Creating an Environment Conducive to Adult Distance Learning

Thumbnail Image
Journal Title
Journal ISSN
Volume Title
Corporate Author
Commonwealth of Learning (COL)

PCF2 // In 1997 the White Paper on Higher Education called for an open and flexible learning system and significant change in the traditional modes of programme delivery. Flexibility of access, exit, curriculum and learning modes require the adoption of a new teaching paradigm. (Moore, 1997: 8-10). // According to Moore (1996:4) the South African educational system was characterized by a number of deficiencies, for instance where the teaching strategies and delivery modes were not adapted to meet the needs of the larger intakes of learners and the diversity of lifelong learners. This in essence raised the concern over environments conducive to distance learning. This paper attempts to highlight the importance of creating an environment conducive to learning for a distance learning institutions like TSA. // Open Learning via Distance Education is increasingly being regarded as a possible solution for some of South Africa's educational problems. The Literature, however, illustrates no concrete research that has been conducted in terms of the creation of an environment conducive to adult distance learning institutions like Technikon Southern Africa. There are perhaps numerous reasons for this, however being a 'distance learning setting' is probably one the most prominent reasons for not seriously considering the learning environment as both an essential and vital determinant governing the learning process. // This paper focuses on an interpretative study that has been done of the programme group Police Practice of Technikon Southern Africa. The purpose of the study was to establish whether an environment conducive to adult learning does in fact exist in Police Practice and to develop a set of recommendations/criteria, which could be used by this programme group of TSA. // Various critical questions stimulated this study. These questions were in turn used to generate interview questions, which were used during the interview process. A qualitative approach was followed and data was obtained by means of interviews. The subjects of the study were educators of the programme group Police Practice of Technikon Southern Africa. //

South Africa