Looking at the design and control of learning opportunities from the learners' perspective

Abstract

Higher education is being called upon to create learning opportunities that meet new national priorities and simultaneously ensure quality and success. For pedagogical and political reasons, it is desirable that learning programmes reflect openness and flexibility. However, the assumptions, purposes, and frameworks which shape "open learning" are seldom made explicit. This paper highlights the need to be aware of those areas in which there is a mismatch between our intentions and expectations on the one hand, and students' experiences of the design and delivery processes on the other. Findings from a case study of distance learners at one South African university are outlined. Another aspect that is examined is the need for acknowledgment of our accountability and for ongoing critical review of our conceptions of learning and teaching , regardless of the mode of delivery.