Flexible learning and teaching: Looking beyond the binary of full-time/part-time provision in South African higher education
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Date
2015
Authors
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Journal ISSN
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Publisher
University of the Western Cape
Abstract
This paper engages with literature on flexible learning and teaching in order to explore
whether it may be possible, within the South African context, to have flexible learning and
teaching provide a third way which goes beyond the current practice of full-time/part-time
provision. This binary classification of students is a proxy for day-time/after-hours delivery.
The argument is made that effective, flexible learning and teaching requires a fundamental
shift in thinking about learning and teaching in higher education that moves us beyond such
binaries. The paper proposes that in order to ensure access and success for students, ‘common
knowledge’ (Edwards, 2010) will need to be co-constructed which understands flexible
learning and teaching in ways which will meet needs of a diversity of students, including
working students. It will require ‘resourceful leadership’ (Edwards, 2014) within the
university that recognises, enhances and gives purpose to the capability of colleagues at every
level of the systems they lead. Also, it will require the building of ‘common knowledge’
between certain sectors of universities and particular workplaces.
Description
Keywords
Lifelong learning, Working students, South African National Qualifications Framework (NQF), Poverty, Socio-economic development, Higher education, South Africa, Individual empowerment
Citation
Walters, S. and Jones, B. (2015). Flexible learning and teaching: Looking beyond the binary of full-time/part-time provision in South African higher education. Critical Studies in Teaching and Learning, 3(1): 61-84