Some Critical Reflections On Open Distance Learning, With Particular Reference To Work-Integrated Learning
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Authors
Kamper, GD (Gerrit)
du Plessis, EC (Elize)
Issue Date
2014-01-16
Type
Article
Language
en
Keywords
appreciative theory, open learning, open distance learning, open distance learning Institution, distance education, teaching practice, work-integrated learning
Alternative Title
Abstract
The notion of ‘openness’ in terms like open distance learning (ODL) is sometimes rather
carelessly used, for example in the work-integrated learning (WIL) of distance learners
(such as the teaching practice of UNISA’s education students, where schools and
UNISA form a partnership). We indicate that there is very little ‘openness’ in this type
of learning, and that ODL and WIL are in fact two irreconcilable concepts. Yet, when
WIL is considered in relation to distance education (DE) there is no problem, because
DE is a clear and generally understood concept, indicating a particular mode of education
provision, within which WIL can be neatly and meaningfully accommodated. We conclude, also on the basis of empirical evidence, that WIL and DE (and not ODL)
constitute the proven, established and ideal conceptual frameworks for the design and
implementation of inter alia teaching practice (as WIL) in distance teacher training. In
closing, we briefly reflect on the implications of our conclusion for institutional identity.
Description
Citation
Africa Education Review 11:1, 77-90, DOI: 10.1080/18146627.2013.853568
Publisher
Africa Education Review
License
Journal
Volume
Issue
PubMed ID
DOI
ISSN
1753-5921