e-Graphics, e-animations and e-tests: An Alternative Teaching and Learning Experience

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Thursday, 21 July 2005
This presentation is part of 4: Poster Session
e-Graphics, e-animations and e-tests: An Alternative Teaching and Learning Experience

Description: The use of WebCT as an e-LMS offers unique opportunities to the advantage of both staff and learners at Tshwane University of Technology. The presenter was the first lecturer to introduce WebCT in 2001 in the Faculty of Agricultural Sciences. Content, supportive graphics, animations, and tests were made available to students. The experiences of students were determined through test results, surveys, observations and personal interviews. Results indicate a positive outcome when e-learning is applied.
Presentation Format: Poster
Topic: Enabling learning: Effective instructional practices and flexible design models
Target Audience: Course Designers, E-learning Managers, Faculty and Other Instructors, Institutional Research and Assessment Staff, K-12 Educational Staff, Senior Administrators
Appropriate Audience Level: Beginning or new users of WebCT, Experienced WebCT users
WebCT Version:
Abstract Text: The Tshwane University of Technology (TUT) is representative of a typical Higher Education Institution in South Africa. It accommodates residential students from the eleven official language groups reflecting socio-cultural diversity, different learning styles and academic backgrounds. The Department of Agricultural Management at TUT, has three main streams of study, i.e. Crop Production, Mixed Farming as well as Rural Development and Extension. In some fundamental subjects all three groups attend class at the same time, counting up to 150 students in one class. It is experienced that the comprehension of subject content, as well as the pass rate and retention of such large numbers of students are very low. Students also do not have experience in developing higher order thinking skills, e.g. to analyse the content, due to a lack of limited real-life exposure. In an effort to support the students to increase the assimilation of knowledge, as well as the pass rate and retention, students are exposed to alternative learning opportunities such as an e-learning environment. Subjects of this department were therefore developed on the LMS (WebCT) with special reference to the problematic areas. Students can now be during official lecturing classes as well as anytime, anywhere, anyway. In this presentation Crop Protection I will be used as an example to demonstrate the issues involved.
The technological solutions were to give students in access to the Internet (WebCT), giving them practical assignments with animated calculations to do on the Internet and assess them often with exercises and e-testing (pre-tests, post-tests, assignments, formal as well as DIY tests). All these actions are done with reference to cognitive, affective and psychomotor skills.
Qualitative as well as quantitative measuring instruments were used. Data would be interpreted and recommendations would be made. Results of these would be used in further research projects.

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Description:	The use of WebCT as an e-LMS offers unique opportunities to the advantage of both staff and learners at Tshwane University of Technology. The presenter was the first lecturer to introduce WebCT in 2001 in the Faculty of Agricultural Sciences. Content, supportive graphics, animations, and tests were made available to students. The experiences of students were determined through test results, surveys, observations and personal interviews. Results indicate a positive outcome when e-learning is applied.
Presentation Format:	Poster
Topic:	Enabling learning: Effective instructional practices and flexible design models
Target Audience:	Course Designers, E-learning Managers, Faculty and Other Instructors, Institutional Research and Assessment Staff, K-12 Educational Staff, Senior Administrators
Appropriate Audience Level:	Beginning or new users of WebCT, Experienced WebCT users
WebCT Version:
Abstract Text:	The Tshwane University of Technology (TUT) is representative of a typical Higher Education Institution in South Africa. It accommodates residential students from the eleven official language groups reflecting socio-cultural diversity, different learning styles and academic backgrounds. The Department of Agricultural Management at TUT, has three main streams of study, i.e. Crop Production, Mixed Farming as well as Rural Development and Extension. In some fundamental subjects all three groups attend class at the same time, counting up to 150 students in one class. It is experienced that the comprehension of subject content, as well as the pass rate and retention of such large numbers of students are very low. Students also do not have experience in developing higher order thinking skills, e.g. to analyse the content, due to a lack of limited real-life exposure. In an effort to support the students to increase the assimilation of knowledge, as well as the pass rate and retention, students are exposed to alternative learning opportunities such as an e-learning environment. Subjects of this department were therefore developed on the LMS (WebCT) with special reference to the problematic areas. Students can now be during official lecturing classes as well as anytime, anywhere, anyway. In this presentation Crop Protection I will be used as an example to demonstrate the issues involved. The technological solutions were to give students in access to the Internet (WebCT), giving them practical assignments with animated calculations to do on the Internet and assess them often with exercises and e-testing (pre-tests, post-tests, assignments, formal as well as DIY tests). All these actions are done with reference to cognitive, affective and psychomotor skills. Qualitative as well as quantitative measuring instruments were used. Data would be interpreted and recommendations would be made. Results of these would be used in further research projects.