Conceptual foundations for critical reasoning and learner engagement in ODL

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.