https://ir.unisa.ac.za/handle/10500/8137 2026-05-01T13:18:51Z 2026-05-01T13:18:51Z Archer, Elizabeth Herman H, Janse van Vuuren Hugo D, van der Walt https://ir.unisa.ac.za/handle/10500/23000 2017-08-15T01:01:09Z 2017-01-01T00:00:00Z

Introduction to Atlas.ti: Basic operations, tips and tricks for coding (6th Edition) Archer, Elizabeth; Herman H, Janse van Vuuren; Hugo D, van der Walt The book and its chapters are structured in the same order that you would approach most research projects. It presents a thematic approach to analysis while being cognisant that each analysis is entrenched in its paradigm or philosophy. You may secure in the knowledge that there is no one right way to conduct an analysis (Bazeley, 2013; Campbell, Quincy, Osserman, & Pedersen, 2013; Chenail, 2012; Denzin & Lincoln, 2011; Eberle, 2014; Flick, 2014a&b; Huberman, 2014; Schurink et al., 2013; Willig, 2014a). Atlas.ti may be employed with any qualitative research design. The most analytical process commences with a thematic analysis, and the examples are framed around this approach. Multiple authors (Bazeley, 2013; Braun & Clarke, 2006; Saldana, 2013; Vaismoradi, Turunen, & Bondas, 2013) have attempted to map thematic analysis. Computer software to assist with qualitative data analysis (QDA) has become established as an essential tool for many researchers in the last 20 years. One of the most commonly used acronyms for this software, [Computer-Assisted Qualitative Data Analysis] CAQDAS, [was] introduced by Fielding and Lee following a 1989 conference on the programs… (Gibbs, 2014, p. 277) CAQDAS software allows for review, sorting, sifting, quantification and visualisation of data, but you as researcher remains the driver of the process, the software only assists. (Bazeley, 2013; Flick, 2014b; Gibbs, 2014; Lacey & Luff, 2007; Saldana, 2013). As a researcher, you must be able to conduct rigorous Qualitative Data Analysis and have a firm grasp of Research Designs and Paradigms, before embarking on the computer assisted route. There is a vast array of CAQDAS software available of which some of the most commonly employed ATLAS.ti, NVivo, MAXQDA, AnSWR, HyperRESEARCH, QDA Miner, Qualruss, Transana and Weft (Evers, 2016; Flick, 2014a; Gibbs, 2014; Saldana, 2013). There are even free, Open Source Software available such as Weft, Open Code, AnSWR and TAMS Analyzer (Gibbs, 2014; Saldana, 2013). The tool you employ is less important than the researcher’s skill and approach to analysis as was illustrated in the Dutch KWALON experiment (Flick, 2014a; Gibbs, 2014)

2017-01-01T00:00:00Z Schildkamp, Kim Archer, Elizabeth https://ir.unisa.ac.za/handle/10500/21904 2017-01-10T01:00:43Z 2017-01-01T00:00:00Z

Chapter 2: Feedback of monitoring data and its role in decision making at school and classroom level. Schildkamp, Kim; Archer, Elizabeth

2017-01-01T00:00:00Z Archer, Elizabeth Archer, Elizabeth https://ir.unisa.ac.za/handle/10500/21903 2017-01-10T01:00:50Z 2017-01-01T00:00:00Z

Some exploratory thoughts on Openness and an ethics of care. Archer, Elizabeth; Archer, Elizabeth Amidst the different claims and counter-claims of disruption, innovation and revolutions facing higher education, the notion of Openness is, on the one hand deeply embedded in the evolution of distance education, and on the other hand, one of the key characteristics of more recent phenomena such as Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). Key to these three phenomena is the claim that they aim to widen access, and while the statistics do support this claim with regard to number of registrations or users, widening access is much larger than just providing access and it raises a number of ethical issues and concerns. Openness has become one of the “corporate buzzwords” (Birnbaum 2001: 3) and is “presented as universally applicable quick-fix solutions – along with the obligatory and explicit caution that their recommendations are not quick fixes and will require substantial management understanding and commitment” (Birnbaum 2001:4). Openness is much more buzzword or fad and is deeply political, embedded in our epistemologies and ontologies, and reflecting and often perpetuating inequalities and injustices. While there are many possibly ways to engage with exploring the ethical issues and implications of widening access and opening up opportunity, one possible heuristic lens is to explore these is through the claim that with opening up or widening access comes certain responsibilities. But having said that, determining the scope of these responsibilities is more complex and more nuanced than perceived at a first glance. Considering the scope, definition and ethical implications of Openness and responsibility in these three phenomena, it is important to consider a number of questions such as: Is widening access enough? What are the fiduciary duties of the one who widens access or does widening access cancel or change the inherent fiduciary duty? In this chapter we briefly explore ethics, responsibility and care while mapping the notion of Openness in three different, but overlapping phenomena namely Open Distance and Distributed education, OER and MOOCs. We then propose the need to move towards an ethics of care which acknowledges the need for leadership in Higher Education to take a teleological approach to Openness in order to truly leverage its potential.

2017-01-01T00:00:00Z Scherman, Vanessa Archer, Elizabeth Howie, Sarah https://ir.unisa.ac.za/handle/10500/11977 2015-10-13T11:12:46Z 2006-06-01T00:00:00Z

Locating the local village within the global village: assessment possibilities and practical challenges Scherman, Vanessa; Archer, Elizabeth; Howie, Sarah The Centre for Evaluation and Assessment (CEA) situated at the Faculty of Education, University of Pretoria in South Africa has been working collaboratively with the Curriculum, Evaluation and Management (CEM) Centre at the University of Durham in the United Kingdom on an assessment project since 2003. The CEM centre has developed a suite of monitoring projects catering for learners from primary school, through to A-levels. The CEA has been researching the feasibility of adapting and implementing two projects, one for the primary school and one for the secondary school, for the South African context. The instruments that were developed by the CEM centre are currently being used as baseline assessments in a number of countries, including Australia, New Zealand, Scotland and Germany. In contrast to these countries, South Africa is a developing country, with vast discrepancies in terms of schooling conditions and resources with the additional challenges of multilingualism in the classroom. These issues complicate the implementation of equitable assessment practices. The tension arises between adequately mapping the instruments in terms of context specific monitoring of achievement within South Africa, while maintaining the integrity of the instrument for the purpose of international comparisons. In this regard issues of validity, reliability, fairness and practicality are highlighted. These issues pertain to the quality of the instruments and the research question addressed is: To what extent can an international monitoring system be adapted for the South African context and implemented effectively. This paper addresses these issues as part of an ongoing research project, funded by the National Research Foundation (NRF). Original publication can be accessed at 4 th Sub-Regional Conference on a Assessment in Education, hosted by Umalusi from the 26 th to the 30 th June 2006

2006-06-01T00:00:00Z