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Relevant bibliographies by topics / Programmed instruction – South Africa

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Academic literature on the topic 'Programmed instruction – South Africa'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Programmed instruction – South Africa"

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Wildsmith, Rosemary. "The African languages in South African education 2009–2011." Language Teaching 46, no. 1 (2012): 120–24. http://dx.doi.org/10.1017/s0261444812000420.

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South African National Language Education policy (South Africa, DoE 2002) enshrines multilingualism (ML) as one of its major goals. The implementation of such a policy is a slow process, however, particularly in the educational domain, where parents, teachers and students favour the dominant, ex-colonial language (English) for both historic and instrumental reasons (Dalvit & de Klerk 2005). However, results of the National Benchmarking Test (NBMT Report 2009) conducted at selected South African universities show that most non-English speaking students in higher education have underdevelope

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Quinot, Geo, and SP Van Tonder. "The Potential of Capstone Learning Experiences in addressing perceived Shortcomings in LLB Training in South Africa." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 17, no. 4 (2017): 1390. http://dx.doi.org/10.17159/1727-3781/2014/v17i4a2168.

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Current debates about legal education in South Africa have revealed the perception that the LLB curriculum does not adequately integrate various outcomes, in particular outcomes relating to the development of skills in communication, problem solving, ethics, and in general a holistic view of the law in practice. One mechanism that has been mooted as a potential remedy to this situation is capstone courses, which will consolidate and integrate the four years of study in the final year and build a bridge to the world of practice. A literature review on capstone courses and learning experiences (

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De Silva, Chamellé René, and Margaret A. Hill. "Higher order reading skills and reader response theory: strategies for the classroom." International Journal for Innovation Education and Research 1, no. 2 (2013): 87–108. http://dx.doi.org/10.31686/ijier.vol1.iss2.105.

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South African learners’ performance in the Progress in International Reading Literacy Study (PIRLS 2006) assessment reinforced the need for reading instruction practices aimed at addressing the difficulties in language and reading in both the Foundation and Intermediate Phases, particularly comprehension. PIRLS (2006) highlights the areas of low achievement of South African learners by referring to strategies identified by current research as central to the learning of reading. South Africa lags behind in introducing these critical skills. We argued for the inclusion of an alternative reading

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du Plessis, Colleen. "Massification and diversification in tertiary language education: evaluating the parameters for a successful outcome." Sociolinguistica 34, no. 1 (2020): 195–215. http://dx.doi.org/10.1515/soci-2020-0012.

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AbstractIn response to trends such as internationalization, migration and the knowledge economy, universities globally are under pressure to open their doors to as many students as possible. In South Africa, massification of higher education has two additional dimensions to the above. Firstly, it has to provide a forum for creating a socially inclusive society. Further to this, it has to compensate for the inferior standard of basic education. Together these factors compound the number of diversity variables that require management, particularly as far as language and academic literacy imperat

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Ige, Olugbenga Adedayo, and Loyiso C. Jita. "INSTRUCTIONAL PRACTICES OF SCIENCE TEACHERS IN RURAL LEARNING ECOLOGIES." Journal of Baltic Science Education 19, no. 5 (2020): 780–803. http://dx.doi.org/10.33225/jbse/20.19.780.

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The outcomes of IEA's Trends in International Mathematics and Science Study (TIMSS) conducted from 1995 to 2002 confirmed that there was no improvement in the learning outcomes of grade eight learners in Mathematics and Science. Additionally, the failure rate in Mathematics at the National Senior Certificate (NSC) Matriculation examination has increased from 2008 to 2018 in South African schools. It was consequent on this decline in performance that the South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education developed a short learning intervention progra

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Ogbonnaya, Ugorji I. "THE RELIABILITY OF STUDENTS’ EVALUATION OF TEACHING AT SECONDARY SCHOOL LEVEL." Problems of Education in the 21st Century 77, no. 1 (2019): 97–109. http://dx.doi.org/10.33225/pec/19.77.97.

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The Student Evaluation of Teaching (SET), although controversial, is a common practice at the higher education level for faculty appraisals and promotions, but seldom at secondary school level. Concerns have been raised as to whether students are informed and experienced enough to evaluate teachers’ teaching practices in a reliable way and arrive at valid outcomes. The purpose of this research was to explore the reliability of students’ evaluations of mathematics teaching at secondary school level. This research involved eight teachers, and 194 Grade 11 students from eight secondary schools in

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Mohammed, Tawffeek A. S., Blanche Nyingome Assam, and Mustapha Saidi. "The Use of Web 2.0 Tools in the Foreign Language Classroom." Journal of Educational and Social Research 10, no. 2 (2020): 177. http://dx.doi.org/10.36941/jesr-2020-0037.

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The present study aims to investigate the role that Web 2.0 tools can play in the enhancement of productive and receptive language skills of students of Arabic as a foreign language. The study is part of an ongoing project on the integration of Web 2.0 tools in teaching Arabic as a foreign language and the attitudes of the learners towards them. The design of the study is pre-post, experimental-control group. The sample consisted of (30) students: an experimental group (n=15) and a control group (n=15), doing their BA in Arabic and Islamic Studies at the International Peace College South Afric

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Kubayi, Alliance, Yoga Coopoo, and Heather Morris-Eyton. "Coaches’ Preferences for Continuing Coaching Education in South Africa." Journal of Human Kinetics 50, no. 1 (2016): 229–34. http://dx.doi.org/10.1515/hukin-2015-0160.

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AbstractThe purpose of this study was to examine coaches’ preferences for continuing coaching education. The sample consisted of 122 male and 102 female coaches from the Gauteng Province of South Africa who were purposively recruited to participate in this study. The results of this study showed that the coaches wanted to learn more about motivational techniques, advanced instructional drills, advanced first aid, goal setting, character building and conditioning drills. The results further indicated that sport coaches would be more likely to continue their coaching education if they had a desi

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van Rensburg, Estelle. "Evaluating Work-Based Learning." Industry and Higher Education 22, no. 4 (2008): 223–32. http://dx.doi.org/10.5367/000000008785201739.

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This article outlines an illuminative evaluation study of the work-based module in a vocational qualification in Animal Health offered for the paraveterinary industry by a distance education institution in South Africa. In illuminative evaluation, a programme is studied by qualitative methods to gain an in-depth understanding of its ‘instructional system’, its intended teaching arrangements, as well as its ‘learning milieu’, the actual sites of learning interaction. This results in a rich description of the programme that allows ‘matches’ and ‘mismatches’ between the instructional system and l

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Neerputh, Shirlene. "INTEGRATING INFORMATION LITERACY IN THE GENERAL EDUCATION MODULE AT THE DURBAN UNIVERSITY OF TECHNOLOGY, SOUTH AFRICA." Mousaion: South African Journal of Information Studies 34, no. 1 (2016): 43–55. http://dx.doi.org/10.25159/0027-2639/700.

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A university curriculum re-design process provides a promising opportunity for the Durban University of Technology (DUT) Library to become an active academic partner as it modifies its contribution to enhance teaching, learning and research in the twenty-first century information environment. This article provides a conceptual framework for the library to engage in the General Education Module (GEM) for first-year undergraduate students. The GEM at DUT emanated from a curriculum renewal strategy to enhance student-centred learning across all six faculties of the university. The GEM is underpin

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Dissertations / Theses on the topic "Programmed instruction – South Africa"

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Agaba, Gary. "Perspectives of managers regarding the effectiveness of programmes at Nerina one stop youth justice centre for addressing yout re-offending." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1460.

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The aim of the study was to explore and describe causes of re-offending and the management’s perspective of the effectiveness of programmes being implemented at Nerina One Stop Youth Justice Centre in dealing with re-offenders. Youth re-offending involves breaking of the law and crime. Offending if repeated then develops to be re-offending which is the breaking of the law more than once and this is a dilemma in South Africa as the increase of crime is a challenging issue. A qualitative approach was utilized following an exploratory, descriptive research design as the researcher sought to under

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Bailie, Ross Stewart. ""We have it, we sit on it" : a formative evaluation of a high school sexuality education programme." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/27053.

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This dissertation reports on a formative evaluation of a high school sexuality education programme. The evaluation aimed to generate a greater understanding of pupils' attitudes to sexuality and insight into pupils' responses to a sexuality education programme. A qualitative method using focus groups was used. The groups comprised pupils, with programme staff acting as facilitators and observers. The foremost findings were that pupils had considerable understanding of many of the issues which the programme aims to teach them about. Pupils requested that the programme address issues of their co

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Jefthas, Wilna Desiree. "Youth understandings of a sex education programme." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85571.

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Thesis (MEd)--Stellenbosch University, 2013.<br>The problem of youth has been a key issue in South Africa since 1994, with youth seen as needing extra guidance and leadership if they are to bring about the country that many hope for. The interest in youth is also spurred on by recent studies that claim that once adolescents establish certain behavioural patterns that it becomes difficult to modify these patterns. Little research exists that describes the ordinary sociological experiences of youth, especially on sensitive issues that attract a lot of public attention- such as teenag

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Oosthuizen, Marita. "Integrating methodologies to develop a blended learning computer literacy programme for South African students." Thesis, [Welkom?] : Central University of Technology, Free State, 2004. http://hdl.handle.net/11462/55.

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Thesis (D. Tech.) - Central University of Technology, Free State, 2004<br>For some years, proponents of distance and online learning have touted the efficacy of their methods, while traditionalists have argued the superiority of face-to-face learning environments. Each side in this debate has pointed to strengths in their own methodologies, while criticising the lack of comparable features in the methodologies of their opponents. Blended learning, as the name implies, allows practitioners to combine traditional education with a variety of instructional technologies – solving the argument by jo

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Snow, Janet P. "Information and communication technology driven teaching and learning opportunities in support of environmental education processes : a case of the eno-environment online programme at Treverton Preparatory School, South Africa /." Thesis, Rhodes University, 2008. http://eprints.ru.ac.za/1623/.

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Greeff, Lise-Marie. "The design, implementation and evaluation of a peer group sexuality psycho-education programme for university students." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49792.

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Thesis (MA) -- Stellenbosch University, 2003.<br>ENGLISH ABSTRACT: Health and social problems associated with the high-risk sexual behaviour of young people worldwide gave rise to the priority status accorded to sex education in the past decade. Despite the attention focused on and the goals set for sexual health education, surveys indicate that the AIDS epidemic is still spreading, STD infections are increasing and a growing number of unwanted pregnancies are reported every year. It seems therefore that many young people are not yet able to manage their sexual health effectively and sex

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Herman, Nicoline. "The applicability of international benchmarks to an internet-based distance education programme at the University of Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52484.

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Thesis (MPhil)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: The publication of the Report of the National Commission on Higher Education (NCHE) in 1996, the White Paper on Higher Education (1997) and the Size and Shape Report (2000) has profoundly changed the landscape of Higher Education in South Africa. Institutions of Higher Education have to re-think, among others, their teaching and learning strategies including the integration and use of technology. Although the use of technology in higher education is still in the early stages, the use of Information and Communication

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Malan, Sharon Brenda. "The role of the facilitator in implementing an adult basic education and training (ABET) programme in a rural area in the Southern Cape." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52021.

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Thesis (MEd) -- Stellenbosch University, 2000.<br>ENGLISH ABSTRACT: It is estimated that some 12,5 to 15 million adults in South Africa have had little or no education. Since the first democratic elections in April 1994 the political, economical and social context in South Africa is in the process of transformation. In order to cope with this transformation phase, South Africa is creating structures where the culture of every citizen, irrespective of class, race or gender is acknowledged and respected. One of these structures is the provision of basic education to all South African adults

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Ferreira, Pieter. "HIV/AIDS education and the professional development of teachers : investigating the potential of an e-learning programme." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/16515.

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Thesis (DPhil)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: The focus of my study was to investigate an existing professional development programme for HIV/AIDS education in schools using e-learning as a delivery method. I investigated aspects of pedagogy that provide efficient workplace training for educators, such as constructivist approaches to adult teaching and learning, assessment strategies, creating opportunities for communication and a focus on learners’ voices as crucial elements of in-service training. I reviewed the advantages and disadvantages of e-learning as a deliver

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Rademan, Carika. "Evaluating the efficacy of training programmes for secondary school music teachers at higher education institutions in the province of the Eastern Cape." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019925.

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Frequent changes in the school music curriculums in South Africa necessitated changes in teaching music in schools. Music teachers in secondary schools who are responsible for teaching music as a subject have been confronted with the challenges presented in such a changing educational climate and often found that their pre-service teacher training did not sufficiently prepare them for changing syllabi. The quality of teaching in schools is directly linked to the quality of teacher training at universities and when institutional policies prohibits pre-service teachers from qualifying themselves

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Books on the topic "Programmed instruction – South Africa"

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Time, space and pace: Computer-integrated learning in corporate South Africa. Unisa Press, 2009.

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Prinsloo, Riana. South Africa: Spatial transformation in the post-apartheid era ; manual with the Website course. Acco, 1999.

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Knudsen, Lara M. Reproductive rights in a global context: South Africa, Uganda, Peru, Denmark, United States, Vietnam, Jordan. Vanderbilt University Press, 2006.

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Reproductive rights in a global context: South Africa, Uganda, Peru, Denmark, the United States, Vietnam, Jordan. Vanderbilt University Press, 2006.

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International Society for Music Education. World Conference. Ubuntu: Music education for a humane society ; conference proceedings of the 23rd World Conference of the International Society for Music Education held in Pretoria, South Africa. UNISA, 1998.

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Harold, Koda, and Metropolitan Museum of Art (New York, N.Y.), eds. Orientalism: Visions of the East in western dress. Metropolitan Museum of Art, 1994.

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Lippert, Renate C. Computer-Based Education and Training in South Africa. J L Van Schaik, South Africa, 2004.

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1938-, Brock-Utne Birgit, Desai Zubeida, and Qorro Martha A. S, eds. Language of instruction in Tanzania and South Africa (LOITASA). E & D Ltd., 2003.

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Language Of Instruction In Tanzania And South Africa Highlights From A Project. Sense Publishers, 2010.

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Educational Resources Information Center (U.S.), ed. Journey to South Africa: A cultural experience, grade 7 : performance-based instruction task : [Fulbright-Hays Summer Seminar Abroard 1996 (South Africa)]. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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Book chapters on the topic "Programmed instruction – South Africa"

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Ngcobo, Sandiso. "8. Dual Language Instruction: Its Impact on Attitudes Towards the Role of African Languages in Education." In Multilingual Universities in South Africa, edited by Liesel Hibbert and Christa van der Walt. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091669-010.

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Yan, Liling, Aobing Zeng, and Jianling Guo. "Striving for educational equity in South Africa: L2 Chinese instruction under COVID-19." In Frontiers of L2 Chinese Language Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003169895-9.

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Thomas, Jeffrey. "Learning through Self-Assessment towards Understanding the New B.Ed. Curriculum in South Africa: Experiences from the new B.Ed. Programme at Sol Plaatje University." In Theory and Practice: An Interface or A Great Divide? WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.108.

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The mismatch between instruction and learning could pose a serious barrier to effective teaching and learning. Effective teaching should be a dynamic alignment and realignment of teaching and learning styles to optimise achievement. When teaching and learning styles do not complement each other students may become anxious, frustrated and disengaged which may have negative effects on their performance. The focus of the study is to gather evidence on how students perceive their own learning in order to adapt the teaching approach which will accommodate the students’ preferred way of learning. The main findings in this study showed that students prefer to work independently and that elements of metacognition are present during their efforts to learn. This study therefore suggests that self-assessment activities should become an integral part of the teaching and learning process. Thus, students are afforded the opportunity to advance personal learning through the development of metacognition as self-monitoring and corrective actions. Key words: Self-assessment, metacognition, self-regulated learning

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"Language Policy in Post-Apartheid South Africa." In Medium of Instruction Policies. Routledge, 2003. http://dx.doi.org/10.4324/9781410609328-19.

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Manyike, Tintswalo V., and Nkidi Phatudi. "Writing Instruction in Xitsonga in South Africa." In Teaching Writing to Children in Indigenous Languages. Routledge, 2019. http://dx.doi.org/10.4324/9781351049672-9.

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Mussman, Denise Carpenter, and Venicia F. McGhie. "Increasing Retention of Linguistically-Disadvantaged College Students in South Africa." In Beyond Language Learning Instruction. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1962-2.ch007.

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This chapter discusses a two-week pre-semester course in English academic language skills to improve learning outcomes of second and additional English language speaking students at a historically Black university in South Africa, a country that faces tremendous challenges with educational inequities. Prof. Venicia McGhie created and organized the program, and Dr. Denise C. Mussman taught the course content. This chapter reports on and discusses the challenges that cause many students to fail or dropout of higher education studies, the curriculum of the pilot course, assessment results, and written feedback from students on which lessons helped them most. The smaller class size, speaking activities, and explicit lessons on grammar and writing all contributed positively to the self-efficacy of the students.

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"English as Language of Instruction in Africa." In Language of Instruction in Tanzania and South Africa - Highlights from a Project. Brill | Sense, 2010. http://dx.doi.org/10.1163/9789460912221_002.

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"Language Policy and Literacy Instruction: The View from South Africa to South Texas." In Changing Literacies for Changing Times. Routledge, 2009. http://dx.doi.org/10.4324/9780203875186-25.

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"Reflections on the Loitasa Project in South Africa." In Language of Instruction in Tanzania and South Africa - Highlights from a Project. Brill | Sense, 2010. http://dx.doi.org/10.1163/9789460912221_014.

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Probyn, Margie. "11 Translanguaging for Learning in EMI Classrooms in South Africa: An Overview of Selected Research." In English-Medium Instruction and Translanguaging. Multilingual Matters, 2021. http://dx.doi.org/10.21832/9781788927338-015.

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Conference papers on the topic "Programmed instruction – South Africa"

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Luwes, Nicolaas, and Leanri Van Heerden. "Student perceptions of a proposed generic e-Learning template aligned with the Engineering Council of South Africa accreditations template." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7958.

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The Engineering Council of South Africa (ECSA) audits engineering programmes every four years to grant accreditation to higher education institutions. During this audit, ECSA requests evidence of the four year instruction in a specific format. The problem is that lecturers each have their own e-learning layouts according to preference. This paper proposed and implemented a genereic e-learning template that is aligned with the ECSA specificaions for ease of archiving necessary evidence for the audit. It is however important to evaluate student feedback on this genereic format so that the main p

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Pratt, Deirdre Denise. "The making of CourseMaker, a web-based shell program which can be set up by the teacher to run online courses." In The South African Communications Association Conference. SACOMM, 2003. http://dx.doi.org/10.51415/10321/243.

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CourseMaker is an HTML shell program which was developed by the presenter as part of a Ph.D. research project on CAI/written composition, but which can be used for a variety of other instructional purposes. CourseMaker contains many of the elements of the traditional classroom translated into the electronic medium, and can be set up by teachers to run a variety of courses in either academic or non-formal subjects, along with any instructions, lesson materials or notes they may wish to include. It has features such as lesson links and pop-up boxes which make it possible to layer and cross-link

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Shahzad, Raja Khurram, and Niklas Lavesson. "Detecting scareware by mining variable length instruction sequences." In 2011 Information Security for South Africa (ISSA). IEEE, 2011. http://dx.doi.org/10.1109/issa.2011.6027523.

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Mangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.

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The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or

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Fosu, Agyei. "Technology versus Quality Education in an Underdeveloped Region: A Case Study of UNISA Students in Former Ciskei Homeland in Eastern Cape." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3780.

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Aim/Purpose: This paper seeks to show how University of South Africa (UNISA) is using technology to connect lecturers, tutors and students of [UNISA] in an underdeveloped region in South Africa (SA) to reduce cost and time of travelling to access information, tutorials and help [available] in designated centers, hence making quality and higher education more accessible and less costly. Background: This empirical study gives evidence to back the effectiveness, helpfulness and cost reduction of using technology as a medium of making quality and higher education accessible to under developed regi

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