دورية أكاديمية
Adding Value to Education for Sustainability in Africa with Inquiry-Based Approaches in Open and Distance Learning
| العنوان: | Adding Value to Education for Sustainability in Africa with Inquiry-Based Approaches in Open and Distance Learning |
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| اللغة: | English |
| المؤلفون: | Pretorius, Rudi, Lombard, Andrea, Khotoo, Anisa |
| المصدر: | International Journal of Sustainability in Higher Education. 2016 17(2):167-187. |
| الإتاحة: | Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2016 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Open Education, Distance Education, Role, Sustainability, Environmental Education, Inquiry, Teaching Methods, Educational Benefits, Geography, Undergraduate Students, Instructional Innovation, Place Based Education, Information Technology, Foreign Countries |
| مصطلحات جغرافية: | Africa |
| DOI: | 10.1108/IJSHE-07-2014-0110 |
| تدمد: | 1467-6370 |
| مستخلص: | Purpose: Inquiry-based approaches can potentially enrich sustainability learning in any educational context, more so in open and distance learning (ODL--perceived as theoretically inclined) and in regions of educational need (such as the Global South, of which Africa forms part). The purpose of this paper is to map the benefits and challenges of using inquiry-based learning (IBL), with reference to ODL and the value added by IBL in terms of education for sustainability (EfS) in Africa. Design/Methodology/Approach: Evidence-based reflection is used to provide a narrative assessment of the experience gained with IBL in two undergraduate sustainability-focussed modules in the Department of Geography at the University of South Africa (Unisa), an ODL provider in Africa and the Global South. Findings: Consideration of enabling and limiting factors indicates that although constraints are experienced, adoption of IBL approaches holds potential as pedagogic for EfS in Africa, due to grounding of learning in theory and applied to local places/contexts. This indicates a role for IBL to change perceptions regarding the lack of practical utility of ODL. Originality/Value: Implementing place-based and contextual IBL is innovative in ODL. It adds value to learning experiences and supports transformative learning, both important components of EfS and addressing a need in the African context. Practitioners will find the experience gained with implementation of IBL, coupled with possibilities associated with information and communication technologies, of value. |
| Abstractor: | As Provided |
| Number of References: | 37 |
| Entry Date: | 2016 |
| رقم الأكسشن: | EJ1091112 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1467-6370 |
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| DOI: | 10.1108/IJSHE-07-2014-0110 |