Exploring first year medical students’ use of mobile learning to support their self-regulated learning in a developing country
- Authors: Nyirenda, Ishmael Kamtagwala
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/466447 , vital:76729 , DOI https://doi.org/10.21504/10962/466447
- Description: In order to manage the demands of university studies, research suggests that university students should possess efficient self-regulated learning (SRL) skills. The use of mobile learning is believed to enhance SRL skills. Yet, despite the potential benefits of mobile learning, many first-year students encounter challenges in using mobile devices to foster self-regulated learning skills. It is against this backdrop that this study aimed to examine how first-year medical students utilisee mobile learning to foster self-regulated learning. This study employed a Explanatory Sequential Study Design , combining both quantitative and qualitative data. It used the interpretativist and pragmatic paradigms to understand how students perceive and use mobile devices for self-regulated learning. The interpretivist paradigm focused on understanding students’ perspectives, while the pragmatic paradigm aimed to identify effective ways of using mobile devices to promote self-regulated learning. Participants to this study were first-year medical students. The mixed-methods approach aimed to provide a comprehensive understanding of the research problem by collecting data through various methods. Questionnaires gathered quantitative data, while participatory observation, reflective workshops, and focus group discussions provided qualitative data. The theoretical frameworks that guide the study include the Unified Theory of Acceptance and Use of Technology model (UTAUT) (Venkatesh et al., 2003) and Vygotsky's (1978) socio-cultural theory (SCT). The study findings revealed that mobile devices were used by first year medical students to manage and control their learning, both inside and outside the classroom. Notably, significant improvements were observed in cognitive learning strategies, metacognitive self-regulation strategies and resource management learning strategies, including time management. Additionally, the study found that first-year medical students had a positive perception of mobile learning. Furthermore, mobile devices were generally perceived as enablers of self-regulated learning (SRL), providing flexibility, convenience, and access to diverse learning resources. However, distractions and interruptions posed challenges to focus and attention. To mitigate these challenges, strategies such as device management and setting boundaries were suggested. Moreover, first-year medical students expressed the need for support in developing SRL through mobile learning. Guidance in selecting effective mobile applications, opportunities for collaborative learning, and technological skill training were identified as essential forms of support. The study thus recommends integrating mobile learning into curricula to enhance self-regulated learning skills in higher education students, especially among first-year students. Higher education institutions should establish deliberate policies and initiatives for mobile learning programs, especially for first-year students. Educators should offer guidance and training on using mobile learning tools effectively, including information searching skill. However, students should be cautious about distractions from the use of mobile devices. , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2024
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- Date Issued: 2024-10-11
South Africa’s regulation of mineral mining activities in the area: lessons from the United Kingdom
- Authors: Karomo, Adelaide Aquiline
- Date: 2024-04
- Subjects: Mineral mining activities , Mining law , Deep Sea mining Act
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/64411 , vital:73700
- Description: As they anticipate the benefits associated with mining polymetallic nodules, polymetallic sulphides and ferromanganese crusts, several States are currently exploring or sponsoring State-owned enterprises and private persons to explore for these mineral resources in the seabed, ocean floor and subsoil beyond national jurisdiction (the Area). However, Africa remains the only region that is not actively participating. To guide South Africa in developing a deep seabed mining regime the thesis begins by identifying the international law regulating the Area and the activities therein. Since the mineral resources in the Area have been declared the common heritage of mankind, this principle as regulated by Part XI of the United Nations Convention on the Law of the Sea (UNCLOS), and modified by the Agreement relating to the implementation of Part XI of the United Nations Convention on the Law of the Sea of 10 December 1982 forms an essential component of this study. As such, the thesis determines, amongst others, the requirements for participating in mining activities in the Area (as set out in Part XI of UNCLOS) and establishes that developing a legislative framework is crucial to exempt UNCLOS States parties from liability associated with the damage caused by sponsored activities. Based on the obligations in international law, the thesis zooms in on three aspects concerning the regulation of the activities in the Area: (i) mining concessions, (ii) the relevant payment system, and (iii) environmental protection measures. In terms of these aspects, how the United Kingdom’s deep seabed mining regime regulates activities in the Area is examined. For this assessment, the thesis pays particular attention to the Deep Sea Mining Act and the domestic licences granted to UK Seabed Resources Ltd (UKSRL). In identifying lessons for South Africa, the thesis assesses the extent to which the United Kingdom’s regime complies with the international law framework and highlights the inconsistencies and legislative gaps. Thereafter, the thesis examines the South African legislative instruments regulating mining activities at sea, such as the Mineral and Petroleum Resources Development Act and the National Environmental Management Act, to determine whether their scope should be amended to regulate mining activities in the Area. As per the observations from international law and the lessons learnt from the United Kingdom's regulatory framework, the thesis argues that South Africa’s current mining framework should not be amended; separate deep seabed mining-specific legislation must be adopted. The thesis concludes by setting out the recommendations for developing such legislation. , Thesis (LLD) -- Faculty of Law, 2024
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- Date Issued: 2024-04