A suggested conceptual framework for designing technology-enhanced distance learning environments for adult learners

Abstract

Although information technology is increasingly becoming the catalyst for economic and cultural change, many adult learners in South Africa are continuously being excluded from its benefits. Recent research shows that the technology for implementing new visions of open distance learning is available. But unless educators conduct research into constructive and sustainable solutions to accessing and utilising these new technologies, many communities will remain disenfranchised. This article is an attempt to develop a conceptual framework for designing contextualised, technology-enhanced learning environments for distance learners. Such a framework could form the basis for conducting research in this area.