Pub Date : 2023-07-31DOI: 10.18489/sacj.v35i1.1219
K. Malakhov, Mykola G. Petrenko, Ellen Cohn
The development of theories, methods, and algorithms for the discovery and formation of new knowledge remains one of the most important tasks for any researcher, especially if they are actively working to create new scientific publications. Yet, there is no universal language to describe full formal concepts (i.e. knowledge) or the systemology of transdisciplinary scientific research. Because of this, researchers face a set of urgent challenges. One such challenge is how to speed up the process of finding information in their own sources. To address this challenge, we created an ontology-related system for processing digital libraries of scientific publications. This system implements the technologies of information retrieval and knowledge discovery in digital libraries with an emphasis on technologies and instruments such as those used in the Semantic Web and cognitive graphics.
{"title":"Developing an ontology-based system for semantic processing of scientific digital libraries","authors":"K. Malakhov, Mykola G. Petrenko, Ellen Cohn","doi":"10.18489/sacj.v35i1.1219","DOIUrl":"https://doi.org/10.18489/sacj.v35i1.1219","url":null,"abstract":"The development of theories, methods, and algorithms for the discovery and formation of new knowledge remains one of the most important tasks for any researcher, especially if they are actively working to create new scientific publications. Yet, there is no universal language to describe full formal concepts (i.e. knowledge) or the systemology of transdisciplinary scientific research. Because of this, researchers face a set of urgent challenges. One such challenge is how to speed up the process of finding information in their own sources. To address this challenge, we created an ontology-related system for processing digital libraries of scientific publications. This system implements the technologies of information retrieval and knowledge discovery in digital libraries with an emphasis on technologies and instruments such as those used in the Semantic Web and cognitive graphics.","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45607954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.18489/sacj.v35i1.1265
K. Malan
This first issue of SACJ in 2023 includes three papers from researchers outside South Africa: one from our neighbours in Namibia and two from Ukraine. The first paper from Namibia by Shapopi, Limbo and Backes describes the operation and running of Namibia’s first high performance computer, how this experience has developed human capacity
{"title":"Editorial: Research beyond our borders","authors":"K. Malan","doi":"10.18489/sacj.v35i1.1265","DOIUrl":"https://doi.org/10.18489/sacj.v35i1.1265","url":null,"abstract":"This first issue of SACJ in 2023 includes three papers from researchers outside South Africa: one from our neighbours in Namibia and two from Ukraine. The first paper from Namibia by Shapopi, Limbo and Backes describes the operation and running of Namibia’s first high performance computer, how this experience has developed human capacity","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47118535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Admission Point Score (APS) is used by most South African universities to identify a university programme in which a learner is likely to succeed. While the APS appears helpful to gauge the aptitude of a learner and predict their success, the reality is that between 2008 and 2015 almost 50% of learners who made the required APS for a Science programme failed to complete the requirements for that programme. This paper delineates and diagnoses learner vulnerability, using a learner attrition model, for early intervention and as an alternative to using the APS. The analysis shows that various predictive models achieve higher accuracy to predict learner vulnerability, by incorporating factors of the learner attrition model, rather than just using the APS score. This paper argues for a more complex view of predicting learner vulnerability for early interventions by incorporating the learner's background, individual characteristics, and schooling data. It does not agree with the aggregation of National Senior Certificate (NSC) subjects into APS scores since this normalises the complexity of the subtle relations between the schooling system, learner attrition, and pre-schooling pedagogical dynamics. This paper points to a more nuanced view of predicting learner vulnerability.
{"title":"Identifying academically vulnerable learners in first-year science programmes at a South African higher-education institution","authors":"Ritesh Ajoodha","doi":"10.18489/sacj.v34i2.832","DOIUrl":"https://doi.org/10.18489/sacj.v34i2.832","url":null,"abstract":"The Admission Point Score (APS) is used by most South African universities to identify a university programme in which a learner is likely to succeed. While the APS appears helpful to gauge the aptitude of a learner and predict their success, the reality is that between 2008 and 2015 almost 50% of learners who made the required APS for a Science programme failed to complete the requirements for that programme. This paper delineates and diagnoses learner vulnerability, using a learner attrition model, for early intervention and as an alternative to using the APS. The analysis shows that various predictive models achieve higher accuracy to predict learner vulnerability, by incorporating factors of the learner attrition model, rather than just using the APS score. This paper argues for a more complex view of predicting learner vulnerability for early interventions by incorporating the learner's background, individual characteristics, and schooling data. It does not agree with the aggregation of National Senior Certificate (NSC) subjects into APS scores since this normalises the complexity of the subtle relations between the schooling system, learner attrition, and pre-schooling pedagogical dynamics. This paper points to a more nuanced view of predicting learner vulnerability.","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48896164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.18489/sacj.v34i2.1088
Silence Chomunorwa, Emely S Mashonganyika, Andrew Marevesa
Technology plays a crucial role in education and many other sectors of the economy. The national lockdown caused by the Covid-19 pandemic has made apparent the importance of technology in education, with schools that adopted technologies continuing with teaching and learning using remote means, while other schools had to wait for physical classes to resume. The benefits of technology can only be realized if technology is adopted and accepted by the users. Educators are the key players in the success or failure of technology in education. We used an interpretivist approach to explore educator perceptions on the use of technology in South African public schools. The Motivation-Opportunity-Ability model guided the development of our data collection instruments and data analysis. Purposive sampling was used to select a public high school in an underprivileged Cape Flats community. Participants were randomly selected from the school and focus group discussions and interviews were conducted. A survey was administered to triangulate qualitative data. Results show that educators are interested in using user-friendly and effective technology. This paper comes as part of a broad study on technology in education.
{"title":"Educator perspectives on the use of technology in schools in previously disadvantaged communities","authors":"Silence Chomunorwa, Emely S Mashonganyika, Andrew Marevesa","doi":"10.18489/sacj.v34i2.1088","DOIUrl":"https://doi.org/10.18489/sacj.v34i2.1088","url":null,"abstract":"Technology plays a crucial role in education and many other sectors of the economy. The national lockdown caused by the Covid-19 pandemic has made apparent the importance of technology in education, with schools that adopted technologies continuing with teaching and learning using remote means, while other schools had to wait for physical classes to resume. The benefits of technology can only be realized if technology is adopted and accepted by the users. Educators are the key players in the success or failure of technology in education. We used an interpretivist approach to explore educator perceptions on the use of technology in South African public schools. The Motivation-Opportunity-Ability model guided the development of our data collection instruments and data analysis. Purposive sampling was used to select a public high school in an underprivileged Cape Flats community. Participants were randomly selected from the school and focus group discussions and interviews were conducted. A survey was administered to triangulate qualitative data. Results show that educators are interested in using user-friendly and effective technology. This paper comes as part of a broad study on technology in education. ","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45855660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.18489/sacj.v34i2.1099
M. Makokotlela
Self-directed learning is an increasingly important subject in education globally. The purpose of this study was to explore how primary school teachers in Limpopo Province support learners to develop and use self-directed learning in environmental education. A qualitative approach and interpretive paradigm were employed. Rhizomatic learning was used as an approach through which the study was explored because it concurs with self-directed learning that learning is intrinsic while the use of technology is key. Participants were purposively selected. Data were collected through interviews and participant observation. Data were transcribed, processed, and coded to build a theme; thematic analysis was therefore used. Results showed that there were two computers at the school, a free wireless network, and one teacher used Google to search for information. Challenges were that the teachers lacked the skills and knowledge to support learners to develop and use self-directed learning, and there was a shortage of educational technologies for the teachers and the learners. The paper communicated the conclusion and recommendation.
{"title":"Self-directed learning in primary schools in Limpopo province","authors":"M. Makokotlela","doi":"10.18489/sacj.v34i2.1099","DOIUrl":"https://doi.org/10.18489/sacj.v34i2.1099","url":null,"abstract":"Self-directed learning is an increasingly important subject in education globally. The purpose of this study was to explore how primary school teachers in Limpopo Province support learners to develop and use self-directed learning in environmental education. A qualitative approach and interpretive paradigm were employed. Rhizomatic learning was used as an approach through which the study was explored because it concurs with self-directed learning that learning is intrinsic while the use of technology is key. Participants were purposively selected. Data were collected through interviews and participant observation. Data were transcribed, processed, and coded to build a theme; thematic analysis was therefore used. Results showed that there were two computers at the school, a free wireless network, and one teacher used Google to search for information. Challenges were that the teachers lacked the skills and knowledge to support learners to develop and use self-directed learning, and there was a shortage of educational technologies for the teachers and the learners. The paper communicated the conclusion and recommendation.","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45832850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.18489/sacj.v34i2.1097
Patrick Mutanga, A. Molotsi
In most universities in Zimbabwe, the educators do not possess professional teaching qualifications. Most educators resist institutional interventions aimed at equipping them with appropriate pedagogical skills due to the rigidity of intervention programmes. The advent of mobile communication technology brought various social media platforms that enhance communication. This study was aimed at investigating the experiences of university educators during the use of WhatsApp Messenger to learn about inquiry-based pedagogy as a professional development course. Nine university educators who had no prior training in pedagogy were purposely selected from three Zimbabwean universities. Semi-structured interviews and a focus group discussion were conducted to gather empirical data. The connectivism theoretical framework was used to understand the phenomenon under study. A thematic network analysis was deemed suitable for this study. The findings showed that by learning about inquiry-based pedagogy (IBP) on the WhatsApp Messenger platform, the university educators managed to transform their professional identities as well as improve their pedagogical practices. It may be concluded that WhatsApp Messenger offers a conducive platform for educators’ professional development. It is recommended that universities use WhatsApp Messenger for professional development through online communities of practice.
{"title":"Investigating the use of mobile communication technology in professional development: a connectivist approach","authors":"Patrick Mutanga, A. Molotsi","doi":"10.18489/sacj.v34i2.1097","DOIUrl":"https://doi.org/10.18489/sacj.v34i2.1097","url":null,"abstract":"In most universities in Zimbabwe, the educators do not possess professional teaching qualifications. Most educators resist institutional interventions aimed at equipping them with appropriate pedagogical skills due to the rigidity of intervention programmes. The advent of mobile communication technology brought various social media platforms that enhance communication. This study was aimed at investigating the experiences of university educators during the use of WhatsApp Messenger to learn about inquiry-based pedagogy as a professional development course. Nine university educators who had no prior training in pedagogy were purposely selected from three Zimbabwean universities. Semi-structured interviews and a focus group discussion were conducted to gather empirical data. The connectivism theoretical framework was used to understand the phenomenon under study. A thematic network analysis was deemed suitable for this study. The findings showed that by learning about inquiry-based pedagogy (IBP) on the WhatsApp Messenger platform, the university educators managed to transform their professional identities as well as improve their pedagogical practices. It may be concluded that WhatsApp Messenger offers a conducive platform for educators’ professional development. It is recommended that universities use WhatsApp Messenger for professional development through online communities of practice.","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41821496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.18489/sacj.v34i2.1076
I. Moll, R. Dlamini, Nokulunga S. Ndlovu, Gail Drennan, Fikile Nkambule, Nelisiwe Phakathi
This article sets out the eWits model of the pedagogical affordances of ICTs. These are inherent properties of computer technology that constitute possibilities for teachers to act to enable learning in classroom contexts. The model is informed by Gibson’s realist theory of the psychological affordances of objects. We challenge interpretivist notions of affordance: while teachers recognise ICT affordances and activate them in pedagogical practices, these acts of recognition do not constitute them. Affordances are powers and potentials in the technology, and exist whether or not they are recognised and actualised by a teacher. On this understanding, we put forward a typology of ICT affordances that can be read in contrasting directions. First, it models a hierarchy of technological potentials, sourced initially in the capability of tools themselves, which afford a succession of action possibilities for teachers, from technological literacy, to the representation and recontextualisation of knowledge, to pedagogical engagement with learners. Second, it reveals how recognition of these affordances by teachers is manifest in pedagogical decision-making in the ongoing knowledge construction that characterises classroom activities. Our consolidation of the model is described, as we have developed it in the course of our own research work.
{"title":"A developing realist model of the pedagogical affordances of ICTs","authors":"I. Moll, R. Dlamini, Nokulunga S. Ndlovu, Gail Drennan, Fikile Nkambule, Nelisiwe Phakathi","doi":"10.18489/sacj.v34i2.1076","DOIUrl":"https://doi.org/10.18489/sacj.v34i2.1076","url":null,"abstract":"This article sets out the eWits model of the pedagogical affordances of ICTs. These are inherent properties of computer technology that constitute possibilities for teachers to act to enable learning in classroom contexts. The model is informed by Gibson’s realist theory of the psychological affordances of objects. We challenge interpretivist notions of affordance: while teachers recognise ICT affordances and activate them in pedagogical practices, these acts of recognition do not constitute them. Affordances are powers and potentials in the technology, and exist whether or not they are recognised and actualised by a teacher. On this understanding, we put forward a typology of ICT affordances that can be read in contrasting directions. First, it models a hierarchy of technological potentials, sourced initially in the capability of tools themselves, which afford a succession of action possibilities for teachers, from technological literacy, to the representation and recontextualisation of knowledge, to pedagogical engagement with learners. Second, it reveals how recognition of these affordances by teachers is manifest in pedagogical decision-making in the ongoing knowledge construction that characterises classroom activities. Our consolidation of the model is described, as we have developed it in the course of our own research work.","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45317968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.18489/sacj.v34i2.1186
P. Potgieter
An unscientific sample of reviewers for and readers of scientific journals have anecdotally reported to the author their frustration at the profusion of papers that:
一个不科学的科学期刊审稿人和读者样本向作者轶事地报告了他们对大量论文的沮丧:
{"title":"Touchy information and irregular esteem – on the problem of tortured phrases and possibly fake science","authors":"P. Potgieter","doi":"10.18489/sacj.v34i2.1186","DOIUrl":"https://doi.org/10.18489/sacj.v34i2.1186","url":null,"abstract":"An unscientific sample of reviewers for and readers of scientific journals have anecdotally reported to the author their frustration at the profusion of papers that:","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67991985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.18489/sacj.v34i2.1085
Rubeena Doomun, Darelle van Greunen
The COVID-19 pandemic has caused a paradigm shift from traditional on-campus presence learning to online learning. While the transition to digital education and online learning has been embraced worldwide, the biggest challenge remains the lack of motivation and engagement of the online student. Gamification is the use of game design elements in non-game contexts and in an online learning context; it is an innovative strategy to encourage motivation and engagement. This study shows the findings of qualitative research that aims to examine students’ experience in an online gamified course. The gamified online course, Music and Movement, was offered to Bachelor in Education (Honours) Early Childhood Education and Care (ECEC) students at the Open University of Mauritius in the semester August to December 2021. The course was redesigned using a gamification theoretical framework called D6. Out of 46 ECEC students, 15 volunteered to further contribute through semi-structured interviews. The collected data was transcribed and analysed using open coding. The findings reveal that the perception and experience of students about the gamified online course can be categorised into five main themes, namely gamified course elements, general feelings and experience of students, personality of the tutor, traits of the students and collaborative work.
{"title":"A qualitative investigation of student experience in a gamified course at the Open University of Mauritius","authors":"Rubeena Doomun, Darelle van Greunen","doi":"10.18489/sacj.v34i2.1085","DOIUrl":"https://doi.org/10.18489/sacj.v34i2.1085","url":null,"abstract":"The COVID-19 pandemic has caused a paradigm shift from traditional on-campus presence learning to online learning. While the transition to digital education and online learning has been embraced worldwide, the biggest challenge remains the lack of motivation and engagement of the online student. Gamification is the use of game design elements in non-game contexts and in an online learning context; it is an innovative strategy to encourage motivation and engagement. This study shows the findings of qualitative research that aims to examine students’ experience in an online gamified course. The gamified online course, Music and Movement, was offered to Bachelor in Education (Honours) Early Childhood Education and Care (ECEC) students at the Open University of Mauritius in the semester August to December 2021. The course was redesigned using a gamification theoretical framework called D6. Out of 46 ECEC students, 15 volunteered to further contribute through semi-structured interviews. The collected data was transcribed and analysed using open coding. The findings reveal that the perception and experience of students about the gamified online course can be categorised into five main themes, namely gamified course elements, general feelings and experience of students, personality of the tutor, traits of the students and collaborative work.","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41332191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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