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Connecting Higher Education Learning Spaces in a Blended Zululand Teaching and Learning Ecology

Connecting Higher Education Learning Spaces in a Blended Zululand Teaching and Learning Ecology

Neil Davies Evans
Copyright: © 2019 |Pages: 19
ISBN13: 9781522555575|ISBN10: 1522555579|EISBN13: 9781522555582
DOI: 10.4018/978-1-5225-5557-5.ch010
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MLA

Evans, Neil Davies. "Connecting Higher Education Learning Spaces in a Blended Zululand Teaching and Learning Ecology." Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education, edited by Jared Keengwe, IGI Global, 2019, pp. 177-195. https://doi.org/10.4018/978-1-5225-5557-5.ch010

APA

Evans, N. D. (2019). Connecting Higher Education Learning Spaces in a Blended Zululand Teaching and Learning Ecology. In J. Keengwe (Ed.), Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education (pp. 177-195). IGI Global. https://doi.org/10.4018/978-1-5225-5557-5.ch010

Chicago

Evans, Neil Davies. "Connecting Higher Education Learning Spaces in a Blended Zululand Teaching and Learning Ecology." In Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education, edited by Jared Keengwe, 177-195. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5557-5.ch010

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Abstract

The purpose of this chapter is to conceptualize a blended teaching and learning ecology in a South African institution of higher education which is grappling with issues of relevance, equity, and calls to decolonize the curriculum. This case study draws on past experiences and prior learning in higher education and suggests that a good teacher needs to understand the diversity of their students—how they develop and learn and that most “deep” learners actively construct and transform their own knowledge for their specific needs. Acknowledgement of this diversity also highlights that students from different backgrounds can have different perceptions, beliefs, and ethics, which all act as filters of information and thus learning. The epistemological and methodological foundations, together with the effect of participant diversity and proposed pedagogy, will contribute to dialogue on holistic curriculum development and deeper learning spaces in higher education.

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