Secondary school perceptions of eContent design: an activity theory perspective

dc.contributor.advisorNg'ambi, Dicken_ZA
dc.contributor.authorNdenge, Kinsleyen_ZA
dc.date.accessioned2017-10-02T13:05:57Z
dc.date.available2017-10-02T13:05:57Z
dc.date.issued2017en_ZA
dc.description.abstractThis research investigates how Secondary School science learners in Cameroon perceive the design of electronic content (eContent). Perception plays an important role in how learners use eContent; hence the perception of how eContent is designed could affect how learners learn using this digital content. Online learning and the use of digital learning materials has emerged as a hallmark of the information age to connect and engage users in the learning process. Learners are moving from the use of paper to the use of digital channels for learning, therefore perception of design becomes very important. Without good perception of how learning material is designed, the teaching process would be an uphill task and this could greatly hinder the academic performance of learners, leading to high failure rates. Apart from how learning material is designed, perception is also a product of the socio-cultural environments hence how learners perceive eContent, might be affected by the setting within which it is designed. In this study, a group of Cameroonian learners‟ use of eContent that was designed in a social- cultural context different from their own is studied. The primary research question is aimed at investigating how the learners‟ perception of eContent affects its use. The researcher uses Cultural Historical activity theory (CHAT) as a theoretical framework to understand how students perceive the activity mediated by eContent. By identifying the factors in an activity system that affect learners‟ perception using activity theory, specific recommendations will be made to educators on what to change in the system to foster positive perceptions hence achieve meaningful learning mediated by eContent.en_ZA
dc.identifier.apacitationNdenge, K. (2017). <i>Secondary school perceptions of eContent design: an activity theory perspective</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/25480en_ZA
dc.identifier.chicagocitationNdenge, Kinsley. <i>"Secondary school perceptions of eContent design: an activity theory perspective."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2017. http://hdl.handle.net/11427/25480en_ZA
dc.identifier.citationNdenge, K. 2017. Secondary school perceptions of eContent design: an activity theory perspective. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Ndenge, Kinsley AB - This research investigates how Secondary School science learners in Cameroon perceive the design of electronic content (eContent). Perception plays an important role in how learners use eContent; hence the perception of how eContent is designed could affect how learners learn using this digital content. Online learning and the use of digital learning materials has emerged as a hallmark of the information age to connect and engage users in the learning process. Learners are moving from the use of paper to the use of digital channels for learning, therefore perception of design becomes very important. Without good perception of how learning material is designed, the teaching process would be an uphill task and this could greatly hinder the academic performance of learners, leading to high failure rates. Apart from how learning material is designed, perception is also a product of the socio-cultural environments hence how learners perceive eContent, might be affected by the setting within which it is designed. In this study, a group of Cameroonian learners‟ use of eContent that was designed in a social- cultural context different from their own is studied. The primary research question is aimed at investigating how the learners‟ perception of eContent affects its use. The researcher uses Cultural Historical activity theory (CHAT) as a theoretical framework to understand how students perceive the activity mediated by eContent. By identifying the factors in an activity system that affect learners‟ perception using activity theory, specific recommendations will be made to educators on what to change in the system to foster positive perceptions hence achieve meaningful learning mediated by eContent. DA - 2017 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2017 T1 - Secondary school perceptions of eContent design: an activity theory perspective TI - Secondary school perceptions of eContent design: an activity theory perspective UR - http://hdl.handle.net/11427/25480 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/25480
dc.identifier.vancouvercitationNdenge K. Secondary school perceptions of eContent design: an activity theory perspective. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2017 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/25480en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherInformation and Communication Technologies in Educationen_ZA
dc.titleSecondary school perceptions of eContent design: an activity theory perspectiveen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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