Seugnet Blignaut

Methical Jane: Perspectives on an Undisclosed Virtual Student

We examined the ethical implications of a mythical online student with a carefully concealed real identity who took part in an online post-graduate course. The mythical online student took part in all student activities and provided co-students with cognitive and technical support as a covert second facilitator; consequently, students found scaffolding unobtrusive and integrated the unknown virtual student into the learning community. We explored the ethical implication of undisclosed identity and analyzed Students’ reaction to the disclosure of the mythical student after the course. The study confirmed our success in creating a convincing virtual student, but this success precipitated some shock, disbelief, and dismay. Most students accepted the presence of a virtual student, but some felt betrayed because her real identity was hidden. Recommendations for implementing such a virtual tool ethically are advanced, along with suggestions for teaching situations that may benefit from its use.

The competitive intelligence process in sport: data collection properties of high-level cricket coaches

Abstract The aim of this study was to identify the data collection properties of cricket coaches, using the first stage of the 4Cs Competitive Intelligence (CI) process model of Weiss as framework. Semi-structured interviews were performed with high-level cricket coaches in South Africa. Content analysis was performed by developing a codebook through the creation of theory and data-driven codes with ATLAS.TITM computer assisted qualitative data analysis software. Codes were thematised into the what, where, who and how of data collection as well as challenges cricket coaches face. Overall, coaches indicated that they make use of various sources of information on competitors, own team and the environment. Data collection is usually performed by numerous persons within the team set-up and a variety of information formats are utilized. The main findings of the study indicated that easy available sources are not effectively utilized, data collection processes are not performed in a structured manner and coaches need skill development regarding data collection and analysis. Furthermore, the lack of technology as well as the absence of a person who can collect data and a shortage of skills by the person who is responsible for data collection, are the main challenges coaches face.

Going Mobile: Using SNSs to Promote STEMI on the Backseat of a Taxi Across Africa

This paper reports on the establishing of an educational service to promote Science, Technology, Engineering, Mathematics and Innovation (STEMI). The service uses MXit, a cost effective social media based on a Wireless Application Protocol (WAP) to reach low income users primarily across Africa, though not necessarily restricted to this continent. Users are encouraged to submit STEMI-related questions to the care of MXit, a web or Facebook interface. The findings indicate a growing and diverse user group of 15 to 25 years old. The initial phases of the project showed South Africa as the highest user base. Analysis of the feedback from the users was used to refine the service through action research. Students asked a variety of questions which were assigned to 22 different categories of which Biology, Physics, Chemistry and general knowledge featured as the most frequent questions. Career Guidance and Health related categories were also prominent. Statistics indicate regular use of the service over a 24 h period, with prominent peaks before and after school, intimating that users were accessing the service from the back seat of a taxi on route to and from school.

Mobile Learning in a Flipped Multimedia Higher Education Classroom

Flipping classrooms from traditional teaching approaches to technology-enhanced interactive classrooms requires that previously designed software be revisited for mobile use. This paper: (i) describes how an existing custom-made test-and-quiz multimedia application, originally created in Articulate Storyline™, was re-designed for Adobe Flash™ to encapsulate the original functionality for use on an array of mobile devices; and (ii) qualitatively evaluates students’ perceptions of the value of the flipped-classroom approach. The self-evaluation mobile assessment was integrated as part of a flipped-classroom with seventy two (N = 72) Nutrition students. The module used technologies during a flipped-classroom approach to facilitation. The study captures students’ perceptions of the usefulness of the approach of students’ use of the mobile application from (i) students’ course evaluations and (ii) students’ evaluations in their nutrition competency portfolios. The analysis indicates that the students readily accepted the flipped classroom approach augmented with any-time-and-place classroom-based self-evaluation applications.