Johannes Christoffel Cronje

Publications

• Governance of information technology in a complex economy
• Covid-19 Policy Implications for Blended Learning in Higher Education in the Fourth Industrial Revolution
• WhatsApp as a tool for Building a Learning Community
• Alone in a Group Ten Characteristics of the Live Online Critique
• From face-to-face to Distance: Towards Flexibility in five Dimensions of Blended Learning: Lessons Learnt from the Covid-19 Pandemic
• Digital device ownership and learning environment preferences of students in South Africa and Ghana
• A continuum of teachers’ e-learning practices
• Managing information in education
• Thumbnail sketches on idea development: The drawing board vs computer generation
• The ABC (aim, belief, concern) instant research question generator
• Paradigms revisited: a quantitative investigation into a model to integrate objectivism and constructivism in instructional design
• E-learning and e-libraries–Quo vadis?
• The future of our field–A STEEP perspective
• Exploring information and communication theory in graphic design education with activity theory
• A framework for investigating universities readiness for on-line learning: With particular reference to Sudanese universities
• Why I don't use the library
• Learning 3.0: Rhizomatic Implications for Blended Learning
• The surprising truth about how metaphor motivates e-learners
• How good librarians have made themselves obsolete to some users
• Design research and research design-bringing the two together
• An open source self-assessment platform as technological tool for distance and open education learners
• The sustainable implementation of a master's programme in IT for education in a developing context
• Twenty-first-Century Learning, Rhizome Theory, and Integrating Opposing Paradigms in the Design of Personal Learning Systems
• Challenges to Sustainability in the Graphic Design Practices of a Developing Nation
• Designing Questions for Research Design and Design Research in e- Learning
• The Sustainable Implementation of a Master’s Programme in IT for Education in a Developing Context
• Mixed-Method Methodology unto a Learning Design Tool
• Towards a New Definition of Blended Learning
• Fifteen years of research on computers and education from South Africa
• Towards a systemic view of educational technology in developing regions
• The Future of Our Field – A STEEP Perspective
• Paradigms revisited: a quantitative investigation into a model to integrate objectivism and constructivism in instructional design
• Social distancing close together: The rhizomatic role of WhatsApp in communities
• Engagement with and Participation in Online role play Collaborative Arguments: A Sociocultural Perspective
• A decision framework for Blended Learning in the Covid-19 Pandemic
• Paradigms extended: how to integrate behaviorism, constructivism, knowledge domain, and learner mastery in instructional design
• What is this thing called "design" in design research and instructional design
• The surprising truth about how metaphor motivates e-learners
• It alignment intelligence: The role of emotional intelligence in business and it alignment
• An African research agenda for computers in education
• Thumbnail sketches on idea development: The drawing board vs computer generation
• Towards identification and classification of core and threshold concepts in methodology education in computing
• Design milieux for learning environments in African contexts
• Capital meets Capabilities: Negotiating cultural exclusion in participatory culture
• Towards an integration of paradigmatic and pragmatic research in information systems
• Building a white elephant? The case of the Cape Town Stadium
• Analysis of data governance implications on big data
• Exploring wiki-based collaborative writing activities among ESL pre-service education students
• When TAM just won’t do
• Diversity among postgraduate students belonging to a South African community of scholars
• Randomised items in computer-based tests: Russian roulette in assessment?
• Using Hofstede's cultural dimensions to interpret cross-cultural blended teaching and learning
• Pretoria to Khartoum-How we taught an Internet-supported masters' programme across national, religious, cultural and linguistic barriers
• Information society needs of managers in a large governmental organisation
• Learning from a free-access digital information kiosk in Africa: An objectivist–constructivist investigation
• Qualitative assessment across language barriers: An action research study
• Alternatives in evaluating multimedia in secondary school science teaching
• Towards a systemic view of educational technology in developing regions
• The internet as an information conduit in developing countries: An investigation of World Wide Web usability among small and medium textile enterprises in Botswana
• Up close and very personal–a proposed conceptual framework for mobile technology as a participant
• Who killed e-learning
• Surviving the shipwreck: what makes online students stay online and learn?
• Online with Krathwohl: Affective aspects of learning in an online environment
• Computers for Africa: Lessons learnt from introducing computers into schools in Mozambique
• Training cataloguing students using a mix of media and technologies
• E-learning: a nutrition and HIV/AIDS information tool
• Learning with a Website for the Textile Industry in Botswana
• Interpreting cross-cultural blended teaching and learning along Hofstede's cultural dimensions
• Programming in the real world
• Doing IT differently–Digital pedagogy for digital learning
• Afrikaners and Arabs: Negotiating Course Delivery in a Blended Learning Context
• The Usefulness of a Generic Process Model Structure.
• Technology-Mediated Narrative Environments for Learning
• Design specifications of an online collaborative workspace
• Teaching on the Internet
• Co-operative learning in an immersed Internet-based virtual learning community-the good, the bad and the ugly.
• How useful is peer-produced multimedia teaching material?
• E-portfolios and cross-cultural assessment
• Learning paradigms through fundraising systems: The RoboBeggar and the InfoKiosk cases
• Defining mobile learning in the higher education landscape
• Metaphors and models in Internet-based learning
• Read-only participants: A case for student communication in online classes
• When a robot turns into a totem: The RoboBeggar case
• Pretoria to Khartoum - How we taught an Internet-supported Masters' programme across national, religious, cultural and linguistic barriers
• Qualitative assessment across language barriers: An action research study
• Randomised items in computer-based tests: Russian roulette in assessment?
• How useful is peer-produced multimedia teaching material?
• Using Hofstede's cultural dimensions to interpret cross-cultural blended teaching and learning
• The usefulness of a generic process model structure
• The instructional and motivational effectiveness of a computer program in the training of cataloguing students
• Surviving the shipwreck: What makes online students stay online and learn?
• Factors that influence interaction of high school learners with information in a digitally enhanced environment
• Learning with a website for the textile industry in Botswana
• Metaphors and models in Internet-based learning
• A vatar aided e-learning fundraising system
• Methical jane: Perspectives on an undisclosed virtual student
• Training cataloguing students using a mix of media and technologies
• The Internet as an information conduit in developing countries: An investigation of World Wide Web usability among small and medium textile enterprises in Botswana
• Paradigms regained: Toward integrating objectivism and constructivism in instructional design and the learning sciences
• Read-only participants: A case for student communication in online classes
• Teaching'Teaching on the Internet'on the Internet
• Teaching" Teaching on the Internet" on the Internet
• Interactive television revisited: a case study in home economics
• Computer-based drill and practice games as support tools for English second language learners
• Electronic Performance Support Systems
• CYBER-'SURFIVER': THE DYNAMICS OF A GAME PLAYED IN A WEB-BASED ADULT LEARNING ENVIRONMENT
• DIGITAL MERGERS-How social software is helping a merging faculty become a community of practice
• What should we be teaching if Google gives the answer before we have even finished typing the question?
• The Dynamics of Access to ICT and Technology Practices of Secondary School Teachers
• A call for more entrepreneurship education in non-business programs at South African TVET colleges
• A Review of Virtual Reality from Primary School Teachers’ Perspectives
• Exploring the Role of ChatGPT as a Peer Coach for Developing Research Proposals: Feedback Quality, Prompts, and Student Reflection
• Implementation of a Multilingual Booklet to Accommodate First-Year Students with Academic Work
• A Strategy Development Framework for Educational Technology: An integrated Design Science Research and Modified Delphi Approach
• Posthuman Communication Design in South Africa
• Integration of ICT in Schools: Context-Aware ICT Appropriation (CAIA) Model
• An Analysis of Cybersecurity Policy Compliance in Organisations
• A framework for the development and improvement of computational thinking for high school learners using a programming language and learner management system
• Using a Mobile Application to Teach Mathematics to Learners with Special Educational Needs: Exploring Teachers’ Experiences