Dissertations On Barriers To Collaborative Education

This study is about the comparison of distance and conventional education programs at the University of Pretoria, South Africa.

It is assessed in terms of access, delivery modes and output.

The purpose is to investigate and to compare the impact of distance and conventional education on the performances of learners in a postgraduate degree program (B. (Hons) with specialization in Education Management, assessed in terms of access, delivery and output.

It explored documents that were both at the macro (Government Policy documents) and macro (University’s / Faculty documents) with the aim of answering the main research question, with other identified sub-research questions that have been raised.: What is the comparison between the impact of distance and conventional education on the performances of learners in a postgraduate BEd (Hons) degree program with specialization in Education Management, when assessed in terms of access, delivery mode and output?

Visit the Website This study reports on the use of action research methodology to generate a critical reflective collaborative setting.

The aim was to infuse the institution with the results of this study in order to stimulate debate on the issues regarding change in practice and systems.

In this thesis work, BL models were studied and the pertinent ones were adopted and modified for application in a case study involving the handling of two courses—Computer Literacy at Sunyani Polytechnic and Computer Networking at Kwame Nkrumah University of Science and Technology (KNUST) all in Ghana.

In the models, students’ performance in terms of their end-of-semester examination results, were used as the output.

The experimental results revealed that employing instructional technology promises great successes when adequate preparation is made.

This was evident in the outcome of the application of the BLM at KNUST which showed an average improvement of 61% in the performance of students.

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