A framework to improve social media as a communication tool in technical vocational education and training colleges in South Africa: a case of twitter.
- Nyamanhare, Sangudzayi Innocent
- Authors: Nyamanhare, Sangudzayi Innocent
- Date: 2021-02
- Subjects: Social media , Education, Higher , Universities and colleges
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20495 , vital:46008
- Description: South Africa uses social media as a communication tool. The use of Twitter as a communication tool in Technical Vocational Education and Training Colleges (TVET) in South Africa is a crucial factor for efficient and effective communication between TVET College administration and stakeholders such as prospective students, students, prospective employers, prospective employees and the Twitter community which follow various Twitter accounts. Literature has found that TVET Colleges use Twitter in a monologic manner which promotes one-way information flow. Twitter is also used in a limited fashion and within silos within TVET Colleges that have incorporated this social media platform into their communication strategy. The main purpose of this research study was to develop a framework to improve social media as a communication tool in TVET Colleges in South Africa. The Social Media-Integration- Theory-Model was used as the theoretical framework to evaluate the use of Twitter in TVET Colleges in South Africa, thus enabling the development of critical success factors to improve the use of social media as a communication tool. The Interpretivist paradigm and qualitative research approach was chosen for this study. Netnography was used to collect the online data from Twitter that was analysed in the study. Data was collected from 36 TVET Colleges in South Africa that have a Twitter account over a one-year period (April 2019 – March 2020). After the data collection, content and thematic analysis were used to analyse the date. The study developed a framework from the analyses of tweets which incorporated the four constructs from the Social-Media-Integration-Theory-Model. The study also developed five critical success factors, namely, procuring and maintaining of ICT infrastructure; implementing a policy that guide the use of social networks for communication purposes in TVET Colleges; raising awareness on the use of Twitter as a tool for communication; intensive training to manage administration of Twitter accounts and appointing champions to promote Twitter as a communication tool in TVET Colleges. , Thesis (MCom) (Information Systems)-- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2021-02
- Authors: Nyamanhare, Sangudzayi Innocent
- Date: 2021-02
- Subjects: Social media , Education, Higher , Universities and colleges
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20495 , vital:46008
- Description: South Africa uses social media as a communication tool. The use of Twitter as a communication tool in Technical Vocational Education and Training Colleges (TVET) in South Africa is a crucial factor for efficient and effective communication between TVET College administration and stakeholders such as prospective students, students, prospective employers, prospective employees and the Twitter community which follow various Twitter accounts. Literature has found that TVET Colleges use Twitter in a monologic manner which promotes one-way information flow. Twitter is also used in a limited fashion and within silos within TVET Colleges that have incorporated this social media platform into their communication strategy. The main purpose of this research study was to develop a framework to improve social media as a communication tool in TVET Colleges in South Africa. The Social Media-Integration- Theory-Model was used as the theoretical framework to evaluate the use of Twitter in TVET Colleges in South Africa, thus enabling the development of critical success factors to improve the use of social media as a communication tool. The Interpretivist paradigm and qualitative research approach was chosen for this study. Netnography was used to collect the online data from Twitter that was analysed in the study. Data was collected from 36 TVET Colleges in South Africa that have a Twitter account over a one-year period (April 2019 – March 2020). After the data collection, content and thematic analysis were used to analyse the date. The study developed a framework from the analyses of tweets which incorporated the four constructs from the Social-Media-Integration-Theory-Model. The study also developed five critical success factors, namely, procuring and maintaining of ICT infrastructure; implementing a policy that guide the use of social networks for communication purposes in TVET Colleges; raising awareness on the use of Twitter as a tool for communication; intensive training to manage administration of Twitter accounts and appointing champions to promote Twitter as a communication tool in TVET Colleges. , Thesis (MCom) (Information Systems)-- University of Fort Hare, 2021
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- Date Issued: 2021-02
Eastern Cape students’ barriers to well-being and academic success in higher education: A photovoice study
- Authors: Dilley, Jessica
- Date: 2020-02
- Subjects: Education, Higher , Educational change -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20949 , vital:46862
- Description: The contemporary educational landscape in South Africa is characterised by prevailing inequities and disparities within higher education institutions and poor academic achievement. Although participation in higher education has increased over time, many students do not complete their courses within the required time and a high proportion of students continue to drop out, with few students progressing to postgraduate level. Majority of students who do not complete their courses are poor. Many students are faced with a number of barriers that stand in the way of academic success and, ultimately, graduation. However, through agency students often draw from a range of supports to promote their well-being and academic success. This study aims to balance the literature by investigating not only the barriers, but also the supports to success in university. This study addresses the notion that students from historically black universities are underrepresented in the literature. The current study explored Eastern Cape students’ barriers and supports to success within higher education. Five undergraduate female students participated in focus groups, which incorporated photovoice, adding to the participative nature of the research methodology. Focus group data were subjected to thematic analysis, informed by social constructionist theory. Three themes were prevalent: barriers within higher education, coping strategies positioned on a continuum and supports in higher education. Descriptions revealed that barriers and supports are reinforced by prevailing discourses, which are critiqued and/or used for the benefit of the students’ well-being. Barriers were limiting, yet also sites for personal growth and agency, whilst the engagement with supports was mediated predominantly by the intersection of social categories (race, gender, socio-economic status) occupied by students. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2020
- Full Text:
- Date Issued: 2020-02
- Authors: Dilley, Jessica
- Date: 2020-02
- Subjects: Education, Higher , Educational change -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20949 , vital:46862
- Description: The contemporary educational landscape in South Africa is characterised by prevailing inequities and disparities within higher education institutions and poor academic achievement. Although participation in higher education has increased over time, many students do not complete their courses within the required time and a high proportion of students continue to drop out, with few students progressing to postgraduate level. Majority of students who do not complete their courses are poor. Many students are faced with a number of barriers that stand in the way of academic success and, ultimately, graduation. However, through agency students often draw from a range of supports to promote their well-being and academic success. This study aims to balance the literature by investigating not only the barriers, but also the supports to success in university. This study addresses the notion that students from historically black universities are underrepresented in the literature. The current study explored Eastern Cape students’ barriers and supports to success within higher education. Five undergraduate female students participated in focus groups, which incorporated photovoice, adding to the participative nature of the research methodology. Focus group data were subjected to thematic analysis, informed by social constructionist theory. Three themes were prevalent: barriers within higher education, coping strategies positioned on a continuum and supports in higher education. Descriptions revealed that barriers and supports are reinforced by prevailing discourses, which are critiqued and/or used for the benefit of the students’ well-being. Barriers were limiting, yet also sites for personal growth and agency, whilst the engagement with supports was mediated predominantly by the intersection of social categories (race, gender, socio-economic status) occupied by students. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2020
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- Date Issued: 2020-02
Factors that impact the use of digital learning in higher education
- Authors: Mtshabe Mxolisi
- Date: 2022-12
- Subjects: Education, Higher , Blended learning , Communication of technical information
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/59576 , vital:62174
- Description: Higher Education Institutions (HEIs) have significantly changed the way they execute their pedagogical processes. This is so, mainly because of the innovations and developments in the ICT sector. HEIs have always succeeded in the implementation of ICT tools for the facilitation of the process of teaching and learning; however, they have faced many challenges related to the utilisation of these tools. Digital learning is among the ICT tools considered by the majority of HEIs to be relevant at this age of digitisation. ICT has introduced a variety of tools, not only for teaching and learning environments, but also for socialisation. These tools include social media tools that are used to achieve different activities in response to the demands of society. In making a comparison between social media and pedagogical tools, there is a huge gap in the level of usage of the two. Social media is much more being used than digital learning and this brings major concerns because users seem to be more interested in social media tools to perform academic activities, than in digital learning. This study has explored the factors that could play a role in digital learning and social media usage in HEIs. The study employed quantitative research methods and a survey was developed and distributed to former university students. The purpose of the study was to formulate a checklist that will inform the factors that impact the use of digital learning in HEIs. At the conclusion of the study, the checklist was formulated and recommendations were made. , Thesis (MA) -- Faculty of Engineering, the Built Environment, and Technology, 2022
- Full Text:
- Date Issued: 2022-12
- Authors: Mtshabe Mxolisi
- Date: 2022-12
- Subjects: Education, Higher , Blended learning , Communication of technical information
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/59576 , vital:62174
- Description: Higher Education Institutions (HEIs) have significantly changed the way they execute their pedagogical processes. This is so, mainly because of the innovations and developments in the ICT sector. HEIs have always succeeded in the implementation of ICT tools for the facilitation of the process of teaching and learning; however, they have faced many challenges related to the utilisation of these tools. Digital learning is among the ICT tools considered by the majority of HEIs to be relevant at this age of digitisation. ICT has introduced a variety of tools, not only for teaching and learning environments, but also for socialisation. These tools include social media tools that are used to achieve different activities in response to the demands of society. In making a comparison between social media and pedagogical tools, there is a huge gap in the level of usage of the two. Social media is much more being used than digital learning and this brings major concerns because users seem to be more interested in social media tools to perform academic activities, than in digital learning. This study has explored the factors that could play a role in digital learning and social media usage in HEIs. The study employed quantitative research methods and a survey was developed and distributed to former university students. The purpose of the study was to formulate a checklist that will inform the factors that impact the use of digital learning in HEIs. At the conclusion of the study, the checklist was formulated and recommendations were made. , Thesis (MA) -- Faculty of Engineering, the Built Environment, and Technology, 2022
- Full Text:
- Date Issued: 2022-12
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