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dc.contributor.advisorChibaya, Colin.
dc.contributor.advisorGovender, Desmond Wesley.
dc.creatorRugube, Talent Tapiwa.
dc.date.accessioned2020-12-21T14:54:50Z
dc.date.available2020-12-21T14:54:50Z
dc.date.created2019
dc.date.issued2019
dc.identifier.urihttps://researchspace.ukzn.ac.za/handle/10413/19014
dc.descriptionDoctoral Degree. University of KwaZulu-Natal, Durban.en_US
dc.description.abstractAvailable affordances for learning provide opportunities for advanced technology-enhanced teaching and learning. Digital learning environments can make relevant learning content available to students using existing infrastructure. This creates an environment which requires different learning management systems (LMS) to interact with, and exchange information. Increasing use of mobile devices, digital learning platforms, LMS, and massive open online courses (MOOCs), has necessitated integration design approaches. However, ignorance of resources offered and discouragement and frustrations arising from the economic situation in Zimbabwe regarding regulated access to electronic services make automation of teaching processes a great challenge. In this thesis, a design model for integrating LMS and MOOCs on a digital learning platform is proposed. From an e-learning point of view, the study contributes to the working of e-learning management systems through automation process of uploading content to LMS. From a computer science point of view, the study contributes to software engineering principles where it puts together three different platforms; LMS, MOOCs and digital learning platforms under one design. Methodologically, the study uses design science research (DSR) framework with software modelling language to address challenges in teaching and learning. This study describes how the Technology Adoption Model (TAM) and Task-Technology Fit (TTF) model can be used together with DSR in relation to design model evaluation. A software modeling language was used to create the logical designs, which were evaluated using experimental design approach. Software engineering experts and lecturers were invited to validate proposed logical designs. The key deliverables of the study include requirements specifications for the design model for integrated learning management systems, as well as the logical designs for the design model. The design model, as per requirements specification and the evaluation thereof, are based on TAM and TTF. The hybrid model proposed was further validated using structural equation modeling via the partial least squares and path modeling. In our views, the interventions of integration work would support decision making, which influences choices made by policy makers when taking decisions about higher education technological infrastructure.en_US
dc.language.isoenen_US
dc.subject.otherLearning management systems.en_US
dc.subject.otherMassive open online courses.en_US
dc.subject.otherIntegration.en_US
dc.subject.otherDigital e-learning platforms.en_US
dc.titleDesign model for integrating learning management systems and massive open online courses on a digital e-Learning platform: implications for Zimbabwean universities.en_US
dc.typeThesisen_US


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