ABSTRACT

A conceptual confusion of theory exists in South African Open Distance and e-Learning (ODeL) research in which the concept is used with borderline, related, contrary, invented, or illegitimate concepts such as a model, approach, construct, hypothesis, theoretical framework, or conceptual framework. As a result, some researchers choose not to apply theory, apply a narrow definition, or risk their manuscripts being rejected when theory is inadequately applied. This article seeks to expand the understanding of the concept theory in South African ODeL research. In particular, the purpose of the paper is to clarify the meaning and reduce ambiguities surrounding theory, as well as promote consistency in using the concept in South African ODeL research. Subsequently, the article develops a conceptual framework through a comprehensive literature review, and through the application of the eight steps for a concept analysis. This framework consists of six conceptual components related to the application of theory in order to meet the expected outcome of a particular ODeL research project. Four of the components that are deemed more important include defining attributes, identifying model cases, antecedents, consequences and empirical referents. The conceptual framework serves as a thinking tool for an integrated and deepened understanding of the concept theory and for enhancing the appropriate use of theories in South African ODeL research.

摘要

南非开放式远程学习和电子学习（ODeL）研究中存在理论上的概念混乱，该概念与边界，相关，相反，发明或非法概念（例如模型，方法，构造，假设，理论框架）一起使用，或概念框架。结果，一些研究者选择不应用理论，应用狭义的定义，或者当理论应用不当时冒被拒绝的手稿的风险。本文旨在扩展南非ODeL研究中对概念理论的理解。特别是，本文的目的是澄清含义并减少围绕理论的歧义，并促进在南非ODeL研究中使用该概念的一致性。随后，本文通过全面的文献综述并通过应用八个步骤进行概念分析来开发概念框架。该框架由六个与理论应用相关的概念性组成部分组成，以满足特定ODeL研究项目的预期成果。被认为更重要的四个组成部分包括定义属性，识别模型案例，前因，结果和经验参照物。该概念框架可作为一种思维工具，用于对概念理论进行全面，深入的理解，并增强南非ODeL研究中理论的适当使用。