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The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These papers are from the CIAE 2020 Virtual International Pre-Conference. The global aberration, called COVID-19, defined 2020 beyond national borders. COVID-19 reshaped the format of the 69th annual AAACE conference by replacing the traditional bustling human interaction with virtual meetings and presentations. These "Proceedings" contain 12 papers from 17 authors. The preeminence of COVID-19 in the 2020 International Pre-Conference papers demonstrates CIAE's commitment to being globally responsive and relevant. The word COVID appearing 88 times and COVID-19 appearing 86 times with mentions in two paper titles are an acknowledgement of the common threads of humanity and of hope for a surpassing future. [Individual papers are indexed in ERIC.]

This research aimed to investigate the experiences of students with learning disabilities (LD) at two universities in Sub-Sahara Africa. While universities are increasingly addressing the needs of students with sensory and physical disabilities, there is less emphasis on LD which does not present physically, thus often referred to as invisible or hidden disabilities. The research was, conducted as qualitative case studies, guided by Vygotsky's social cultural theory (SCT). A basic qualitative research methodology, embedded in an interpretive paradigm was used. Data was collected through an online background survey and semi-structured interviews. Thematic qualitative content analysis was used to analyse collected data systematically. From a social justice perspective, the major findings suggest that there are several factors that impede on equal education for students with LD at university. The research outcomes revealed that the hidden nature of LD becomes apparent as participants must self-declare their needs. They further experienced a lack of acknowledgement and support from lecturers. Most participants revert to valuing the support of family and friends more than that of lecturers. While both universities have policies and structures of support for students with LD, it is concluded that university lecturers need to adopt an inclusive pedagogical stance by acknowledging the factors that affect the learning of students with LD. Recommendations from the findings include the need for professional development for lecturers and increased awareness of learning support services on campus. It is further concluded that university lecturers need to be reflective of their pedagogical practices to transform higher education learning spaces in pursuit of authentic inclusion. [For the complete Volume 22 proceedings, see ED656158.]

South Africa requires an educated population to sustain her economic development. Higher education institutions are under pressure to produce graduates with skills and competencies to fulfil such an aspiration. Distance education is an essential avenue through which more South Africans can have the much-needed education without necessarily displacing themselves. Distance education is facilitated and regulated by the White Paper on e-Education which is a generic policy document to serve the needs of the system-wide use of ICT integration at all levels of education. It falls short of conceptualising the implications of ICT in distance education particularly the North-West University's (NWU) open distance learning (ODL) multi-mode of education content delivery. The conceptualisation shortfall facilitates a Western-oriented understanding of knowledge while ODL students' traditional understanding of their roles and responsibilities is ignored. The concepts of roles and responsibilities are critically important for the effective functioning of ODL, and they are essential to the attainment of students' education aspirations. At the NWU, approximately seventy per cent of ODL students are Africans whose worldviews do not harmonise with the vision of universities. The research question which underpinned this study was "What are the experiences of the roles and responsibilities of open distance students at a higher education institution?" This study followed an interpretivist research paradigm, which would draw on a qualitative research approach. A systematic literature review was utilised and subsequently the views of ODL students were explored. Purposive sampling was employed to select ODL students as research participants for focus-group interviews. The collected data were analysed using the computer-assisted qualitative data analysis software (a CAQDAS), ATLAS tiTM. Due attention was given to ethical considerations throughout the study. The findings revealed that ODL students have several ways in which they understand their roles and responsibilities which were shaped by their African worldview, Africanisation. The findings that emerged from the analyses of roles and responsibilities were task orientation; time management; personal growth; social roles; financial responsibilities; personal responsibilities; family responsibilities; and social responsibilities. [For the complete Volume 21 proceedings, see ED629259.]

These proceedings contain the papers of the International Conference e-Learning 2014, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Lisbon, Portugal July 15-19, 2014). The e-Learning 2014 conference aims to address the main issues of concern within e-Learning. This conference covered technical as well as the non-technical aspects of e-Learning under seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. The conference included the Keynote Lecture: "Moving Higher Education Forward in the Digital Age: Realising a Digital Strategy," by Neil Morris, Professor of Educational Technology, Innovation and Change and Director of Digital Learning, University of Leeds, UK. Papers in these proceedings include: (1) Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions Across Three Continents, Thomas Richter and Asta Zelenkauskaite; (2) IPads In Learning: The Web of Change Bente Meyer; (3) A Blended Approach to Canadian First Nations Education, Martin Sacher, Mavis Sacher and Norman Vaughan; (4) A Storytelling Learning Model For Legal Education, Nicola Capuano, Carmen De Maio, Angelo Gaeta, Giuseppina Rita Mangione, Saverio Salerno and Eleonora Fratesi; (5) Acceptance and Success Factors for M-Learning of ERP Systems Curricula, Brenda Scholtz and Mando Kapeso; (6) Self-Regulation Competence in Music Education, Luca Andrea Ludovico and Giuseppina Rita Mangione; (7) Time-Decayed User Profile for Second Language Vocabulary Learning System, Li Li and Xiao Wei; (8) E-Learning Trends and Hypes in Academic Teaching: Methodology and Findings of a Trend Study, Helge Fischer, Linda Heise, Matthias Heinz, Kathrin Moebius and Thomas Koehler; (9) Proof of Economic Viability of Blended Learning Business Models, Carsten Druhmann and Gregor Hohenberg; (10) Does Satellite Television Program Satisfy Ethiopian Secondary School Students? Sung-Wan Kim and Gebeyehu Bogale; (11) Organisation and Management of a Complete Bachelor Degree Offered Online at the University of Milan for Ten Years, Manuela Milani, Sabrina Papini, Daniela Scaccia and Nello Scarabottolo; (12) Structural Relationships between Variables of Elementary School Students' Intention of Accepting Digital Textbooks, Young Ju Joo, Sunyoung Joung, Se-Bin Choi, Eugene Lim and Kyung Yi Go; (13) Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases, Sofia B. Dias, José A. Diniz and Leontios J. Hadjileontiadis; (14) Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?, Chi-Cheng Chang, Hao Lei and Ju-Shih Tseng; (15) The Use of ELGG Social Networking Tool for Students' Project Peer-Review Activity, Ana Coric Samardzija and Goran Bubas; (16) Educational Multimedia Profiling Recommendations for Device-Aware Adaptive Mobile Learning, Arghir-Nicolae Moldovan, Ioana Ghergulescu and Cristina Hava Muntean; (17) Inside, Outside, Upside Down: New Directions in Online Teaching and Learning, Lena Paulo Kushnir and Kenneth C. Berry; (18) A Study on the Methods of Assessment and Strategy of Knowledge Sharing in Computer Course, Pat P. W. Chan; (19) Using Agent-Based Technologies to Enhance Learning in Educational Games, Ogar Ofut Tumenayu, Olga Shabalina, Valeriy Kamaev and Alexander Davtyan; (20) Designing a Culturally Sensitive Wiki Space for Developing Chinese Students' Media Literacy, Daria Mezentceva; (21) Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies, Christine Redman and John Vincent; (22) Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom, Michael J. Canuel and Beverley J. White; (23) The Effectiveness of SDMS in the Development of E-Learning Systems in South Africa, Kobus van Aswegen, Magda Huisman and Estelle Taylor; (24) Online Learning Behaviors for Radiology Interns Based on Association Rules and Clustering Technique, Hsing-Shun Chen and Chuen-He Liou; (25) The Use of SDMS in Developing E-Learning Systems in South Africa, Estelle Taylor, Kobus van Aswegen and Magda Huisman; (26) Assessment of the Use of Online Comunities to Integrate Educational Processes Development Teams: An Experience in Popular Health Education in Brazil, Elomar Castilho Barilli, Stenio de Freitas Barretto, Carla Moura Lima and Marco Antonio Menezes; (27) Stereo Orthogonal Axonometric Perspective for the Teaching of Descriptive Geometry, José Geraldo Franco Méxas, Karla Bastos Guedes and Ronaldo da Silva Tavares; (28) Delivery of E-Learning through Social Learning Networks, Georgios A. Dafoulas and Azam Shokri; (29) The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries, Oranuch Sawetrattanasatian; (30) Designing Educational Social Machines for Effective Feedback, Matthew Yee-King, Maria Krivenski, Harry Brenton, Andreu Grimalt-Reynes and Mark d'Inverno; (31) A Support System for Error Correction Questions in Programming Education, Yoshinari Hachisu and Atsushi Yoshida; (32) A Platform for Learning Internet of Things, Zorica Bogdanovic, Konstantin Simic, Miloš Milutinovic, Božidar Radenkovic and Marijana Despotovic-Zrakic, (33) Dealing with Malfunction: Locus of Control in Web-Conferencing, Michael Klebl; (34) Copyright and Creative Commons License: Can Educators Gain Benefits in the Digital Age? (Wariya Lamlert); (35) The Curriculum Design and Development in MOOCs Environment (Fei Li, Jing Du and Bin Li); (36) Stakeholders Influence in Maltese Tourism Higher Education Curriculum Development (Simon Caruana and Lydia Lau); (37) Online Social Networks and Computer Skills of University Students (Maria Potes Barbas, Gabriel Valerio, María Del Carmen Rodríguez-Martínez, Dagoberto José Herrera-Murillo and Ana María Belmonte-Jiménez); (38) Implementation of Artificial Intelligence Assessment in Engineering Laboratory Education (Maria Samarakou, Emmanouil D. Fylladitakis, Pantelis Prentakis and Spyros Athineos); (39) An Exploration of the Attitude and Learning Effectiveness of Business College Students towards Game Based Learning (Chiung-Sui Chang, Ya-Ping Huang and Fei-Ling Chien); (40) Application of E-Learning Technologies to Study a School Subject (Nadia Herbst and Elias Oupa Mashile); (41) Possibilities of Implementation of Small Business Check-Up Methodology in Comparative Analysis of Secondary Schools and Universities in Slovakia (Katarína Štofková, Ivan Strícek and Jana Štofková); (42) Digging the Virtual Past (Panagiota Polymeropoulou); (43) Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa (Ashwin Mehta); (44) Development of an E-Learning Platform for Vocational Education Systems in Germany (Andreas Schober, Frederik Müller, Sabine Linden, Martha Klois and Bernd Künne); (45) Facebook Mediated Interaction and learning in Distance Learning at Makerere University (Godfrey Mayende, Paul Birevu Muyinda, Ghislain Maurice Norbert Isabwe, Michael Walimbwa and Samuel Ndeda Siminyu); (46) Assessing the Purpose and Importance University Students Attribute to Current ICT Applications (Maurice Digiuseppe and Elita Partosoedarso); (47) E-Learning System for Design and Construction of Amplifier Using Transistors (Atsushi Takemura); (48) Technology, Gender Attitude, and Software, among Middle School Math Instructors (Godwin N. Okeke); (49) Structuring Long-Term Faculty Training According to Needs Exhibited by Students' Written Comments in Course Evaluations (Robert Fulkerth); (50) Integration of PBL Methodologies into Online Learning Courses and Programs (Roland Van Oostveen, Elizabeth Childs, Kathleen Flynn and Jessica Clarkson); (51) Improving Teacher-Student Contact in a Campus Through a Location-Based Mobile Application (Vítor Manuel Ferreira and Fernando Ramos); (52) Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers (Seamus Delaney and Christine Redman); (53) The Efficiency of E-Learning Activities in Training Mentor Teachers (Laura Serbanescu and Sorina Chircu); (54) Development of an IOS App Using Situated Learning, Communities of Practice, and Augmented Reality for Autism Spectrum Disorder (Jessica Clarkson); (55) Using Case-Based Reasoning to Improve the Quality of Feedback Provided by Automated Grading Systems (Angelo Kyrilov and David C. Noelle); (56) International Multidisciplinary Learning: An Account of a Collaborative Effort among Three Higher Education Institutions (Paul S. H. Poh, Robby Soetanto, Stephen Austin and Zulkifar A. Adamu); (57) Interactive Learning to Stimulate the Brain's Visual Center and to Enhance Memory Retention (Yang H. Yun, Philip A. Allen, Kritsakorn Chaumpanich and Yingcai Xiao); (58) How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education (Neil P. Morris); (59) Factors Influencing the Acceptance of E-Learning Adoption in Libya's Higher Education Institutions (Mahfoud Benghet and Markus Helfert); (60) Motivation as a Method of Controlling the Social Subject Self-Learning (Andrey V. Isaev, Alla G. Kravets and Ludmila A. Isaeva); (61) Designing Environment for Teaching Internet of Things (Konstantin Simic, Vladimir Vujin, Aleksandra Labus, Ðorde Stepanic and Mladen Stevanovic); (62) Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning (Kathleen Flynn); and (63) A System for the Automatic Assembly of Test Questions Using a NO-SQL Database (Sanggyu Shin and Hiroshi Hashimoto). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.

This book is a compilation of papers presented at a seminar on cognitive development in South Africa and one additional paper. The papers were intended to stimulate research and stress the need for program evaluations. Papers concerned: (1) an initiative to improve black primary school teachers' English language, thinking, and teaching skills, and primary school students' English language and thinking skills; (2) the evaluation of a program to improve students' English language skills; (3) a model for improving the thinking skills of economically disadvantaged students and enhancing their accessibility to various academic disciplines; (4) efforts to assist black university students who are considered underprepared for university studies; (5) a study that examined the effects of ethnicity, degree of urbanization, and geographic location on children's social interaction and language usage in the year before they enter school; (6) a project to improve teachers' ability to teach thinking skills; (7) projects that apply Feuerstein's instrumental enrichment program to the needs of teachers in training and of disadvantaged students in enrichment programs; and (8) a teacher orientation and training program that emphasizes the teachers' awareness of students' active involvement in the learning process. Reference lists are provided with individual papers. (BC)

These proceedings contain the papers of the International Conference on Educational Technologies 2013 (ICEduTech 2013), which has been organised by the International Association for Development of the Information Society and co-organised by the Faculty of Computer Science & Information Technology, Universiti Putra Malaysia, Kuala Lumpur, Malaysia, 29 November - 1 December 2013. ICEduTech is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding what education needs and how to achieve it. Papers in these proceedings include: (1) Learning in the Networked Society (Piet Kommers); (2) Mediating Authentic Learning: The Use of Wiki's and Blogs in an Undergraduate Curriculum in South Africa (Simone Titus); (3) Professional Learning to Nurture Adaptive Teachers (Kar-Tin Lee); (4) Understanding TPACK in Practice: Praxis through Technological Pedagogical Reasoning (Glenn Finger and Paul Finger); (5) A Comparison of Low Performing Students' Achievements in Factoring Cubic Polynomials Using Three Different Strategies (Ugorji I. Ogbonnaya, David L. Mogari, and Eric Machisi); (6) Factors Influencing the Acceptance of Collaboration Technology within the Context of Virtual Teamwork Training (Joy J. Godin and Lars F. Leader); (7) Surveillance in Programming Plagiarism beyond Techniques: An Incentive-Based Fishbone Model (Yanqing Wang, Min Chen, Yaowen Liang, and Yu Jiang); (8) Elearning Strategic Planning 2020: The Voice of Future Students as Stakeholders in Higher Education (Glenn Finger and Vicky Smart); (9) Laptops in Classroom Interaction: The Dynamic Reach of the Laptoped Situation (Tomas Lindroth, Johan Lundin, and Lars Svensson); (10) Salapiggy: Usability Test of the Sifteo Cubes as a Game Interface for the Money Counting Game for Preschoolers (Adrian Orense, Berlyn Anne Decena, and Rommel Feria); (11) An Ontology for Software Engineering Education (Thong Chee Ling, Yusmadi Yah Jusoh, Rusli Adbullah, and Nor Hayati Alwi); (12) Technology Enhanced Analytics (TEA) in Higher Education (Ben Kei Daniel and Russell Butson); (13) Teachers' Learning in Online Communities of Practice: Two Case Studies from Australia (Ria Hanewald); (13) Teaching Teachers for the Future Project: Building TPACK Confidence and Capabilities for Elearning (Glenn Finger, Romina Jamieson-Proctor, and Peter Grimbeek); (14) The Comparison of Inductive Reasoning under Risk Conditions between Chinese and Japanese Based on Computational Models: Toward the Application to CAE for Foreign Language (Yujie Zhang, Asuka Terai, and Masanori Nakagawa); (15) Use and Production of Open Educational Resources (OER): A Pilot Study of Underground Students' Perceptions (Khe Foon Hew and Wing Sum Cheung); (16) Teaching 21st Century Competencies: Lessons from Crescent Girls' School in Singapore (Gucci Trinidad, Deepa Patel, Linda Shear, Peishi Goh, Yin Kang Quek, and Chen Kee Tan); (17) Research on Demand Analysis of the Users of the Senior English Diagnostic System (Chen Guo, Hui Zhang, Qian Yao, and Min Wu); (18) Using Self-Reflection and Badges in Moodle-Based Medical English Review Courses for Enhancing Learners' Autonomy (Jun Iwata, John Clayton and Sarah-Jane Saravani); (19) Investigating the Use of Social Media by University Undergraduate Informatics Programmes in Malaysia (Jane See Yin Lim, Shirley Agostinho, Barry Harper, and Joe F. Chicharo); (20) Educational Online Technologies in Blended Tertiary Environments: A Review of Literature (Kimberley N. Tuapawa); and (21) How Teachers Use and Manage Their Blogs? A Cluster Analysis of Teachers' Blogs in Taiwan. Individual papers contain references. An author index is included.

Inequality and inequity of outcomes persist in South African higher education despite policies to redress the effects of apartheid, which segregated black people from accessing good quality education. Policy in higher education uses the concept 'historically disadvantaged' in its interventions aimed to address inequality but the desired outcomes have not been achieved as higher education institutions particularly universities seem to struggle to create conducive environments for all students to participate successfully. Lack of clarity on what needs to be addressed and prioritised could be blamed for the ineffective interventions. Using the capability approach as advanced by Amartya Sen and Martha Nussbaum, the paper identifies the most significant capabilities for student disadvantage, which universities should focus on in their interventions. This paper draws from semi-structured qualitative interviews from 26 diverse students from one South African university to argue that when students lack the financial income, affiliation and personal tenacity and hard work capabilities, their lives were affected the most. To that end, it is recommended that higher education institutions should prioritise to address these capabilities to ensure equal access, participation and success for all students.

Institutions of higher education in South Africa have seen a shift in the student demographic of student population, and from contact teaching approaches to distance and online approaches to instruction. This has posed challenges as students find themselves without adequate support in online environments to successfully fulfil their studies. There are few studies that focus on the challenges lecturers experience in an open distance e-learning (ODeL) setting. This paper seeks to narrow that gap by exploring the challenges experienced by lecturers in an ODeL institution, which offers massified higher education for part-time students. The study is aimed to determine and explain how lecturers could use their concerted skills to benefit students. The research is embedded in Moore's transactional distance theory and adopted Vygotsky's social constructivist approach. In terms of methodology, a qualitative research approach with a phenomenological design was used. Data were collected through open-ended semi-structured interviews from participants of the College of Education (CEDU) at the University of South Africa (UNISA). Transcription and thematical analyses of data were completed to identify themes. Findings from the study revealed that lecturers in CEDU were not inducted on their core functions hence the shortcomings in delivery of student support services. The study recommends that further research be conducted on how to support and empower lecturers within CEDU to give students leading-edge support. [For the complete Volume 19 proceedings, see ED613922.]

Aim/Purpose: Academics are often requested to create and teach courses for emerging technologies with perhaps no experience or guidance on how to do so. Background: A Framework to develop IT courses for emerging technologies was created and tested to assist academics; the framework was then tested by developing an IoT course. Methodology: A literature review was conducted to discover theories, models and methods that could be used in the creation of IT courses, followed by interviews with academics who had created many courses. The interviews were analysed using a thematic analysis process, and a Course Development Framework was created. Contribution: The framework was tested by using it to build and deliver an IoT course. The Framework could be used to support academics who have to create and develop courses for emerging technologies. Findings: By combining a learning theory such as constructivism, the ADDIE Instructional design model, ARCS-V Motivational model, and Bloom's Taxonomy, a Course Development Framework was constructed, which could be used to support academics who have to create courses for emerging technologies. Recommendations for Practitioners: The Course Development Framework could be used to develop other IT courses including online courses. Recommendations for Researchers: Future research could be conducted in the effectiveness of using the Course Development Framework to develop other courses including online courses. Impact on Society: Support academics to develop better IT courses for emerging technologies. Future Research: Research in the field of Brain Compatible Learning Principles and combining or using it with the Framework could provide further insights into advancements in course design and development. [This paper was published in: M. Jones (Ed.), "Proceedings of InSITE 2020: Informing Science and Information Technology Education Conference" (pp. 15-45). Informing Science Institute.]

Counselors working with students from South Africa need to be aware that the system of apartheid has created separate and unequal societies resulting in major differences in student educational, cultural, political and other backgrounds. In addition, counselors need to be aware of individual differences as well as differences in how people cope with an oppressive system and adjust to a different culture. Because these differences may underlie problems in the counseling situation, they should be considered by program sponsors, foreign student advisors, academic advisors and college counsellors in dealing with student problems related to South Africa, and also in helping South African students realize their goals. Background factors from both black and white South African student perspectives which should be considered are defined and discussed. Crisis situations which affect South African students on college campuses are also identified. It is recommended that the information be used as a frame of reference in academic advisement, counseling and program management. (LPT)

Before the onset of the COVID-19 induced remote teaching and learning practices the University of the Western Cape (UWC) senate adopted an inclusive online teaching and learning practice. This practice adopted by UWC was aimed to advance the perception of student success and to diminish dropout rates. The primary objective of this research is to measure student success and also consider lessons learned in relation to the adoption of innovative teaching and learning practices. This ongoing research at UWC explores factors underpinning learning and teaching practices, as well as examine research on and notions about student performance, as these are shaped by the pandemic. With the abrupt transition in teaching and learning students had to make major adjustments to their lifestyle to adapt to remote learning and teaching styles. The aforementioned attributed to both emotional and environmental challenges and the perception of student success as UWC momentously responded to students lack of resources and adaption to their teaching and learning style, subject content and their perception of success. The researcher will explore student success trends across the university and the adoption of blended learning approaches across faculties at UWC. While access to online resources is important to facilitate learning, our society still has an insidious digital divide. The aforementioned underpins what CIECT is currently involved in by encouraging and promoting the adoption of emerging technologies and blended-learning approaches, that is: to support the successful transition from the traditional classroom to online classes that promotes student success. [For the complete proceedings, see ED631021.]

As contexts in schools and higher education become increasingly more diverse, engagement with human differences and different knowledges becomes essential. Institutions need to change their practices to respond to the different needs of learners, as well as valuing their knowledges and prospective teachers need to better equipped for these experiences. Hence, the purpose of this paper is to explore the intersectionality of four final-year students colliding worldviews within a digital story project and how, this experience supported, or not, their own classroom pedagogies. Through the use of the pedagogy of discomfort, we argue that this intentionally initiated module of using digital storytelling influenced these four learners to confront their colliding worldviews, identify their strengths and challenges. They all reflected on how this process had encouraged them to become more self-reflective thinkers in their own lives, those of their peers and their learners. [For the complete proceedings, see ED608557.]

This research investigates the mobile technology ownership concerning M-learning and identifies Tapscott's (2009) common traits of Millennials in a South African context. Technology growth and adoption is impacting the education sector by changing teaching and learning through an innovative form of learning commonly known as M-learning. Along with the growth in adoption of technology, students learning profiles have also changed over time, evolving toward another generation of learners referred to as Millennials. A total of 103 Millennial student respondents in a higher education institution in South Africa were surveyed to collect primary data and descriptive statistics were used to summarize the results according to which the entire sample population owned at least one type of mobile devices. The findings also indicated that technology acquaintance and innovation are the most relatable attributes shared among Millennials. [For the full proceedings, see ED622227.]

This paper describes E-fundi as a learning management system developed for the now more than 65,000 students of by the North-West University in South Africa. In this paper, it will be proposed that e-mentoring as a recent development of traditional mentoring, may be pursued by way of E-fundi to the enrichment and growth of students wherever they are. The advantages and disadvantages of e-mentoring will also be discussed. The paper will end by recommending ways the use of E-fundi for e-mentoring purposes may be implemented. [For the full proceedings, see ED562093.]

The effective training of users is a key factor of the success of Enterprise Resource Planning (ERP) system projects. This need for ERP system training is exacerbated by a demand for quality ERP consultants which is evident in Europe and in African countries, particularly in South Africa where science and technology education has been identified as a national priority. However, the high costs of traveling in developing countries within Africa can make it difficult to offer traditional face to face training by vendors. Mobile learning or m-learning has shown a significant rise in use by companies and researchers developing learning platforms. M-learning can be used to aid in the training of ERP users who are on the go as well as those who do not have direct access to desktop PCs in their work environment. Whilst several studies propose the use of m-learning systems, research related to the implementation and evaluations of m-learning systems which focus on ERP system education are limited. In this paper success factors for m-learning of ERP systems are identified. An understanding of these factors can improve the design of an ERP m-learning system, thereby facilitating an improvement in ERP and more broadly speaking, technology education. This paper reports on field studies where the Technology Acceptance Model (TAM) was used to evaluate the acceptance, usefulness and perceived ease of two systems, the OpenSAP e-learning application and the SAP Learn Now m-learning application. The study found that the m-learning system was accepted by the learners and was rated positively for perceived ease of use (PEOU) and perceived usefulness (PU). The study results also showed that the TAM model could be successfully used to evaluate elearning and m-learning systems. [For full proceedings, see ED557189.]

Continuous advancements in technology provide an opportunity for higher educational institutions to enhance the electronic learning experiences of students. Following a review of literature, this research explored student perceptions on the possible uses of virtual reality in their universities, as a way of easing their access to learning material. The research was conducted with the aim of answering the question of how virtual reality can be used to enhance learning, for higher learning institutions. Using a mixed-method research method, online surveys were distributed to registered university students in South Africa, using a simple random sampling strategy, to obtain a diverse and non-biased data set. The quantitative and qualitative responses were analyzed separately, before being triangulated, and used to inform the discussion and conclusion. Ultimately, the research found that although there are various benefits associated with the introduction of Virtual Reality--in South African Higher Education Institutions--the diverse population of participating students, and the varying differences in their socioeconomic statuses, would result in the inequitable distribution and usage of its resultant advantages. [For the complete proceedings, see ED608557.]

The involvement of East Asia, and in particular China, in the global markets has rapidly increased over the last few decades, and universities in English-speaking countries, including South Africa are increasingly accepting students from that region into their programmes. This requires the students to not only move to a locality where foreign languages are spoken, but also to function within a completely different cultural environment. In this case study, we consider the experiences of a group of East Asian students at one university in South Africa. In view of the interconnected world that we live in, we argue that it is important for lecturers and administrators at higher education institutions to take note of these experiences, to advance intercultural understanding and support these students towards positive international experiences. [For the complete Volume 17 proceedings, see ED596826.]

In northern Botswana, conflict between subsistence farmers and elephants can result in destroyed agricultural crops and death for both species. In June of 2016, students and faculty mentors from four universities traveled to the Okavango Delta region of Botswana to participate in a community education project designed to develop locally relevant solutions to mitigate human-elephant conflict. Local farmers and community members partnered with university students to design solutions and build prototypes of those solutions. In this paper, we present findings pertaining to the university students' experiences, perceptions, and learning during and as a result of the workshop, including ways in which expectations and the actual experience were aligned and the experience of partnering university students with members of the local community. Findings indicate that future, similar projects should work to ensure an appropriate balance of instruction attention between the local and student participants. Successes include open dialogue and collaboration among all workshop attendees, application of university coursework to address issues of problem solving, design, working with diverse groups, and co-creation of prototypes of simple machines, tools, and devices ready for use and testing by local farmers. [For the full proceedings, see ED581791.]

This paper investigates the views of Post Graduate Certificate in Education (PGCE) students' of the theoretical component in one of the modules in their teacher education programme. In this module students are exposed to the following theoretical frameworks: Empiricism, Critical Rationalism, Feminism, Critical Theory, African Philosophy and Existentialism. The aim of this paper is to reveal the students' views about: the volume of their work in the module, themes covered in the curriculum for the module, the relevance of the content for a South African context, what aspects of the content they found most interesting and whether it was understandable. Students were also asked to rate their prescribed textbook for the module and indicate bibliographical detail such as home language and age. The responses of the students show that student teachers recognise the important role theory plays in Teacher Education. [For complete volume, see ED567040.]

The ubiquity of mobile phones provides an opportunity to use them as a resource for construction of programs beyond the classroom. However, limitations of mobile phones impede their use as typical programming environments. This research proposes that programming environments on mobile phones should include scaffolding techniques specifically designed for mobile phones, and designed based on learners' needs. This paper discusses the effectiveness of theoretically-derived scaffolding techniques to construct Java programs on a mobile phone. The results indicate that even though scaffolding techniques could support learners to program on a mobile phone, further modifications of the designed scaffolding techniques may be necessary in order to more effectively support programming on a mobile phone. [For complete proceedings, see ED562096.]

The field of mobile learning has received much attention in both the academic research fields and the practical fields. Yet the implementation rate is low with very few higher education institutions (HEIs) offering full support for this channel. The aim of this research is to evaluate the different mobile learning considerations as identified in available literature with a focus on key benefits and potential challenges which have been identified for students and institutions. A general inductive approach was used to analyze the academic articles as secondary data sources. The final result of the study is a summative framework to be used by HEIs considering fully fledged support for mobile learning. [For the complete proceedings, see ED590271.]