Information Communication Technology

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Browsing Information Communication Technology by Subject "374.26"

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    Implementing online learning for students of computer end using at VUT
    (Vaal University of Technology, 2013-07-19) Van Eck, Rene; Du Plessis, L. A., Prof.; Jordaan, A., Prof.
    The personal computer has changed the way people think and live and has found its way into every area of life. The ability to work with computer technology is a requirement for today's world. The number of virtual learning environments (VLE's), is increasing and e-learning has been promoted as a solution for remote education. Computer literacy, the ability to use computers to perform a variety of tasks, is becoming fundamental to the learning process. Students need to be computer literate, because they are expected to use the computer in most of their subjects, by completing projects, perform electronic searches or typing assignments, to name a few. Many of the learners, who enrol at Vaal University of Technology (VUT), do not have this basic skill, and a great number of them do not have their own computers. It is thus still necessary for VUT to offer a subject such as Computer End Using to provide the learners with the basic level of computer literacy. According to the South African Qualifications Authority, computer literacy is on NQF level 4. Although computer literacy is regarded as being at a lower level than the first year in higher education, it remains a vital prerequisite for completing qualifications. It is therefore important that higher education institutions offer training for fundamental computer skills. This is also supported by the National Plan for Higher Education (NPHE), which emphasizes the mainstreaming of academic development. VUT faces a challenge in terms of providing computer literacy training through online learning. The exact skills the students need in order to engage in online learning, are the same skills taught online, subsequently these programmes require motivated learners with fundamental computer skills. The two online learning packages that were investigated in this study were a national product (HS Training) and an international product (SimNet). An informed recommendation was made with regard to the software package that would be most suitable for VUT students to become computer literate through online learning.
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    Validity, reliability and fairness of item measurements attained by a comprehensive computer-assisted assessment tool
    (2010-11-01T07:40:49Z) van der Merwe, Preller Josefus
    The sole purpose of a test is to make a measurement. Assessment is very much a process of measurement, whether the outcome is used for baseline, diagnostic, formative or summative purposes. When measurement is taken, in whatever form, a score is obtained. The score that is obtained forms the important part of assessment, because this score determines the outcome of the assessment, the decisions that are to be made regarding the student’s progress, curriculum changes and the evaluation of a course as a whole. Although a score is obtained from a test, the analysis thereof is frequently much neglected. The use of computers in education is not a new concept. The first computer application goes back a long way when computers were first used to do psychological testing. It then became clear that computers can be applied to more fields in education, especially in the field of testing. In the early days real progress was slow, since computers were expensive and were only used in large companies. However, the scenario has changed with the widespread availability of personal computers that has enabled educators to focus on the appropriate role of computerisation in the development, administration, scoring and interpretation of tests. The main objective of this study is to show the major advantage of using computers as a comprehensive assessment tool and to demonstrate the ability to construct and ‘bank’ test items to subsequently produce a standardised test. An added advantage was the computer’s ability to administer tests to students and manage student progress records. The research findings indicate that a Comprehensive Computer-Assisted Assessment Tool (CCAT) has the potential to contribute to the enhancement of assessment and that it can enable educators to prepare valid, reliable and fair test items which were more difficult and time-consuming without technology.