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[PDF] EXPLORING LECTURERS REFLECTIONS ON THE USE OF

their teaching of the Physical Science modules using the Moodle learning Management Systems (CMS), Learning Management Systems (LMS), the relevant teaching and learning theories (Lux, Bangert, Whittier, 2011; Tseng, 2016)

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i PHYSICAL SCIENCE MODULES AT A SOUTH AFRICAN UNIVERSITY By

Cedric Bheki Mpungose

214581960

This dissertation is submitted in fulfilment of the requirements for the

Doctor of Philosophy degree in Curriculum Studies

School of Education, College of Humanities, University of KwaZulu-Natal, Durban, South

Africa.

Supervisor: Dr. Simon Bheki Khoza

Date of submission: December 2017

ii

Declaration

I, Cedric Bheki Mpungose declare that this Dissertation contains my own work. All sources that were used or quoted have been dully referenced accordingly. This research has not been previously accepted for any degree and is not being currently considered for any other degree at any other university.

Signature: _

Date: _27 March 2018

Cedric Bheki Mpungose

Student number (214581960)

As the to the submission of this Thesis

Signature: ___________

Date: _27 March 2018_____

Dr. Simon Bheki Khoza

iii

Acknowledgement

No undertaking of a project as intense as this study is possible without the contribution of many people. It is not possible to single out all those who offered support and encouragement during owever, there are individuals without whom this project would not have been completed, and to them goes my special thanks and acknowledgement of their contributions. My heartfelt gratitude goes to God and my ancestors who reveal this opportunity and granted me with strength to put this piece of work together. They place good people in my lonely journey to enable me to be the master of this study, even in difficult times. I can never thank my supervisor enough, Dr. Simon Bheki Khoza, for giving me prolific guidelines that made me to write on my own without any interference or manipulation. Your expert guidance and timely motivation were of great help in refining this study. Thank you, may God bless you. Thank you to my editor (Christine Davis), for making critical comments and ensuring that the study goes to examiners in good shape. iv

Dedication

This dissertation is dedicated to my family and extended family through the guidance of my ancestors from Mpungose or Mabona family (Mkhulu Mqgibelo and others). A very warm thank you to my family who were with me through all my highs and lows during this study. To my mother, , and my father in your various ways of encouraging me to continue and finish this study, may God bless you. Thank you to my all my brothers for their huge support, they helped me to complete this study. Friends and colleagues, who wished me well through this lonely journey, thank you very much. v

Abstract

This dissertation presents the qualitative action research study of five lecturers who reflected on their teaching of the Physical Science modules using the Moodle learning management platform at a South African university. The study adopted a critical methodological paradigm. This study Physical Science modules using the Moodle learning management platform (LMP) at a South African university. As a result, reflective activity, one-on-one semi-structured interviews, and

artefacts were utilised for data generation in order to ensure the process of triangulation during the

-probability sampling methods, including purposive and needed lecturers with whom I was familiar and who were also accessible. The study used guided analysis to analyse generated data through the use of inductive and deductive reasoning/processes to conceive nine themes. Issues of dependability, confirmability, credibility, and transferability were ensured in this study in order to ensure trustworthiness. Further to this, ethical issues were also considered such as consent letters, anonymity, withdrawals, beneficence and others. Furthermore, the study was guided by three research question namely reflections on the use of Moodle in teaching Physical Science modules?; 2. How do lecturers reflect on the use of Moodle in the teaching of Physical Science modules?; and 3. Why reflect in particular ways on the use of Moodle when teaching Physical Science modules? As a result, the following research objectives were informing research questions respectively as follows: the Physical Science to teach Physical Science Moodle when teaching the Physical Science module. Consequently, the research question guided

the study to review the relevant literature on curriculum signals/principles based on three levels of

reflections, namely, informal, formal, and non-formal levels of reflections. As a result, this study vi adopted Technological Pedagogical and Content Knowledge (TPACK), and it was then contextualised into Reflections, Resources, Procedures, And Module Signal theory (RRPAMS), which then yielded to the discovery of the new theory termed as Theory of Equilateral Moodle curricula which emerged from this study.

The major findings indicated that lecturers were driven by all levels of reflection such as informal,

formal, and non-formal reflection when teaching science modules using the Moodle learning management platform. The study confirmed that lecturers were highly operating at the level of informal reflection rather than that of formal and non-forma reflection. This was due to the fact that there was no online learning policy guiding teaching of modules on Moodle LMP in place given by the university. As a result, this lead to unbalanced curriculum signals (content, time,

character, platform, activities, justice, permission, resources, and assessment) and this had a

negative impact on the university throughput, such as produced graduates per annum. The studyquotesdbs_dbs3.pdfusesText_6