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A checklist to guide the planning, designing, implementation, and evaluation of learning analytics dashboards
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Higher education institutions are moving to design and implement teacher-facing learning analytics (LA) dashboards with the hope that instructors can extract deep insights about student learning and make informed decisions to improve their teaching. While much attention has been paid to developing teacher-facing dashboards, less is known about how they are designed, implemented and evaluated. This paper presents a systematic literature review of existing studies reporting on teacher-facing LA dashboards. Out of the 1968 articles retrieved from several databases, 50 articles were included in the final analysis. Guided by several frameworks, articles were coded based on the following dimensions: purpose, theoretical grounding, stakeholder involvement, ethics and privacy, design, implementation, and evaluation criteria. The findings show that most dashboards are designed to increase teachers’ awareness but with limited actionable insights to allow intervention. Moreover, while teachers are involved in the design process, this is mainly at the exploratory/problem definition stage, with little input beyond this stage. Most dashboards were prescriptive, less customisable, and implicit about the theoretical constructs behind their designs. In addition, dashboards are deployed at prototype and pilot stages, and the evaluation is dominated by self-reports and users’ reactions with limited focus on changes to teaching and learning. Besides, only one study considered privacy as a design requirement. Based on the findings of the study and synthesis of existing literature, we propose a four-dimensional checklist for planning, designing, implementing and evaluating LA dashboards
An analysis of the alignment between the South African Police Service strategic plan and the basic training learning programme
No full textEnglish, Zulu and Tswana abstractsThe aim of the study was to analyze the alignment of the South African Police Service’s
(SAPS) Basic Training Learning Programme and the SAPS strategic plan as it plays
an important role in the development of newly appointed police officials, providing a
vehicle for the SAPS to move towards a professional service. The qualitative approach
was followed in the research. The population of the study consists of the three main
components involved in the BTLP and SAPS strategic plan, SAPS Tshwane Training
Academy, Division: Human Resource Development and the Strategic Planning
component.
Five themes emerged from the study, the knowledge of the origin and purpose of the
SAPS strategic plan, the value of the SAPS strategic plan, the alignment of the BTLP
with international police training standards, the value that the BTLP attach to the SAPS
strategic plan and lastly the management of the SAPS strategic plan by the senior
management.Inhloso yalolu cwaningo bekuwukuhlaziya ukuhambisana phakathi kwesu
Lokusebenza KwamaPhoyisa aseNingizimu Afrika kanye noHlelo lwawo lokuFunda
Oluyisisekelo (i-SAPS) kanye nohlelo lwesu lwe-SAPS njengoba ludlala indima
ebalulekile ekuthuthukisweni kwezikhulu zamaphoyisa ezisanda kuqashwa,
ukuhlinzeka imoto ukuze i-SAPS iqhubekele emsebenzini wobuchwepheshe. Indlela
yocwaningo echazayo yalandelwa ocwaningweni. Inani labantu ocwaningweni
liqukethe okuthathu okuyinhloko izingxenye ezithintekayo ohlelweni lwesu lwe-BTLP
kanye ne-SAPS, Isikole sokuqeqesha saseTshwane se-SAPS, Isigaba:
Ukuthuthukiswa Kwabasebenzi kanye nengxenye Yokuhlelwa Kwamasu Kwavela
izindikimba ezinhlanu ocwaningweni, ulwazi lomsuka nenhloso yocwaningo yohlelo
lwesu lwe-SAPS, ukubaluleka kwesu lohlelo lwe-SAPS, ukuhambisana kwe-BTLP
namazinga okuqeqesha amaphoyisa omhlaba, inani i-BTLP elinamathisele ohlelweni lwesu lwe-SAPS futhi okokugcina ukuphathwa kohlelo lwesu lweSAPS ngabaphathi
abakhulu.Maikaelelo a thutopatlisiso e ne e le go lokolola go lepalepana ga Lenaneothuto la
Katiso ya Motheo la Ditirelo tsa Sepodisi sa Aforikaborwa (SAPS) le togamaano ya
SAPS ka ntlha ya fa le na le seabe sa botlhokwa mo tlhabololong ya mapodisi a a sa
tswang go thapiwa, ka go rialo le tlamela SAPS ka tsela ya go leba kwa go tlameleng
ka ditirelo tsa seporofešenale. Go dirisitswe molebo wa khwalitatifi mo patlisisong eno.
Setlhophasegolo sa thutopatlisiso e ne e le dikarolokgolo tse tharo tse di nang le
seabe mo BTLP le mo togamaanong ya SAPS le Akademi ya Katiso ya Tshwane ya
SAPS, Karolo: Tlhabololo ya Badiri le karolo ya Togamaano. Go tlhageletse merero e
metlhano go tswa mo thutopatlisisong e leng, kitso ya tshimologo le maikemisetso a
togamaano ya SAPS, boleng jwa togamaano ya SAPS, go lepalepana ga BTLP le
dipeelo tsa boditšhabatšhaba tsa katiso ya mapodisi, boleng jo bo tliswang ke BTLP
mo togamaanong ya SAPS, le ka moo botsamaisibogolwane bo tsamaisang
togamaano ya SAPS ka gona.M. Tech. (Police Science)Police Practic
Workplace wellness : yoga as a positive psychology intervention for employees in a South African higher education institution
No full textWorkplace well-being offers important organisational benefits in the modern-day climate of increasing stress and its detrimental impact on mental and physical health. Employees in the Higher Educational context are experiencing increasing workplace pressures stemming from the continuously changing teaching landscape and the growing importance placed on the role of higher education in societal upliftment. Existing literature highlights a predominant reactive approach to employee wellness in the South African context. Proactive approaches that enhance well-being from a strengths-based perspective are advocated as more favourable alternatives. These are inherently more inclusive and counter the stigma commonly associated with reactive strategies.
This study set out to explore and describe the effectiveness and feasibility of using a yoga-based Positive Psychology Intervention (PPI) to promote employee well-being at a local Higher Education Institution (HEI) as a holistic approach to workplace wellness. Informed by the positive psychology paradigm, a repeated measures quasi-experimental, equal status, concurrent mixed method design was employed, using a purposive sample as the most suitable approach to address the study’s aim. Research objectives entailed designing and implementing a 36-week yoga-based PPI and exploring its effectiveness and feasibility as a long-term employee wellness strategy in the target context.
Quantitative results indicated that the yoga-based PPI has promise to promote emotional well-being, as well as energy levels and mental resilience while working, and minimise the experiences of negative emotions and perceived stress. Qualitative findings demonstrated that this type of wellness initiative is a suitable and welcomed strategy to promote holistic employee wellness in response to workplace stress. It offers a range of functional tools that aid physical, mental, emotional, and social aspects of well-being, and the programme structure guides and supports personal growth and transformation. However, attendance and adherence statistics highlighted the need to emphasise efforts for programme uptake and commitment.
Overall, the outcomes support that this PPI can be recommended as a holistic strengths-based strategy to promote well-being amongst employees working at the selected HEI. However, it is important to indicate that programme feasibility rests on strong organisational support and employee commitment. Additional research is needed to offer further support for policy recommendations.PhD. (Psychology)Psycholog
Meaningful knowledge about public administration: Epistemological and methodological antecedents
No full textWhile scientific knowledge has become valuable in creating national and global policies, the influence of Public Administration knowledge may be perceived as limited and thus not meaningful. This study aimed to understand the epistemological and methodological antecedents for meaningful knowledge about public administration. It departed from two assumptions, namely that of a social ontology of a complex, emerging and socially constructed public administration reality, and that of the co-situatedness of scholars, administrators, politicians and citizens in the public administration reality. The current study has shown that a situated knowledge quest for this reality implies, firstly, an extended epistemology to recognize and consider all forms of tangible and non-tangible knowledge about public administration within relevant contexts. Secondly, it implies an interscience methodology drawing from multi- and transdisciplinary traditions for comprehensive knowledge about public administration within relevant contexts. Meaningful knowledge about public administration can influence public policy only if (a) it is consistent with the social ontology of this reality, (b) it is of value for the situated and interconnected knowledge stakeholders, (c) this emerging, irreducible and complex reality is explored through an extended epistemology, and (d) results from a methodology of interscience and complex thinking.Public Administration and Managementn.a
Mapping the perception of urban safety,space and livelihood of girl street children in Yogyakarta, Indonesia
Get PDFStreet children remain a social phenomenon in many low- and middle-income countries in which they experience alienation, discrimination, and social and spatial exclusion. The aim of this study was to identify and understand how girl street children perceive safety, space, and their livelihood on the urban streets of Yogyakarta, Indonesia, and to identify the multilevel components and processes that can contribute to improving the effectiveness of interventions for this group. A mixed-methods design was applied using a critical community-based participatory research and asset-mapping approach. Both quantitative descriptive statistics and qualitative thematic content analysis were used. The results highlight that the girl street children are subjected to various forms of hegemony linked to power, space and place, gender, and socio-economic marginalisation. Factors that contribute to their safety and survival include a sense of place, belonging and connectedness, and access to various tangible and intangible assets in their created spaces. We recommend further exploration of the mobilisation of assets to transform the quality of life and livelihood and to enhance the safety of the girl street childrenInstitute for Social and Health Studies (ISHS
Variation in herbivore space use: comparing two savanna ecosystems with different anthrax outbreak patterns in southern Africa
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Background
The distribution of resources can affect animal range sizes, which in turn may alter infectious disease dynamics in heterogenous environments. The risk of pathogen exposure or the spatial extent of outbreaks may vary with host range size. This study examined the range sizes of herbivorous anthrax host species in two ecosystems and relationships between spatial movement behavior and patterns of disease outbreaks for a multi-host environmentally transmitted pathogen.
Methods
We examined range sizes for seven host species and the spatial extent of anthrax outbreaks in Etosha National Park, Namibia and Kruger National Park, South Africa, where the main host species and outbreak sizes differ. We evaluated host range sizes using the local convex hull method at different temporal scales, within-individual temporal range overlap, and relationships between ranging behavior and species contributions to anthrax cases in each park. We estimated the spatial extent of annual anthrax mortalities and evaluated whether the extent was correlated with case numbers of a given host species.
Results
Range size differences among species were not linearly related to anthrax case numbers. In Kruger the main host species had small range sizes and high range overlap, which may heighten exposure when outbreaks occur within their ranges. However, different patterns were observed in Etosha, where the main host species had large range sizes and relatively little overlap. The spatial extent of anthrax mortalities was similar between parks but less variable in Etosha than Kruger. In Kruger outbreaks varied from small local clusters to large areas and the spatial extent correlated with case numbers and species affected. Secondary host species contributed relatively few cases to outbreaks; however, for these species with large range sizes, case numbers positively correlated with outbreak extent.
Conclusions
Our results provide new information on the spatiotemporal structuring of ranging movements of anthrax host species in two ecosystems. The results linking anthrax dynamics to host space use are correlative, yet suggest that, though partial and proximate, host range size and overlap may be contributing factors in outbreak characteristics for environmentally transmitted pathogens
Perceptions of teachers and learners on solid waste management in Umlazi District schools
Get PDFAbstracts in English, Zulu and AfrikaansThis study looked at how teachers and learners in secondary schools perceived solid waste management. There is not much research on the extent to which learners in South Africa are aware of, knowledgeable about or practise solid waste management. The principles, aims and targets of the South African government about solid waste management were examined in reviewing the literature on solid waste management awareness, knowledge and behaviours among learners. This study used waste management theory and following a qualitative approach, adopted a case study design to explore the perception of teachers and learners on solid waste management in the Umlazi District, Kwa-Zulu Natal. By using focus group interviews, observation, face-to-face interviews and photovoice, data were collected from three secondary schools and three teachers, teaching Life Sciences and 18 learners in Grade 10. The findings showed that the teachers and learners were obviously aware of concerns with solid waste and waste management practices in their schools and local environment. It was also appeared the school teachers and learners had an acute awareness that poor waste management would have a negative impact on the school environment as well as on them as individuals. Furthermore, the findings revealed that there was minimal awareness of effective solid waste management practices. Good waste solid waste management practices activities were minimal in both the school and home environment. The critical recommendations of the study is that the Department of Basic Education need to intensify the research on proper solid waste disposal to better understand the needs of teachers and learners with regard to environmental matters such as solid waste management.Lolu cwaningo luhlole izinga lokubona othisha nabafundi ngokuphathwa kwemfucuza eqinile ezikoleni zamabanga aphezulu. Kwatholakala kuphela inani elilinganiselwe lezifundo ezihlola ukuqwashisa kwabafundi bezikole, ulwazi kanye nomkhuba wokuphathwa kwemfucuza eqinile eNingizimu Afrika. Izincwadi zabuyekezwa zibhekene nokuqwashisa okuqinile kokuphathwa kwemfucuza, ulwazi kanye nemikhuba yokufunda ezikoleni futhi kwaxoxwa ngazo esandleni sezimiso, izinhloso kanye nemigomo kaHulumeni waseNingizimu Afrika maqondana nokuphathwa kwemfucuza eqinile. Lolu cwaningo lusebenzise ithiyori yokuphathwa kwemfucuza futhi ngokulandela indlela yekhwalithi, lwamukela umklamo wocwaningo lwecala ukuhlola umbono wothisha nabafundi ngokuphathwa kwemfucuza eqinile ezifundeni zase-Ulmazi, Kwa-Zulu Natal. Ngokusebenzisa izingxoxo zeqembu ezigxile, ukubuka, ingxoxo yobuso nobuso kanye ne-photovoice, idatha yaqoqwa ezikoleni ezintathu zamabanga aphezulu nothisha abathathu, ukufundisa i-Life Sciences kanye nabafundi abayishumi nesishiyagalombili ebangeni le-10. Okutholakele ocwaningweni kukhombise ukuthi othisha nabafundi ngokusobala bayazi ngokukhathazeka ngemfucuza eqinile kanye nemikhuba yokuphathwa kwemfucuza ezikoleni zabo nasezindaweni zendawo. Kwaphinde kwabonakala ukuthi othisha bezikole kanye nabafundi babenolwazi olubukhali lokuthi ukungaphathwa kahle kwemfucuza kuzoba nomthelela omubi emvelweni wesikole kanjalo nakomuntu ngamunye. Ngaphezu kwalokho okutholakele kuveze ukuthi ukuqwashisa okuvelele nokho kwakungabonakali ezifundweni imikhuba eqinile yokuphatha imfucuza. Imfucuza enhle eqinile yokuphathwa kwemfucuza imisebenzi yayincane kokubili esikoleni nasendaweni yasekhaya. Izincomo ezibucayi zocwaningo ukuthi umnyango wezemfundo kuzodingeka uqinise ucwaningo mayelana nokulahlwa kwemfucuza eqinile efanele ukuze uqonde kangcono izidingo zothisha nabafundi ezindabeni zemvelo ezifana nokuphathwa kwemfucuza eqinile. Amagama asemqoka: ukuphathwa kwemfucuza eqinile, ukuqwashisa, ulwazi, ukuqonda, imikhuba, Isifunda sase-Umlazi, Kwa-Zulu Natal.Hierdie studie het die vlak van persepsie van onderwysers en leerders oor vasteafvalbestuur in sekondere skole ondersoek. Slegs ‘n beperkte aantal studies is gevind om skoolleerders se bewustheid, kennis en praktyk van vasteafvalbestuur in Suid-Afrika te evalueer. Literatuur is hersien wat handel oor vasteafvalbestuursbewustheid, kennis en praktyke van skoolleerders en bespreek aan die hand van die beginsels, doelwitte en teikens van die Suid-Afrikaanse Regering ten opsigte van vaste afvalbestuur.Hierdie studie het afvalbestuursteorie gebruik en na aanleiding van ‘n kwalitatiewe benadering ‘n gevallestudie-ontwerp aangeneem om die persepsie van onderwysers en leerders oor vasteafvalbestuur in Ulmazi-distrikte, KwaZulu-Natal, te ondersoek. Deur gebruik te maak van gefokusde groeponderhoude, waarneming, aangesig-tot-aangesig-onderhoud en fotostem, is data van drie sekondêre skole en drie onderwysers, wat Lewenswetenskappe en agtien leerders in graad 10 onderrig, ingesamel. Die studiebevindinge het getoon dat die onderwysers en leerders uiteraard bewus was van kommer oor vaste afval en afvalbestuurspraktyke in hul skole en plaaslike omgewing. Dit het ook geblyk dat die skoolonderwysers en leerders ‘n skerp bewustheid het dat swak afvalbestuur ‘n negatiewe impak op die skoolomgewing sowel as op hulle as die individu sou hê. Verder het die bevindinge aan die lig gebring dat prominente bewustheid egter nie sigbaar was in die leerders se vaste-afvalbestuurspraktyke nie. Goeie afval vaste afval bestuurspraktyke aktiwiteite was minimaal by beide die skool en huis omgewing. Die kritiese aanbevelings van die studie is dat die departement van onderwys die navorsing oor behoorlike vullisverwydering sal moet verskerp om die behoeftes van onderwysers en leerders ten opsigte van omgewingsake soos vaste afvalbestuur beter te verstaan. Sleutelwoorde: bestuur van vaste afval, bewustheid, kennis, begrip, praktyke, Umlazi-distrik, KwaZulu-Natal.M. Ed. (Environmental Education)Science and Technology Educatio
Pre-service practicum at a teacher education college : a case in Ethiopia
No full textThis study explored how the basic ideas of the constructivist theory of learning are
put into practice in the pre-service practicum programme to determine the extent to
which key participants hold a shared set of beliefs about the pre-service practicum
and to explore its implementation at the Hossana College of Teacher Education,
Ethiopia, in light of the constructivist paradigm. A single qualitative case (holistic)
design was used to fully grasp the phenomenon under inquiry from the standpoint of
the research participants. This qualitative single-case study was guided by the
constructivist theory of learning based on constructivist interpretivism's philosophical
paradigms. This research was also based on the Vygotskian epistemological idea
that social reality is formed and mediated because contact and engagement do not
exist without participants. Twenty-nine individuals were purposively sampled, all of
whom were well-informed. Interviews, observations, document reviews, and field
studies were also used to collect relevant and sufficient data for the study. The
qualitative data underwent interpretive and reflective analyses. The study's findings
revealed that, despite the inherent constraints of the practicum implementation
process, the practicum is critical to developing competent professionals. However, it
appears that the essence of the practicum is not well understood in light of the
constructivist teacher education framework. Thus, participants' ideas regarding the
fundamental assumptions and theoretical underpinnings of constructivist pedagogy
were contradictory to the beliefs of the constructivist theory of learning. The
programme was being run in an environment that did not support the ways in which
to achieve the end goal. An integrated and dependable partnership or collaboration among the involved parties had not yet been established. The roles and
responsibilities were not properly shared by all the concerned bodies. It seemed that
a kind of compliance dominated the scene of the practicum rather than collaboration.
Tasks in practicum courses were not clear and well-organised in the practicum
setting, and college supervisors and cooperating teachers continued to play
traditional roles. The entire learning environment is less supportive of the practicum's
premises. Based on theory, policy, and practice, this study came to a conclusion on
the proposed framework for pre-service practicum implementation.Ph. D. (Curriculum Studies)Curriculum and Instructional Studie
Guidelines for the reduction of type 2 Diabetes Mellitus among older people living with HIV in Harare Urban District, Zimbabwe
Get PDFBackground: The reduction of Type 2 Diabetes among older people living with HIV (older PLWH) is a pertinent issue due to increase in the number of PLWH who are ageing and developing age related chronic conditions like Type 2 Diabetes.
Aim: The purpose of the study was to develop guidelines for the reduction of Type 2 Diabetes among older PLWH in Harare.
Methods: The study used a qualitative approach supported by a scoping review of literature and an integrated literature review. The scoping review of literature identified risks of Type 2 Diabetes development. An exploratory descriptive design collected data from older PLWH and from nurses caring for older PLWH. Both samples were recruited purposively from five clinics in a low socio-economic area. Data analysis used Braun and Clark’ 6 steps. Findings from the two data sources were triangulated with an integrative literature review to develop guidelines. Ethical approval reference number for study is 14056739_CREC_CHS_2022.
Findings: The scoping review of literature mapped out five risks for Type 2 Diabetes development among older PLWH. These risks were long duration of HIV infection, use of older generation antiretroviral therapy with adverse effects of ART; lack of knowledge, a high body mass index and presence of hypertension. From the older PLWH it was concluded that physical activity included domestic chores, economic activities and exercise and healthy eating included consumption of whole grains, higher proportions of carbohydrates and lesser of protein, fruit and vegetables. Older PLWH had challenges of pain, fatigue, and depressive symptoms to implement self-care practices. The data from nurses concluded that screening included; risk assessment, signs and symptoms screening and random blood glucose testing. Health education was done in groups and individually with promotion of healthy eating and physical activity. These nursing interventions were determined by risks presented by older PLWH
Guidelines: Conditional guidelines included; use of metformin and screening PLWH from a younger age than the general population. Strong guidelines included; screening for excess risks, challenges and self-care practices, routine laboratory testing, involvement of a multidisciplinary team, providing individualised health education which promoted healthy lifestyle adjustments of eating and physical activity.Health Studie
Students’ views of the pedagogical value of infographics in the online learning materials of the Bachelor of Laws degree at the University of South Africa
Get PDFAbstracts in English, Northern Sotho and AfrikaansThe traditional, text-heavy approach to legal education does not attend to the necessity of developing law students’ digital visual literacy, a crucial skill they require to become graduates who are ready for legal practice in today’s digital world. Infographics (information graphics) are proliferating social, digital and news media and subsequently educators in higher and online education are embracing this. The inclusion of instructor-generated infographics in the online learning material of students can be used to develop their digital visual literacy. The present study sought to establish students’ views of the pedagogical value of infographics in the online learning materials of the Bachelor of Laws degree at the University of South Africa. The learning theory of connectivism informed the study, which was situated within a positivist research paradigm. A quantitative research approach was followed, and a descriptive research strategy adopted. Non-probability, purposive sampling was used to select 196 students to respond to a structured online questionnaire. Data were analysed with the Qualtrics XMTM and IBM© SPSS® Statistics software packages. Descriptive and inferential statistical analysis procedures were utilised in analysing data to ultimately obtain results that answered the main research question. The chi-square and Fischer exact tests were used to reach conclusions with which to address the research hypotheses. The results of the study indicated that the respondents perceived infographics as useful visual learning materials, but that they would also like additional types of visual materials to be included. Students supported the inclusion of additional visual elements in their online learning materials, and neither their ages nor English-language proficiency affected their preferences in this regard. Students' positive sentiments indicated that infographics helped them to better understand complex course materials and increased their enjoyment of the HFL1501 module. The results also indicated that almost half of the respondents did not perceive themselves as adequately visually literate to benefit from infographics as learning materials, illustrating the need to purposively develop this literacy in students. Previous interactions with infographics in an educational context improved students’ perceived ability to understand the infographics, but their level of qualification did not.Mokgwa wa sekgale, wa go somisa, dingwalwa tse ntsi go thuto ya tsa molao ga o hlokomele tlhokego ya go hlabolla bokgoni bja baithuti ba tsa molao go tsa titsithale, e lego bokgoni bjo bohlokwa bjo ba swanetsego go ba le bjona gore ba be baithuti bao ba phethilego dithuto gomme ba loketse go soma ka tsa molao ka lefaseng la lehono la titsithale. Diswantsho tsa tshedimoso (diswantsho tsa go fana ka tshedimoso) di swahlela go kgaso ya setshaba, ya titsithale le ya ditaba gomme mafelelong barutisi bao ba lego ka go thuto ya godingwana le ya inthaneteng ba thoma go e somisa. Go akaretswa ga diswantsho tsa tshedimoso tsa go tsweletswa ke morutisi ka go dingwalwa tsa go ithuta inthaneteng tsa baithuti di ka somiswa go hlabolla bokgoni bja bona bja bokgabo bja titsithale. Dinyakisiso tse di nyaka go hwetsa maikutlo a baithuti ka ga boleng bja go ruta bja diswantsho tsa tshedimoso ka go dngwalwa tsa go ithuta inthaneteng tsa kgrata ya Molao ka Yunibesithing ya Afrika Borwa. Teori ya go ithuta ya go fana dikgopolo ke yona e somisitswego ka mo dinyakisisong, yona e beilwe ka gare ga seemo sa dinyakisiso tsa kamano ya tsa leago. Mokgwa wa dinyakisiso tsa bontsi o latetswe, gomme gwa somiswa mokgwa wa dinyakisiso tsa tlhaloso. Mokgwa wa go dira disampole tsa tlhokego ya kgonagalo, tsa nepo o somisitswe go kgetha baithuti ba 196 go araba dipotsiso tsa dinyakisiso tsa inthaneteng tsa go se fetoswe. Tshedimoso e sekasekilwe ka go somisa mananeo a softewere a Dipalopalo a Qualtrics XMTM le IBM© SPSS®. Ditshepediso tsa tshekatsheko ya dipalopalo ka go hlalosa le ka tshupetso di ile tsa somiswa go sekaseka tshedimoso gore mafelelong go hwetswe dipoelo tseo di arabilego potsisokgolo ya dinyakisiso. Diteko tsa ditsopolwa tsa chi-square le tsa Fischer di ile tsa somiswa go fihlelela dipheto tseo ka tsona go ka rarollwago haephothesese ya dinyakisiso. Dipoelo tsa dinyakisiso di laeditse gore baarabi ba be ba bona diswantsho tsa tshedimoso bjalo ka dingwalwa tsa go thalwa tsa go ithuta tsa mohola, eupsa gape gore ba nyaka mehuta ya tlaleletso ya dingwalwa tsa go thalwa gore le tsona di akaretswe. Baithuti ba ile ba thekga go akaretswa ga dikarolo tsa tlaleletso tsa go thalwa ka go dingwalwa tsa bona tsa go ithuta inthaneteng, gomme mengwaga ya bona goba go tseba polelo ya Seisemane ga bona ga se gwa ama kgetho ya bona mabapi le se. Maikutlo a makaone a baithuti a laeditse gore diswantsho tsa tshedimoso di ba thusitse go kwesisa bokaone dingwalwa tsa thuto tse bothata le go oketsa go ipshina ga bona ka motsule wa HFL1501. Dipoelo di laeditse gape gore tekano ye e nyakilego go ba seripagare sa baarabi ga se ba ipona bjalo ka bao ba nago le bokgoni bja go thala go holega go diswantsho tsa tshedimoso bjalo ka dingwalwa tsa go ithuta, gomme se se laetsa gore go na le tlhokego ya gore baithuti ba be le bokgoni bjo ka maikemisetso. Dipoledisano tsa nakong ye e fetilego tsa mabapi le diswantsho tsa tshedimoso ka seemong sa thuto di ile tsa kaonafatsa bokgoni bja baithuti bja go kwesisa diswantsho tsa tshedimoso, eupsa maemo a bona a dithuto ga se a kgona.Die tradisionele, teksbelaaide benadering tot regsonderrig gee nie aandag aan die noodsaaklikheid daarvan om ontwikkelende regstudente se digitale, visuele geletterdheid te ontwikkel nie, wat ’n deurslaggewende vaardigheid is wat hulle moet verwerf om gegradueerdes te word wat gereed sal wees vir regspraktyke in die huidige digitale wêreld. Infografika (inligtingsgrafika) brei sosiale, digitale en nuusmedia uit en derhalwe omarm opvoeders in hoër en aanlyn onderrig dit ook. Die insluiting van instrukteurgeskepte infografika by die aanlyn leermateriaal van studente kan gebruik word om hulle digitale, visuele geletterdheid te ontwikkel. Hierdie studie wil studente se sienings bepaal ten opsigte van die pedagogiese waarde van infografika in die aanlyn leermateriaal van die graad, baccalaureus in die regte, by die Universiteit van Suid-Afrika. Die leerteorie van konnektivisme het die studie, wat in ’n positivistiese navorsingsparadigma gesetel is, geïnspireer. ’n Kwantitatiewe navorsingsbenadering is gevolg en ’n beskrywende navorsingstrategie is gebruik. Nie-waarskynlike, doelbewuste steekproefneming is gebruik om 196 studente te kies om aan ’n gestruktureerde aanlyn vraelys deel te neem. Data is met behulp van die Qualtrics XMTM- en IBM© SPSS- statistiese-sagtewarepakkete ontleed. Beskrywende en afgeleide statistiese ontledingsprosedures is gebruik om data te ontleed ten einde resultate te bekom om die hoofnavorsingsvraag te beantwoord. Die chi-vierkanttoets en Fischer se presisietoetse is gebruik om gevolgtrekkings te maak om die navorsingshipotese te ondersteun. Die resultate van die studie het daarop gedui dat die respondente infografika as nuttige visuele leermateriaal sien hoewel hulle sal verkies dat addisionele visuele materiaal ingesluit moet word. Studente het die insluiting van addisionele visuele elemente by hulle aanlyn leermateriaal ondersteun en nóg hulle ouderdom nóg hulle taalbeheer van Engels het hulle voorkeure in hierdie opsig beïnvloed. Studente se positiewe sienswyses het aangetoon dat infografika hulle help om die ingewikkelde kursusmateriaal beter te verstaan en dit vir hulle aangenamer maak om die HFL1501-module te voltooi. Die resultate het ook gewys dat byna die helfte van die respondente hulleself nie as genoegsaam visueel geletterd sien om baat te vind by infografika as leermateriaal nie, wat die behoefte om hierdie geletterdheid doelbewus by studente te ontwikkel, illustreer. Vorige interaksie met infografika in ’n onderrigkonteks het die studente se waargenome vermoë verbeter om die infografika te verstaan, hoewel dit nie hulle vlak van kwalifikasie verbeter het nie.M. Ed. (Open Distance Learning)Educational Studie