https://ir.unisa.ac.za/handle/10500/10414 Tue, 05 May 2026 11:25:41 GMT 2026-05-05T11:25:41Z https://ir.unisa.ac.za/handle/10500/30157 Investigating the classroom teaching practices of life sciences teachers in Gauteng Broadhurst, Jodi-Leigh; Dhurumraj, Thasmai In the analysis of the South African NSC diagnostic reports, the Department of Education prepared areas of learners’ struggle have proved to repeat themselves from 2017 to 2020. The classroom practices of Life Sciences teachers, focusing on teacher knowledge, were observed in a sample of schools in the province of Gauteng, South Africa. The investigation aimed to investigate these practices of Life Sciences teachers and consequently diagnose teaching difficulties. Data was collected through interviews and observations in a multi-case study approach and analyzed using Mudau’s (2016) Classroom Practice Diagnostic Framework. This study reveals that teachers’ classroom practices contribute to the teaching difficulties they experience when considering teachers’ knowledge of the Life Sciences content, the teaching context, and learner understanding. Wed, 01 Mar 2023 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/30157 2023-03-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/29727 A Framework of Social Networks Control in Higher Educational Contexts Jakovljevic, Maria; Nkopodi, Nkopodi Educationists are urged to investigate the effect of social networks control. There is a lack of multidisciplinary studies with a focus on coercive social network control in the higher education sector. This exploratory and descriptive study presents a theoretical contemplation of social network control based on ten key elements that influence teaching and learning in higher education environments. The paper provides a critical analysis of the impact of an economic model on social network control and examines social engineering through the tenets of digital presence, psychological strategies and tactics. Insights into user-generated content and the learning process of manipulative assimilation that influence current ways of thinking in higher education contexts are offered through the lens of social network control mechanisms. A framework for social network control was derived, signifying the flow and dynamics between key elements which might impact various aspects of social network security and its applications in Higher Education. N/A Mon, 01 Mar 2021 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/29727 2021-03-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/29683 Usability and user evaluation of an integrated multimedia e-learning management system Jakovljevic, Maria; Rupere, Taurai The usability of multimedia E-Learning management systems (MEMSs) is critical as it leverages institutions in the educational value chain. The paper aims to investigate the usability effect of an integrated MEMS called Towards Student-Centered Integration of Multimedia E-Learning (TSIME) used at the University of Zimbabwe. This study adopted a quantitative approach, where two self-administered questionnaires were used to gather data on a sample of students and lecturers (n = 492) across ten faculties. Design quality, interaction and feedback, content availability and ethical issues were key independent variable constructs while attitude towards use, overall satisfaction, and likelihood to use TSIME being dependent variables. The results were analysed using descriptive and inferential statistics. The structural Equation Model was used to measure how multimedia design features influence overall satisfaction and likelihood to use. The results showed that ethical issues and content availability were not influencing the use of TSIME while attitude influenced overall usage and satisfaction. Interaction and feedback, as well as design quality, have a significant effect on the likelihood to use TSIME. Fri, 01 Jan 2021 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/29683 2021-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/28192 Adaptation of the Attitude Behavioural Scale section of a PATT instrument for the Omani context Candela, Pablo; Gumbo, Mishack Thiza; Mapotse, Tomé Awshar This study is about the adaptation of the Attitude Behavioural Scale (ABS) section of a Pupils’ Attitudes Towards Technology (PATT) instrument for the Omani context. This study is a mixed methods research design and it consists of three phases. Phase 1 of the study is reported in this article. Phase 1 started with the selection of the PATT-USA as a model to adapt, design and validate the Technology Attitude Bilingual Scale-Arabic/English (TABS) (see Annexure 1). Particular individuals we selected to critique the TABS by using a purposive sampling technique because these individuals belonged to a particular group of competent professionals. The panel of experts’ aim was to establish trustworthiness of the instrument. Their evaluation was on the appropriateness of both languages, particularly that the TABS did not contain any cultural and linguistic errors that could offend the Arab culture. This panel consisted of 4 bilingual and Arab culture experts. The ABS was adapted and translated from English to Arabic. The TABS instrument consisted of an open-ended question (qualitative), demographic information, technology attitudes and language choice. The validation process was replicated from similar studies. Results show that 38 items were corrected. 27 items were classified as minor corrections, namely one to two words were corrected. 11 items were classified as major corrections, namely three to six words were corrected. These corrections are described in Annexure 2. The panel of experts’ final judgement reported that the TABS was a reliable instrument to reveal Omani students’ attitudes towards technology. Sun, 01 Aug 2021 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/28192 2021-08-01T00:00:00Z