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Sustaining Communities of Learning and Practice in Innovative Open Education: A Case Study of Ha Lethena Learning Post
Abstract
Emerging technologies have transformed education by enabling innovative Open Education Practices (OEP). This study, grounded in the Community of Practice (CoP) theoretical framework, investigates how resilient learning communities are sustained at the Ha Lethena Learning Post in Lesotho’s remote Machache region. It explores how contextually adapted Open and Distance Learning (ODL) strategies promote educational resilience, inclusion, and collaboration in underserved communities.
Using a qualitative case study design, the research draws on data from semi-structured interviews, focus groups, and participant observations involving 18 stakeholders, including learners, facilitators, parents, and local partners. The findings reveal that familial engagement, peer mentoring, and community partnerships play a central role in maintaining learning continuity. Despite limited access to digital infrastructure, the learning post effectively employs primer workbooks, WhatsApp messaging, and phone calls to facilitate instruction and learner engagement.
The study demonstrates how community founded innovations in ODL can expand educational access for marginalized populations. It also critically reflects on the applicability and limitations of CoP principles in low-resource rural contexts. The paper concludes with recommendations for policy and curriculum development to support scalable, inclusive models of community-based ODL.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 6554
Country
Lesotho
Region
Africa
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Adobe PDF, 359 KB
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Date
2025-09
Author
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)