Semantic and metaphoric reflection on the training of decentralized staff responsible for supporting students in terms of work-integrated learning : a distance education university scenario

Abstract

This article provides both a current and a historical perspective, as well as describing the journey of a distance education institution. It contains a synopsis of the imperatives pertaining to work-integrated learning within higher education in South Africa. The article gives its readers a glimpse of the role of decentralized learner support staff at a distance education university in soliciting potential host organizations and placing students for their prerequisite work-integrated learning. It also contains an overview of a week-long seminar. The research entailed both a semantic and a metaphoric evaluation of the training. The findings include an analysis of semantic indicators of the reflection by participants and a review of the metaphors participants used to express their feelings about the seminar. The article concludes with the benefits message subsequently developed.