Blended learning, and open and distance learning: implications for best practice in higher education
Van der Walt, J.L.
MetadataShow full item record
The provision of higher education in South Africa and in many parts of the world is challenged by the enrolment of large numbers of students, many of whom cannot attend classes or afford conventional face-to-face tuition. This has forced institutions of higher education to resort to various forms of non-traditional teaching and learning, among others, open distance learning and blended learning. In South Africa, as elsewhere, official government policy provides for approaches that make extensive use of teaching technologies. This article highlights two problems in connection with blended learning as such and attempts to address both. The first is the fact that, in view of the dynamic and fluid nature of the field, ‘blended learning’ cannot be defined conclusively, and the other is that ‘best practice’ has not been examined in connection with blended learning. After offering a working definition of blended learning, the authors unpack what they think has to be discovered in an effort to describe best practice in blended learning. The discussion forms the background for the findings regarding best practice in open distance learning and blended learning proffered in the ten research articles in this journal. In the process, authors outline certain implications of distance learning and blended learning for the practice of higher education.
- Faculty of Education 
Showing items related by title, author, creator and subject.
Die verband tussen die aanwending van selfgereguleerde leervaardighede en die akademiese prestasie van die afstandsleerder op tersiêre vlak Bothma, Franciska (Potchefstroom University for Christian Higher Education, 2001)The aim of this study was to determine whether a relationship exists between the use of self-regulation by the tertiary distance learner and his or her academic achievement in a specific academic course unit. To attain ...
Kruger, Corné Gerda (North-West University, 2010)According to the South African White Paper 5 on Early Childhood Development (ECD), the initiative of the Department of Education (DoE), whereby grade R is being implemented as part of compulsory education, is directed at ...
Du Toit, Charlene (North-West University, 2011)The problem being investigated in this thesis is to understand and explain why some Setswana speaking students in the ACE-programme for Life Orientation who have voluntarily registered for a decentralised off-campus education ...