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Secondary school perceptions of eContent design: an activity theory perspective
This research investigates how Secondary School science learners in Cameroon perceive the design of electronic content (eContent). Perception plays an important role in how learners use eContent; hence the perception of how eContent is designed could affect how learners learn using this digital cont...
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| Format: | Thesis |
| Language: | English |
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School of Education
2017
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| _version_ | 1867613243713781760 |
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| access_status_str | Open Access |
| author | Ndenge, Kinsley |
| author2 | Ng'ambi, Dick |
| author_browse | Ndenge, Kinsley Ng'ambi, Dick |
| author_facet | Ng'ambi, Dick Ndenge, Kinsley |
| author_sort | Ndenge, Kinsley |
| collection | Thesis |
| description | This research investigates how Secondary School science learners in Cameroon perceive the design of electronic content (eContent). Perception plays an important role in how learners use eContent; hence the perception of how eContent is designed could affect how learners learn using this digital content. Online learning and the use of digital learning materials has emerged as a hallmark of the information age to connect and engage users in the learning process. Learners are moving from the use of paper to the use of digital channels for learning, therefore perception of design becomes very important. Without good perception of how learning material is designed, the teaching process would be an uphill task and this could greatly hinder the academic performance of learners, leading to high failure rates. Apart from how learning material is designed, perception is also a product of the socio-cultural environments hence how learners perceive eContent, might be affected by the setting within which it is designed. In this study, a group of Cameroonian learners‟ use of eContent that was designed in a social- cultural context different from their own is studied. The primary research question is aimed at investigating how the learners‟ perception of eContent affects its use. The researcher uses Cultural Historical activity theory (CHAT) as a theoretical framework to understand how students perceive the activity mediated by eContent. By identifying the factors in an activity system that affect learners‟ perception using activity theory, specific recommendations will be made to educators on what to change in the system to foster positive perceptions hence achieve meaningful learning mediated by eContent. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/25480 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:33:01.081Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/25480 Secondary school perceptions of eContent design: an activity theory perspective Ndenge, Kinsley Ng'ambi, Dick Information and Communication Technologies in Education This research investigates how Secondary School science learners in Cameroon perceive the design of electronic content (eContent). Perception plays an important role in how learners use eContent; hence the perception of how eContent is designed could affect how learners learn using this digital content. Online learning and the use of digital learning materials has emerged as a hallmark of the information age to connect and engage users in the learning process. Learners are moving from the use of paper to the use of digital channels for learning, therefore perception of design becomes very important. Without good perception of how learning material is designed, the teaching process would be an uphill task and this could greatly hinder the academic performance of learners, leading to high failure rates. Apart from how learning material is designed, perception is also a product of the socio-cultural environments hence how learners perceive eContent, might be affected by the setting within which it is designed. In this study, a group of Cameroonian learners‟ use of eContent that was designed in a social- cultural context different from their own is studied. The primary research question is aimed at investigating how the learners‟ perception of eContent affects its use. The researcher uses Cultural Historical activity theory (CHAT) as a theoretical framework to understand how students perceive the activity mediated by eContent. By identifying the factors in an activity system that affect learners‟ perception using activity theory, specific recommendations will be made to educators on what to change in the system to foster positive perceptions hence achieve meaningful learning mediated by eContent. 2017-10-02T13:05:57Z 2017-10-02T13:05:57Z 2017 Master Thesis Masters MEd http://hdl.handle.net/11427/25480 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Information and Communication Technologies in Education Ndenge, Kinsley Secondary school perceptions of eContent design: an activity theory perspective |
| thesis_degree_str | Master's |
| title | Secondary school perceptions of eContent design: an activity theory perspective |
| title_full | Secondary school perceptions of eContent design: an activity theory perspective |
| title_fullStr | Secondary school perceptions of eContent design: an activity theory perspective |
| title_full_unstemmed | Secondary school perceptions of eContent design: an activity theory perspective |
| title_short | Secondary school perceptions of eContent design: an activity theory perspective |
| title_sort | secondary school perceptions of econtent design an activity theory perspective |
| topic | Information and Communication Technologies in Education |
| url | http://hdl.handle.net/11427/25480 |
| work_keys_str_mv | AT ndengekinsley secondaryschoolperceptionsofecontentdesignanactivitytheoryperspective |