Bedeutung von digitalen Zusatzmaterialien im lehrwerkgestutzten schulischen DaF-Fernunterricht in pandemiebedingten Umbruchzeiten
| dc.contributor.advisor | Jordaan, Doret | en_ZA |
| dc.contributor.advisor | Wurffel, Nicola | en_ZA |
| dc.contributor.author | Gjestvang, Kari Soedal | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages. | en_ZA |
| dc.date.accessioned | 2021-12-07T16:27:18Z | |
| dc.date.accessioned | 2021-12-22T14:33:49Z | |
| dc.date.available | 2021-12-07T16:27:18Z | |
| dc.date.available | 2021-12-22T14:33:49Z | |
| dc.date.issued | 2021-12 | |
| dc.description | Thesis (MA)--Stellenbosch University, 2021. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: Due to the Covid-19 pandemic, Norwegian schools closed down on 12 March 2020 as part of a nationwide lockdown. Overnight, German-language teachers in Norway had to adapt to a fully virtual remote teaching format as a result of this Covid-19 Lockdown. This thesis explores the use of additional digital teaching and learning materials for support amongst German teachers in Norwegian schools during the pandemic. The theoretical foundation of this research analyses different digital teaching formats and concepts—in combination with theories on the development of digital teaching and learning materials for German language instruction. The purpose of the study is twofold. Firstly, to get an impression of the German teachers’ experiences with such materials during the period of remote teaching. Secondly, to investigate how additional teaching and learning materials could be developed to be a greater support for German teachers, both during a new lockdown and in a normal classroom environment. The third part of the study brings together the teachers’ experiences, the theoretical analysis, and analysis on the viability of developing German teaching and learning materials for Norwegian schools. This discussion leads to the central question of this thesis: how can German teachers of the future find better support in additional digital teaching and learning materials for remote teaching as well as classroom teaching? The most significant findings in the study reveal that improvements in the structure of the sources’ websites—in combination with a more active professional training of digital skills amongst teachers—will equip teachers to make better use of the potential support already available in existing materials, even though some digital teaching and learning materials are not yet accessible. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: As gevolg van die Covid-19-pandemie, moes Noorse skole op 12 Maart 2020 as deel van 'n landwye grendeltydperk sluit. Duitse taalonderwysers in Noorweë moes oornag aanpas tot ‘n volledige virtuele afstandsonderrigformaat, as ‘n gevolg van hierdie sluiting. Hierdie tesis ondersoek die gebruik van addisionele digtale onderring- en leermateriaal ter ondersteuning van Duitse taalonderwysers in Noorse skole tydens die pandemie. Die teoretiese fondasie van hierdie navorsing analiseer verskillende digtale leerformate en -konsepte, in kombinasie met teorieë oor die ontwikkeling van digitale onderrig- en leermateriaal vir Duitse taalonderrig. Die doel van die navorsing is tweeledig. Eerstens, om ‘n indruk te formuleer oor Duitse taalonderwysers se ervaring met hierdie materiaal tydens die afstandsleerperiode. Tweedens, om te ondersoek hoe addisionele onderrig- en leermateriaal ontwikkel kan word om meer ondersteuning te bied aan Duitse taalonderwysers, in beide die grendeltydperk sowel as in ‘n normale klaskameromgewing. Die derde deel van hierdie studie bring die onderwysers se ervaring, die teoretiese analise, en die analise van die lewensvatbaarheid van die ontwikkeling van Duitste onderrig- en leermateriaal vir Noorse skole saam. Die bespreking lei tot die kernvraag van hierdie tesis: hoe kan die Duitse taalonderwysers van die toekoms beter ondersteuning in addisionele digitale onderrig- en leermateriaal vir beide afstandsonderrig en klaskameronderrig vind? Die belangrikste bevindings in die studie toon dat verbeteringe in die struktuur van die bronne se webtuistes - in kombinasie met 'n meer aktiewe professionele opleiding van digitale vaardighede onder onderwysers - onderwysers sal toerus om die potensiële ondersteuning wat reeds beskikbaar is in bestaande materiaal, beter te benut, al is sommige digitale onderrig- en leermateriaal nog nie toeganklik nie. | af_ZA |
| dc.description.version | Masters | en_ZA |
| dc.format.extent | 216 pages | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10019.1/123996 | |
| dc.language.iso | de | de_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | German language -- Study and teaching -- Foreign speakers | en_ZA |
| dc.subject | Virtual remote teaching | en_ZA |
| dc.subject | Language and languages -- Computer-assisted instruction | en_ZA |
| dc.subject | German digital teaching materials | en_ZA |
| dc.subject | UCTD | en_ZA |
| dc.title | Bedeutung von digitalen Zusatzmaterialien im lehrwerkgestutzten schulischen DaF-Fernunterricht in pandemiebedingten Umbruchzeiten | en_ZA |
| dc.type | Thesis | en_ZA |