Show simple item record

dc.contributor.authorWalters, Shirley
dc.contributor.authorJones, Barbara
dc.date.accessioned2015-09-23T14:00:20Z
dc.date.available2015-09-23T14:00:20Z
dc.date.issued2015
dc.identifier.citationWalters, 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): 61-84en_US
dc.identifier.issn2310-7103
dc.identifier.urihttp://hdl.handle.net/10566/1672
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rightsThis work is licensed under a Creative Commons Attribution 3.0 License.
dc.source.urihttp://dx.doi.org/10.14426/cristal.v3i1.29
dc.subjectLifelong learningen_US
dc.subjectWorking studentsen_US
dc.subjectSouth African National Qualifications Framework (NQF)en_US
dc.subjectPovertyen_US
dc.subjectSocio-economic developmenten_US
dc.subjectHigher educationen_US
dc.subjectSouth Africaen_US
dc.subjectIndividual empowermenten_US
dc.titleFlexible learning and teaching: Looking beyond the binary of full-time/part-time provision in South African higher educationen_US
dc.typeArticleen_US
dc.privacy.showsubmitterfalse
dc.status.ispeerreviewedtrue


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record