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Published in Chapter:
Content Developers as Stakeholders in the Blended Learning Ecosystem: The Virtual Institute for Afrikaans Language Education Portal as a Case Study
Adri Breed (North-West University, South Africa), Nadine Fouché (Virtuele Instituut vir Afrikaans, South Africa), Nina Brink (North-West University, South Africa), Marlie Coetzee (Virtuele Instituut vir Afrikaans, South Africa), Cecilia Erasmus (St. David's Marist Inanda, South Africa), Sophia Kapp (Virtuele Instituut vir Afrikaans, South Africa), Sulene Pilon (University of Pretoria, South Africa), Roné Wierenga (Virtuele Instituut vir Afrikaans, South Africa & North-West University, South Africa), and Gerhard van Huyssteen (North-West University, South Africa)
Copyright: © 2021
|Pages: 19
DOI: 10.4018/978-1-7998-6940-5.ch007
Abstract
Within the blended learning environment, it is important to consolidate expert content and pedagogy inside and outside the classroom. Subject experts who serve as content developers play a vital role by contributing quality controlled subject content covered by the curriculum, which can be made available to students on digital platforms. However, in developing countries and in communities where resources are limited, good and complementary digital content may not be accessible to all learners. Teachers are often left to their own devices to develop teaching content. When considering Afrikaans language teaching in South Africa specifically, there is a great need within the language community for learning and teaching support. This chapter reports on the role that the Virtual Institute for Afrikaans (VivA) is playing as a content provider of quality Afrikaans linguistic material in the blended learning environment. The aim is to present VivA as a case study or prototype of an independent organisation acting as a key stakeholder in the blended learning ecosystem.