This paper presents a study grounded in the Community of Inquiry (CoI) framework using qualitative content analysis and focus group interviews in an effort to identify aspects of learning presence in a blended learning course. Research has suggested that the CoI framework may need additional emphasis based on the roles of strategic learners in online environments. Consequently, this qualitative study investigated the extent to which learning presence, the fourth presence of the CoI framework, manifested itself in a blended mode of delivery. The specific focus was on learning presence and how it precipitated in a blended-learning environment. Findings from the study indicated that a lack of self-regulation skills, such as time-management, coordination, and management of tasks, influenced the learning presence and required a stronger teaching presence. We concluded that self-regulation skills are supportive of effective learning in a blended learning environment.
This research was motivated by the fact that 49.3% of the South African youth between the ages of 15-24 is infected with HIV and that the infection rate among girls is 5 times higher than among boys. This fact implies that South Africa will have more than 17 times as many deaths among 15-34 year old women between the years 2010-2015 as men. HIV/AIDS amongst women in South Africa is not only an issue that impacts on the women's reproductive health and the health of her baby, but has become a social, economic and cultural issue which can severely batter the very foundations of our communities and government.The above facts and the impact thereof have contributed to determine the proactive approach and focus of this research, namely, the vulnerability of the young girl to become HIV infected and the contextual factors that contribute to her vulnerability. The preliminary research has indicated that the research that was previously done on the topic, was done on an ad hoc basis without being consolidated or linked to other research findings which means that a clear, holistic picture of the status and vulnerability of the young girl to HIV infection, is seriously lacking.To be able to get an overview of the status and vulnerability of the young girl in a time of HIV/AIDS in South Africa, the aim of this research was to construct a detailed but holistic picture from the different studies that were done on the topic. The latter could serve as a valuable point of departure for further studies, community programmes, education programmes, etc. To be able to provide such a total picture, the results of the different studies were studied, analyzed, integrated and synthesized. When viewed holistically, research results provide a different picture. This study makes it possible to view the current knowledge on the subject at a glance by means of a summarized diagrammatical presentation and a detailed text.
The primary aim of this study was to explore the lived-experiences of teachers who were responsible for the presentation of the official HIV & AIDS Programme of the Department of Education of South Africa. The study was motivated by the fact that it seemed as if schools do not implement the prescribed programmes as research has indicated that a mere 18% of schools are following a Sexuality Education Programme with HIV & AIDS as a core component. Experts commonly hold the view that HIV infection can be prevented through education and positive changes in sexual behaviour. The spread and the rising incidence of HIV & AIDS in South Africa are damaging our society and our education system. Many schools are already experiencing great difficulties, and school communities no longer depend on healthy learners, stable families, competent teachers or a strong economy. The findings of this study indicated teachers' perceptions and experiences of the HIV & AIDS programme. Although the implementation of HIV & AIDS programmes in schools was made compulsory, the study indicated that schools were not adhering to this requirement, due to factors such as a lack of sound management practices in schools, insufficient training of teachers and school managers and uninvolved stakeholders. In South Africa, the HIV & AIDS epidemic 1 has already reached the stage of "generalised infection" which implies that more than
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