Expectations of students versus expectations of lecurers in a postgraduate module in open and distance learning

Abstract

Qualitative research was undertaken at Unisa, an open and distance-learning institution, where various compulsory modules in Philosophy of Education are presented at undergraduate and postgraduate level. In the past few years, many changes have taken place in the content and presentation of modules in Philosophy of Education: it was felt that South Africa needed a Philosophy of Education which encouraged inquiry, co-construction of knowledge, debate, a student-centred approach, problem-based instruction and lifelong learning. Lecturers started to develop a sense of the university as a knowledge-constructing community. In such a community, knowledge can be defined from a constructivist perspective as temporary, developmental, socially and culturally mediated and thus non-objective. Lecturers expect their students to be able to understand and incorporate this point of view in their approach to the teaching and learning of Philosophy of Education. In the qualitative research project described in this article, the researchers became aware of the different expectations of students and lecturers in a Philosophy of Education module. Particular issues arose with regard to student/lecturer expectations which need to be explored in further research.