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Die gebruik van e-leer vir die effektiewe onderrig van isiXhosa-kommunikasie en die invloed daarvan op Afrikaanssprekende onderwysstudente in Wellington
Author(s)
Cox, Sanet
Date Issued
2008
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
This research aims to establish the relationship between language acquisition for isiXhosa as an
additional language and the use of e-learning as well as the effect that such an approach will have on
the students of the target group.
The researcher selected a group of students from those whom she taught, and used e-learning by
means of the Blackboard platform in the teaching process. A B-Ed 3 group was identified as target
group out of which six candidates were randomly selected as case studies in order to monitor the
process of implementation and usage. In an attempt to obtain underlying and rich information, they
each maintained a journal about the e-learning usage, completed two questionnaires and attended a
focus group discussion. These sources of information supplied data which reflected the students’ true
feelings about e-learning.
The lecturer, who had no previous experience of e-learning, attended e-learning courses and also from
her perspective, noted the process of implementation in a journal.
E-learning tasks were used as support to subject content which were used in the classroom. The
students were therefore expected to attend all classes and complete the e-learning tasks outside of class
time.
The research determined that e-learning has the potential to be applied successfully to additional
language teaching. Both the lecturer and the students experienced the process positively.
additional language and the use of e-learning as well as the effect that such an approach will have on
the students of the target group.
The researcher selected a group of students from those whom she taught, and used e-learning by
means of the Blackboard platform in the teaching process. A B-Ed 3 group was identified as target
group out of which six candidates were randomly selected as case studies in order to monitor the
process of implementation and usage. In an attempt to obtain underlying and rich information, they
each maintained a journal about the e-learning usage, completed two questionnaires and attended a
focus group discussion. These sources of information supplied data which reflected the students’ true
feelings about e-learning.
The lecturer, who had no previous experience of e-learning, attended e-learning courses and also from
her perspective, noted the process of implementation in a journal.
E-learning tasks were used as support to subject content which were used in the classroom. The
students were therefore expected to attend all classes and complete the e-learning tasks outside of class
time.
The research determined that e-learning has the potential to be applied successfully to additional
language teaching. Both the lecturer and the students experienced the process positively.
Additional information
Thesis (Master of Education (Education)--Cape Peninsula University of Technology, 2008
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use of e-learning for the effevtive teaching of isiXhosa.pdf
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