Electrical, photo-thermal and mechanical degradation analysis of degraded single junction amorphous silicon solar modules
- Osayemwenre, Gilbert Omorodion
- Authors: Osayemwenre, Gilbert Omorodion
- Date: 2019
- Subjects: Solar cells Amorphous semiconductors Silicon
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/15211 , vital:40204
- Description: In this present era of sustainable energy development, photovoltaic modules which are based on amorphous silicon cells have immeasurable prospects of contributing meaningfully to the energy demand of the world at large. The global consciousness of environmental safety issues has birthed the rapid demand for the photovoltaic system. However, the production increase is mainly in bulk-type crystalline (c-Si) solar cells. Thus, to meet the high demand of the market, single junction amorphous silicon (a-Si:H) solar cells production must be encouraged through active research in that regard. This could also help to improve its efficiency and reliability. There has recently been a sharp decrease in the production cost of the bulk Si solar cell, but the a-Si:H solar cell still remains the most economically viable in comparison to the other PV technologies. Companies such as Sharp are currently developing large-scale a-Si:H solar modules that can produce an efficiency of 10.5% after the long-term degradation process. To date, a-Si:H is believed to be one of the most promising thin-film PV technologies (Saito et al., 1993; Hamakawa et al., 1994). The cost of a solar PV manufacturing fell by 6% in 2014 (Santa, 2014), this is in accordance with the 2008 cost production forecast; thus, the cost record stands at 0.20 per watt, as reported by the NPD Solar publisher. Amorphous silicon (a-Si) solar modules generate more kilowatt-hour (kWh) of electricity per kilowatt (kW) than crystalline silicon or other technologies of the same capacity of installation. Furthermore, a-Si:H modules have more functional hours per day. Single junction amorphous silicon (a-Si:H) modules can function beyond the peak sun hours, and they also have a better performance on a cloudy day. vii In other words, a 1kW PV system of a-Si:H is expected to generate more electricity per year in comparison to 1kW PV from other technologies, hence there is a low energy payback time. In this study, commercially available single junction amorphous silicon modules were bought from a local market and they were immediately deployed outdoors. The initial reading of the modules, which served as baseline reading, showed an average of 25% decrease in the modules performance, therefore, there is a need for a long term monitoring process to obtain the best and worst performing modules. Measuring the performance parameters of these PV modules under real sun light (IV) provides a better degradation assessment. This conventional assessment cannot provide an in-depth insight responsible for the variation and degradation of the performance parameters. More obscured parameters like recombination current and ideality factor were obtained from the dark IV measurements. However, this is still superficial in a way. The intrinsic parameters were obtained from scanning probe microscopy (SPM) and CV measurements. The study focuses on the degradation analysis of a-Si:H due to an increase in defect density. A rise in the defect concentration is a huge problem because it causes long-term solar cell degradation, which increases the recombination current and decreases the conversion efficiency. Furthermore, it decreases the photo-generating current and reduces the effective efficiency of the solar device. In other words, the electrical output decreases. This research investigates the reduction in a-Si:H modules’ maximum power, and correlates these with a hot spot formation. A PVPM IV tracer was used for the outdoor characterisation of the module’s temperature profile, while the IR camera was used to analyse the hot spot centre. A four probe IV/CV from NMU was used for the indoor assessment of smaller samples cleaved from both the affected and non-affected regions to characterise the electrical variations across the module viii samples. To be precise, in this study, a naturally degraded single junction amorphous silicon module was delaminated and its mechanical properties were analysed and correlated with the contact potential from a Kelvin probe force microscopy (KPFM).
- Full Text:
- Authors: Osayemwenre, Gilbert Omorodion
- Date: 2019
- Subjects: Solar cells Amorphous semiconductors Silicon
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/15211 , vital:40204
- Description: In this present era of sustainable energy development, photovoltaic modules which are based on amorphous silicon cells have immeasurable prospects of contributing meaningfully to the energy demand of the world at large. The global consciousness of environmental safety issues has birthed the rapid demand for the photovoltaic system. However, the production increase is mainly in bulk-type crystalline (c-Si) solar cells. Thus, to meet the high demand of the market, single junction amorphous silicon (a-Si:H) solar cells production must be encouraged through active research in that regard. This could also help to improve its efficiency and reliability. There has recently been a sharp decrease in the production cost of the bulk Si solar cell, but the a-Si:H solar cell still remains the most economically viable in comparison to the other PV technologies. Companies such as Sharp are currently developing large-scale a-Si:H solar modules that can produce an efficiency of 10.5% after the long-term degradation process. To date, a-Si:H is believed to be one of the most promising thin-film PV technologies (Saito et al., 1993; Hamakawa et al., 1994). The cost of a solar PV manufacturing fell by 6% in 2014 (Santa, 2014), this is in accordance with the 2008 cost production forecast; thus, the cost record stands at 0.20 per watt, as reported by the NPD Solar publisher. Amorphous silicon (a-Si) solar modules generate more kilowatt-hour (kWh) of electricity per kilowatt (kW) than crystalline silicon or other technologies of the same capacity of installation. Furthermore, a-Si:H modules have more functional hours per day. Single junction amorphous silicon (a-Si:H) modules can function beyond the peak sun hours, and they also have a better performance on a cloudy day. vii In other words, a 1kW PV system of a-Si:H is expected to generate more electricity per year in comparison to 1kW PV from other technologies, hence there is a low energy payback time. In this study, commercially available single junction amorphous silicon modules were bought from a local market and they were immediately deployed outdoors. The initial reading of the modules, which served as baseline reading, showed an average of 25% decrease in the modules performance, therefore, there is a need for a long term monitoring process to obtain the best and worst performing modules. Measuring the performance parameters of these PV modules under real sun light (IV) provides a better degradation assessment. This conventional assessment cannot provide an in-depth insight responsible for the variation and degradation of the performance parameters. More obscured parameters like recombination current and ideality factor were obtained from the dark IV measurements. However, this is still superficial in a way. The intrinsic parameters were obtained from scanning probe microscopy (SPM) and CV measurements. The study focuses on the degradation analysis of a-Si:H due to an increase in defect density. A rise in the defect concentration is a huge problem because it causes long-term solar cell degradation, which increases the recombination current and decreases the conversion efficiency. Furthermore, it decreases the photo-generating current and reduces the effective efficiency of the solar device. In other words, the electrical output decreases. This research investigates the reduction in a-Si:H modules’ maximum power, and correlates these with a hot spot formation. A PVPM IV tracer was used for the outdoor characterisation of the module’s temperature profile, while the IR camera was used to analyse the hot spot centre. A four probe IV/CV from NMU was used for the indoor assessment of smaller samples cleaved from both the affected and non-affected regions to characterise the electrical variations across the module viii samples. To be precise, in this study, a naturally degraded single junction amorphous silicon module was delaminated and its mechanical properties were analysed and correlated with the contact potential from a Kelvin probe force microscopy (KPFM).
- Full Text:
A model for retention-to-graduation of undergraduate nursing students at universities in the Eastern Cape Province, South Africa
- Authors: Nkutu, Nonyaniso Trustina
- Date: 2018
- Subjects: Universities and colleges--South Africa--Eastern Cape College students--South Africa--Eastern Cape Nursing students--South Africa--Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Nursing
- Identifier: http://hdl.handle.net/10353/15946 , vital:40566
- Description: The retention of nursing students in the undergraduate programme in universities is a global concern for the health care system, because of the low rate of nurse graduates. The strategies for retention for nursing students in undergraduate programmes in South African universities arguably have limited success in curbing failure to graduate. The failure to graduate rate of nursing students is a global phenomenon, where for example in 2009, the rate of failure to graduate in the United States of America was 30%. However, countries like Jamaica and Australia reported good retention rates through the use of various successful initiatives, such as student bursaries, student loans, scholarships and academic assistance. Previous studies in South Africa have showed that the incidence of nursing students’ failure to graduate rate is an ongoing challenge since the 1960s. Further, research has found that, despite the high annual enrolment of students into universities, only few nursing students graduate on time, while others fail to graduate. This phenomenon affects the rendering and quality of services to patients and clients in the health care facilities. When students fail to graduate from the programme, patients and clients get deprived of the services they would have got, had the students completed and graduated from the programme. On the other hand, the students themselves get frustrated due to the failure to complete the programme. Nursing Education Institutions (NEIs) also share in the disappointment and the loss of even one student who fails to graduate, because it is their obligation to graduate more nurses. Previous studies have sought to understand why students fail to complete their studies, and many factors have been identified. Therefore, there is need to further understand the factors associated with nursing student failure to complete their programme in different contexts such as South Africa. It is for this reason that the aim of this study was to develop a model for retention of nursing students in order to facilitate progression towards graduation in the undergraduate programme at the universities in the Eastern Cape Province of South Africa. The study endeavoured to answer the following research questions: What are the factors associated with retention-to-graduation of nursing students from the undergraduate nursing programme in the Eastern Cape Province, South Africa? What are the strategies to enhance retention to graduation of nursing students in universities in the Eastern Cape Province, South Africa? What conceptual framework can be developed for retention-to-graduation of nursing students from the undergraduate programme in the Eastern Cape Province, South Africa? What model could be developed for retention-to-graduation of nursing students from the undergraduate nursing programme in the Eastern Cape Province, South Africa? What guidelines should be formulated for the implementation of the model for retention-to-graduation of nursing students from the undergraduate nursing programme in the Eastern Cape Province, South Africa? To answer these questions, quantitative research approach with a descriptive, contextual and theory generation design was used. The study was conducted in four phases. Phase 1 used deductive concept identification to describe factors and strategies to enhance retention –to-graduation of nursing students in the undergraduate nursing programme. Phase 2 used inductive concept analysis for the development of a conceptual framework. In phase 3 reasoning strategies (inductive, deductive, derivation, synthesis and analysis) informed by data as well as the literature were used in order to generate a theory for model development. In phase 4, the guidelines for developing a preliminary model were formulated for theory implementation. The study setting was in the Eastern Cape universities, within faculties of Health Sciences. The researcher adapted Jeffreys’ Nursing Undergraduate Retention and Success (NURS) 2012 model as a data collecting instrument, which was pilot tested for reliability and validity. Permission to utilize the model was obtained. The targeted population was full time nursing students in the undergraduate nursing programme. A multistage stratified random sample from first year to fourth year level was used. The inclusion criterion was based on one being full time nursing student, aged between 18 and 50 years and from the Eastern Cape Province universities. Student nurses in colleges and part-time students were excluded from this study. The study adhered to research ethics and procedures by for example obtaining ethical clearance from the ethics committee of the University of Fort Hare and the other two selected universities. The ethical components were met: The Ethical clearance based on the following aspects: written consent to undertake the study; approval from the two of the selected universities; and permission to conduct a pilot study from the University of Fort Hare. Permission was also sought and obtained from Quality Assurance Unit in the Eastern Cape Province, in Bisho. The principle of beneficence; respect for human dignity; the right to self-determination based on the ethical principle of respect for persons; the principle of self-determination; the principle of justice, the right to fair treatment, the right to privacy, the right to informed consent were all considered. Data analysis was done through Statistical Analysis Systems (SAS) version 9.3 for quantitative data and Atlas Ti was used to analyse and quantify the open-ended section of the questionnaire. The results showed multidimensional factors associated with retention-to-graduation of the nursing students in the undergraduate programme. Strategies to enhance retention –to graduation were also indicated although there was no one perfect example since they were not evaluated for effectiveness. A retention-to-graduation model for nursing students in the undergraduate nursing programme was developed based on the results.
- Full Text:
- Authors: Nkutu, Nonyaniso Trustina
- Date: 2018
- Subjects: Universities and colleges--South Africa--Eastern Cape College students--South Africa--Eastern Cape Nursing students--South Africa--Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Nursing
- Identifier: http://hdl.handle.net/10353/15946 , vital:40566
- Description: The retention of nursing students in the undergraduate programme in universities is a global concern for the health care system, because of the low rate of nurse graduates. The strategies for retention for nursing students in undergraduate programmes in South African universities arguably have limited success in curbing failure to graduate. The failure to graduate rate of nursing students is a global phenomenon, where for example in 2009, the rate of failure to graduate in the United States of America was 30%. However, countries like Jamaica and Australia reported good retention rates through the use of various successful initiatives, such as student bursaries, student loans, scholarships and academic assistance. Previous studies in South Africa have showed that the incidence of nursing students’ failure to graduate rate is an ongoing challenge since the 1960s. Further, research has found that, despite the high annual enrolment of students into universities, only few nursing students graduate on time, while others fail to graduate. This phenomenon affects the rendering and quality of services to patients and clients in the health care facilities. When students fail to graduate from the programme, patients and clients get deprived of the services they would have got, had the students completed and graduated from the programme. On the other hand, the students themselves get frustrated due to the failure to complete the programme. Nursing Education Institutions (NEIs) also share in the disappointment and the loss of even one student who fails to graduate, because it is their obligation to graduate more nurses. Previous studies have sought to understand why students fail to complete their studies, and many factors have been identified. Therefore, there is need to further understand the factors associated with nursing student failure to complete their programme in different contexts such as South Africa. It is for this reason that the aim of this study was to develop a model for retention of nursing students in order to facilitate progression towards graduation in the undergraduate programme at the universities in the Eastern Cape Province of South Africa. The study endeavoured to answer the following research questions: What are the factors associated with retention-to-graduation of nursing students from the undergraduate nursing programme in the Eastern Cape Province, South Africa? What are the strategies to enhance retention to graduation of nursing students in universities in the Eastern Cape Province, South Africa? What conceptual framework can be developed for retention-to-graduation of nursing students from the undergraduate programme in the Eastern Cape Province, South Africa? What model could be developed for retention-to-graduation of nursing students from the undergraduate nursing programme in the Eastern Cape Province, South Africa? What guidelines should be formulated for the implementation of the model for retention-to-graduation of nursing students from the undergraduate nursing programme in the Eastern Cape Province, South Africa? To answer these questions, quantitative research approach with a descriptive, contextual and theory generation design was used. The study was conducted in four phases. Phase 1 used deductive concept identification to describe factors and strategies to enhance retention –to-graduation of nursing students in the undergraduate nursing programme. Phase 2 used inductive concept analysis for the development of a conceptual framework. In phase 3 reasoning strategies (inductive, deductive, derivation, synthesis and analysis) informed by data as well as the literature were used in order to generate a theory for model development. In phase 4, the guidelines for developing a preliminary model were formulated for theory implementation. The study setting was in the Eastern Cape universities, within faculties of Health Sciences. The researcher adapted Jeffreys’ Nursing Undergraduate Retention and Success (NURS) 2012 model as a data collecting instrument, which was pilot tested for reliability and validity. Permission to utilize the model was obtained. The targeted population was full time nursing students in the undergraduate nursing programme. A multistage stratified random sample from first year to fourth year level was used. The inclusion criterion was based on one being full time nursing student, aged between 18 and 50 years and from the Eastern Cape Province universities. Student nurses in colleges and part-time students were excluded from this study. The study adhered to research ethics and procedures by for example obtaining ethical clearance from the ethics committee of the University of Fort Hare and the other two selected universities. The ethical components were met: The Ethical clearance based on the following aspects: written consent to undertake the study; approval from the two of the selected universities; and permission to conduct a pilot study from the University of Fort Hare. Permission was also sought and obtained from Quality Assurance Unit in the Eastern Cape Province, in Bisho. The principle of beneficence; respect for human dignity; the right to self-determination based on the ethical principle of respect for persons; the principle of self-determination; the principle of justice, the right to fair treatment, the right to privacy, the right to informed consent were all considered. Data analysis was done through Statistical Analysis Systems (SAS) version 9.3 for quantitative data and Atlas Ti was used to analyse and quantify the open-ended section of the questionnaire. The results showed multidimensional factors associated with retention-to-graduation of the nursing students in the undergraduate programme. Strategies to enhance retention –to graduation were also indicated although there was no one perfect example since they were not evaluated for effectiveness. A retention-to-graduation model for nursing students in the undergraduate nursing programme was developed based on the results.
- Full Text:
The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe Teaching -- Zimbabwe -- Aids and devices Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , M Ed
- Identifier: http://hdl.handle.net/10353/2127 , vital:27612
- Description: Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text:
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe Teaching -- Zimbabwe -- Aids and devices Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , M Ed
- Identifier: http://hdl.handle.net/10353/2127 , vital:27612
- Description: Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text:
The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Internet in education -- Zimbabwe Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5226 , vital:29115
- Description: challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text: false
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Internet in education -- Zimbabwe Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5226 , vital:29115
- Description: challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text: false
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