Uitkomsgebaseerde onderwys : 'n raamwerk vir die optimalisering van diverse leerders se kognitiewe potensiaal by De Bruyn, Trevor Neil

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A framework for designing South African mobile learning experiences through a participatory design process by Erasmus, Reino

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The technological knowledge used by technology education students in capability tasks

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Evolutionary deep learning by Dufourq, Emmanuel

“…Having discussed the general problem of optimising deep learning networks the thesis moves on to a specific application: the automated extraction of human sentiment from text and images of human faces. …”
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Perceptions of best practices for sustainable school-based vegetable gardens

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Can a food and agriculture organisation distance-learning tool improve the knowledge and understanding of dietitians in South Africa regarding the right to food? by Eley, Nicola

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Learners' perceptions of learning science in an informal learning environment : a phenomenographic study

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Faith based education in Cairo: An assessment of the role and quality by El-Gamal, Dalia Samir

“…Faith based education is not a new phenomena in Egypt since religious institutions and scholars have always played a role in providing education services to their community formally and informally. …”
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The development of a training model for peer learning facilitators in adolescent reproductive health in Zambia by Munalula-Nkandu, Esther

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Students’ perceptions of the role and utility of formative assessment feedback on PBL tutorials by Blanco-Blanco, Ernesto V.

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Dynamic assessment : a practical strategy for school educators by Coosner, Carroll Diane

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'N Ondersoek na die persepsies en houdings van ouers teenoor die leerarea tegnologie (Afrikaans)

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The challenges of implementing and sustaining an adult and vocational education curriculum on an isolated island

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Comparing the use of technology-based vs traditional team building interventions in developing group problem-solving and learning behaviours: insights from two experimental studies by Sellier, Matthew

“…The researcher investigated whether the use of a serious game, i.e. an educational video game, is a better mode of delivery to improve group problem solving, team cohesiveness, team learning behaviours and, perceived team psychological safety rather than traditional team building intervention, i.e. a non-technology-based team building intervention (Emsley & Rumeser, 2018; Edmondson, 1999). …”
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Exploring e-learning adoption by employees in workplace learning: A UTAUT and SDT perspective by Ntshangase, Sibusisiwe

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Evaluating the effectiveness of a task-based language teaching (TBLT) approach to improve the language skills of mature students in a Ghanaian university

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They're learning, I'm learning, everybody is learning: the design and use of a questionnaire to deepen an appreciation of the role of formative assessment in primary teaching by Brown, Simon

“…Researchers and practitioners are increasingly recognizing the contribution that formative assessment can make to learning. It is largely based on Black & Wiliam's (1998) meta-analysis, which provided evidence that strengthening the practice of formative assessment raised standards and produced significant learning gains. …”
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Re-imagining learning and teaching art: exploring embodied mark-making with foundation phase student teachers at Cape Peninsula University of Technology by Meiring, Jacoba Johanna

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'n Taakgebaseerde rekenaargesteunde leer- en onderrigprogram vir sosiale Afrikaans vir nie-Afrikaanssprekende internasionale studente aan die Universiteit Stellenbosch by Beukes, Vernita

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Improving lessons learned practice in architectural practices: systematic conversion of lessons learned into improvement actions by Beraki ,Teklehaimanot Tewelde

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