“In reality most institutions now offer a blend of lectures, tutorials, practical sessions, field work and/or work-integrated learning/work-based education, and ICT-supported learning experiences, as well as more independent self-learning and peer collaborative learning opportunities (which may be mediated in face-to-face sessions, or online, or a mix of both)” states the recently published Distance Higher Education Programmes in a Digital Era: Good Practice Guide (Council on Higher Education, 2014: 1). However, pp. 11 and 85 qualifies that work-integrated learning applies to some programmes. It is furthermore stated that the management of work-integrated learning requires “careful planning and support if students are more widely distributed” (p. 84).
Council on Higher Education (CHE). 2014. Distance Higher Education Programmes in a Digital Era: Good Practice Guide (and companion document Distance Higher Education Programmes in a Digital Era: Programme Accreditation Criteria, pp. 81-107 ). Produced on behalf of the CHE by the South African Institute for Distance Education (Saide). Pretoria: CHE.
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