dc.description.abstract |
The current production and delivery systems in distance education in South Africa
lead to a lack of learner support, alienation, and a growing absence of engagement
in the teaching and learning experience. This pedagogical style impacts negatively
on sound teaching approaches and the quality of curriculum design. In the light
of the above, this article reflects critically on the theoretical principles underlying
some teaching approaches in open and distance learning (ODL). It argues that an
awareness of the role and effect of consumer discourse on teaching approaches
and practices is important, because this epistemology of production could obstruct
creative learning environments. The article follows a social re-constructivist approach,
grounded in a postmodern epistemological view of knowledge creation enriched by
diverse perspectives. It attempts to redevelop a culture of critical engagement by
adopting a teaching and learning approach that will promote critical discourse and
creative thinking, and enable learners to critically question dominant discourses and
ideologies, although these are still endorsed by most South African higher education
institutions (HEIs) and promoted by many university lecturers in ODL. |
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