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Problem-based learning is an active student-centred approach, which requires engineering students to work together in solving real-world problems. This study aims to review the incorporation of cooperative learning principles in an introductory first-year engineering course that aimed to develop students' group skills while working on problem-based projects. A total of 367 students participated in 65 groups. No formal examination was written, as this course only consists of practical work. Data collection included an assessment matrix and reflective sheets where students' individual and group contribution to the project were recorded. The data were structured and visually integrated into tables. Based on the findings, this research suggests that the integration of cooperative learning principles enhanced the development of essential group skills and team performance in some of the groups while working on real-world engineering projects.

This research reports on second-year students who designed and developed an integrated C# programming and database project as one of the course outcomes in a problem-based environment. Project teamwork involved three key actions, namely cooperation, taking responsibility and dealing with dependencies. For these actions, several competencies were required. Based on the literature, a framework was proposed involving five categories of competencies as well as associated mechanisms to manage team cooperation, responsibilities and dependencies in joint programming projects. The purpose of the research was to test the proposed framework of competencies using the data at hand. An interpretivist approach directed this research and a qualitative methodology was followed. Ninety-nine second-year BSc Computer Science and Information Technology students participated in the research at a South African university. Students worked mainly in teams of two members and selected the partners themselves. Data collection involved weekly project sheets, which indicated a team's responsibilities and cooperation as well as their planning, design, development and reflection on project activities. The data were manually analysed. Several quotes provided supporting evidence of the proposed framework and it was validated by referring to instances of some mechanisms that team members used to manage their problem-based projects.

As part of curriculum changes in South Africa, an introductory programming language, Scratch, must first be taught before switching to the well-established teaching of Delphi. The nature of programming in Scratch is considerably different from that in Delphi. It was assumed that the teaching of Scratch as introductory programming language could support learners' understanding of Delphi. Teachers did not receive much training in Scratch. This study explores teachers' experiences of their first year of the teaching of Scratch. The purpose of the research was to understand how Scratch can be used effectively as a transitioning language to Delphi and to deduce guidelines for teaching Scratch as introduction to object-oriented programming in Delphi. A qualitative research method, within the interpretive paradigm, was selected for this research. Interviews were done with eight randomly selected Information Technology (IT) teachers in the province of North-West, South Africa to gain insight into their experiences of teaching Scratch in 2012, the first year of implementing the new curriculum. Findings show that teachers were uncertain how to teach programming concepts and how to integrate problem solving and algorithm design into teaching Scratch. The focus of teaching was on Scratch, instead of on teaching programming concepts with Scratch. Emerging guidelines emphasise the integration of problem solving and algorithm design; the creation of opportunities to expose learners to error handling and program testing; and the inculcatation of programming concepts. We furthermore recommend active teaching-learning strategies such as pair programming.

The research reported in this article formed part of an internationally funded project about the empowerment of Information Technology (IT) teachers in economically deprived rural schools in the North-West and KwaZulu-Natal provinces in South Africa. The current paper focused on the use of self-directed metacognitive (SDM) questioning in a pair programming context. The study sample consisted of five IT teachers and 99 Grade 10 IT learners at five schools. The teachers were trained to implement pair programming and to guide learners in the application of metacognitive regulation while doing pair programming. The learners used SDM questions during their subsequent pair programming tasks. Data-gathering was done through interviews with the teachers regarding their views on the use of the SDM questions, and the learners' journals with their views on how they experienced the SDM questions to direct their thinking during execution of pair programming tasks. The results indicated that the teachers viewed the implementation of the SDM question difficult and time-consuming, and that they experienced the learners to be either reluctant or unwilling to engage in SDM questioning. However, the results of the learners' journals indicated that the learners experienced the SDM questions to be helpful in directing their thinking during pair programming tasks.

This article reflects on the first phase of a research project aimed at the empowerment of Information Technology (IT) teachers in black rural schools in the North-West province of South Africa. In order to empower these IT teachers, the first phase aimed at understanding their unique challenges and needs. Qualitative research methodology was used to determine the IT teachers' experiences of teaching a difficult subject such as IT in black rural schools. We report on the unique needs and challenges that these teachers experience. Results indicate that mutual challenges exist with regard to Internet access, lack of technical support and learners not having computers at home. Challenges with regard to electricity supply, shortage of textbooks and insufficient software also occur in some instances. We conclude with some recommendations on how the unique needs and challenges of these schools could be addressed in order to empower the teachers in their desire to facilitate success among IT learners.

The implementation of project-based learning has the potential to develop affective factors positively in students, which may foster self-directed lifelong learning. Lifelong learning is a key requirement for teachers to keep current and knowledgeable in their fields of expertise, as well as to satisfy the demands set for learners and teachers in the 21st century. This is especially important for teachers in Consumer Studies ‒ a dynamic and valuable subject in South African schools. Promoting lifelong, self-directed learning as part of the training of Consumer Studies student teachers is therefore essential. Several affective factors, for example motivation, contribute to the promotion of learning and can be developed through the selection of appropriate teaching-learning strategies. Affect can influence learning through memory processes, learning processes, attention span, experiences and motivation. A case study was undertaken to investigate how project-based learning contribute to affective factors within an existing university training programme for Consumer Studies student teachers and how it promotes their learning. Students registered for a Consumer Studies teacher preparation programme were selected as participants and data collected by means of open-ended questionnaires, weekly reflections, as well as focus group and individual interview sessions. Findings indicate that the application of project-based learning promoted affective factors in the student teachers, especially motivation, the value they placed on learning, as well as the development of a positive attitude towards learning ‒ all of which contribute to the promotion and development of positive learning experiences. Developers of preparation programmes for Consumer Studies student teachers could implement this information to enhance such programmes. Possibilities exist for further research regarding the connection between project-based learning and other affective factors contributing to learning in Consumer Studies student teacher preparation programmes. [ABSTRACT FROM AUTHOR]

The article explores the first phase of a project intended to empower Information Technology (IT) teachers in rural schools in the North-West province of South Africa. It cites the use of qualitative research methodology in identifying the experiences of teachers in teaching a difficult subject like IT. Findings revealed mutual challenges in terms of Internet access, lack of technical support and lack of computers at home. Recommendations to address the needs of rural schools are provided.