot’ of the classes. The results of the study suggest that students prefer the use of the flipped classroom is it enables them to communicate with their peers and the lecturer, and providing them with opportunities to better understand learning content through discussions and reasoning, rather than the means of receiving information. Barriers that were identified included difficulty with learning strategies and technical assistance when students needed assistance. However, students were positive about both the use of the flipped classroom as opposed to the use of the traditional classroom.
- Full Text:
- Date Issued: 2019
A public safety, participatory crowdsourcing smart city model for a developing country
- Authors: Cilliers, Liezel
- Date: 2014
- Language: English
- Type: Thesis , Masters , MCom (Information Systems)
- Identifier: vital:11144 , http://hdl.handle.net/10353/d1015305
- Description: Worldwide the population in cities is increasing. It is the responsibility of local government to provide public safety services in order to ensure the safety of their citizens and, yet, the local government often have inadequate resources to do this. ‘Smart Cities’ is a new and innovative concept that has emerged during the past few years and which involves using current infrastructure and resources more effectively and efficiently. One of the methods used to collect data in a smart city is participatory crowdsourcing but, in order to ensure effectiveness and efficiency, it is essential that a large amount of data be collected from the participants in such a project, who are generally citizens residing in the city. This study was conducted in the city of East London, which is part of the Buffalo City Metropolitan Municipality (BCMM). The study made use of a Design Science approach with a mixed method data collection method. The quantitative data collection comprised a questionnaire that was completed by 394 participants, while the qualitative data collection included a detailed literature review, conversational analysis and observations arising from the building of the crowdsourcing system prototype. The design artefact produced by this research is a model based on the literature, conversational analysis and the principles and concepts learnt from the prototype. Thus, this model represents what must be incorporated in the prototype to assist with the implementation of a public safety, participatory crowdsourcing smart city in a developing country. The model includes three areas ‒ the crowdsourcing system, the city (Buffalo City Metropolitan Municipality) and the citizens of East London. The crowdsourcing system incorporates factors of information security, specifically the CIA triad, and the usability of the crowdsourcing system. Usability includes characteristics such as the quality of the system and interface, as well as the usefulness of the public safety, participatory crowdsourcing system which was used to measure the confidence of the East London citizens in the system. Three steps were identified in the literature as being necessary for the implementation of a smart city project by a city. These steps include the planning, development and delivery of the smart city project. Finally, the trustworthiness of the public safety participatory crowdsourcing system is determined by the ability, reliability and benevolence of the system. These three characteristics were included in the citizen factor of the model.
- Full Text:
- Date Issued: 2014
- Authors: Cilliers, Liezel
- Date: 2014
- Language: English
- Type: Thesis , Masters , MCom (Information Systems)
- Identifier: vital:11144 , http://hdl.handle.net/10353/d1015305
- Description: Worldwide the population in cities is increasing. It is the responsibility of local government to provide public safety services in order to ensure the safety of their citizens and, yet, the local government often have inadequate resources to do this. ‘Smart Cities’ is a new and innovative concept that has emerged during the past few years and which involves using current infrastructure and resources more effectively and efficiently. One of the methods used to collect data in a smart city is participatory crowdsourcing but, in order to ensure effectiveness and efficiency, it is essential that a large amount of data be collected from the participants in such a project, who are generally citizens residing in the city. This study was conducted in the city of East London, which is part of the Buffalo City Metropolitan Municipality (BCMM). The study made use of a Design Science approach with a mixed method data collection method. The quantitative data collection comprised a questionnaire that was completed by 394 participants, while the qualitative data collection included a detailed literature review, conversational analysis and observations arising from the building of the crowdsourcing system prototype. The design artefact produced by this research is a model based on the literature, conversational analysis and the principles and concepts learnt from the prototype. Thus, this model represents what must be incorporated in the prototype to assist with the implementation of a public safety, participatory crowdsourcing smart city in a developing country. The model includes three areas ‒ the crowdsourcing system, the city (Buffalo City Metropolitan Municipality) and the citizens of East London. The crowdsourcing system incorporates factors of information security, specifically the CIA triad, and the usability of the crowdsourcing system. Usability includes characteristics such as the quality of the system and interface, as well as the usefulness of the public safety, participatory crowdsourcing system which was used to measure the confidence of the East London citizens in the system. Three steps were identified in the literature as being necessary for the implementation of a smart city project by a city. These steps include the planning, development and delivery of the smart city project. Finally, the trustworthiness of the public safety participatory crowdsourcing system is determined by the ability, reliability and benevolence of the system. These three characteristics were included in the citizen factor of the model.
- Full Text:
- Date Issued: 2014
Critical success factors for user acceptance of telemedicine in South Africa
- Authors: Cilliers, Liezel
- Date: 2010
- Subjects: Telecommunication in medicine , Medical telematics
- Language: English
- Type: Thesis , Masters , MCom (Information Systems)
- Identifier: vital:11126 , http://hdl.handle.net/10353/384 , Telecommunication in medicine , Medical telematics
- Description: The World Health Organization has recommended Telemedicine to improve health care in developing countries. The objective of this study was to produce Critical Success Factors that will investigate and identify factors that influence the acceptance and continued use of Telemedicine in the Eastern Cape Department of Health, and to suggest ways to sustain this technology from initial adoption (the pilot programme) to full adoption. Sub questions investigated which other facilitating factors, such as management support or previous Information Technology exposure must be present in order for the technology to be adopted successfully. The study made use of a questionnaire to investigate the user acceptance and behaviour of health care workers. A return rate of 76% was achieved. The data was analysed making use of Statistical Package for the Social Sciences (SPSS), specifically the Chi Square test. From these results Critical Success Factors where then formulated to address the problems identified. The Critical Success Factors that were identified include: Implement and disseminate best practice within a legislative framework; Find a champion; Change management strategies; Training; Sustainable finance; Technical issues and Project management principles If these CSFs are addressed before and during the implementation of Telemedicine it will increase the acceptance and use of the technology among health care workers. Critical Success Factors for User Acceptance of Telemedicine in South Africa.
- Full Text:
- Date Issued: 2010
- Authors: Cilliers, Liezel
- Date: 2010
- Subjects: Telecommunication in medicine , Medical telematics
- Language: English
- Type: Thesis , Masters , MCom (Information Systems)
- Identifier: vital:11126 , http://hdl.handle.net/10353/384 , Telecommunication in medicine , Medical telematics
- Description: The World Health Organization has recommended Telemedicine to improve health care in developing countries. The objective of this study was to produce Critical Success Factors that will investigate and identify factors that influence the acceptance and continued use of Telemedicine in the Eastern Cape Department of Health, and to suggest ways to sustain this technology from initial adoption (the pilot programme) to full adoption. Sub questions investigated which other facilitating factors, such as management support or previous Information Technology exposure must be present in order for the technology to be adopted successfully. The study made use of a questionnaire to investigate the user acceptance and behaviour of health care workers. A return rate of 76% was achieved. The data was analysed making use of Statistical Package for the Social Sciences (SPSS), specifically the Chi Square test. From these results Critical Success Factors where then formulated to address the problems identified. The Critical Success Factors that were identified include: Implement and disseminate best practice within a legislative framework; Find a champion; Change management strategies; Training; Sustainable finance; Technical issues and Project management principles If these CSFs are addressed before and during the implementation of Telemedicine it will increase the acceptance and use of the technology among health care workers. Critical Success Factors for User Acceptance of Telemedicine in South Africa.
- Full Text:
- Date Issued: 2010
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