The anonymous learners: a critical reflection on some assumptions regarding rural and city learners

dc.contributor.author	Prinsloo, Paul
dc.date.accessioned	2011-11-29T11:51:28Z
dc.date.available	2011-11-29T11:51:28Z
dc.date.issued	2003
dc.identifier.citation	Paul Prinsloo, (2003) "The anonymous learners: a critical reflection on some assumptions regarding rural and city learners", Progressio, Vol. 25 (1), pp. 48-60	en
dc.identifier.issn	02568853
dc.identifier.uri	http://hdl.handle.net/10500/5116
dc.description.abstract	Unisa learners come from diverse contexts, histories and cultures. The specific geographic location of the learners impacts on the total learning experience and the success thereof. Assumptions about the Unisa learner, the quality of teaching and administrative support determine to a large extent the design of learning materials and the support that learners receive. This article documents the stories of learners living in Mmarobala, Limpopo Province and learners from the Tswane Metropol, and investigates some assumptions of lecturers and administrative staff about Unisa learners and the effects thereof on the learning experiences of the students.	en
dc.language.iso	en	en
dc.publisher	Unisa Press	en
dc.subject	Geographic location	en
dc.subject	Learning experience	en
dc.subject	Learning materials	en
dc.title	The anonymous learners: a critical reflection on some assumptions regarding rural and city learners	en
dc.type	Article	en