Deconstructing dual-mode provision in a digital era

Abstract

Our motivation for a special edition of the journal focusing on dual-mode provision, was in part because we were all initially working in distance education units within conventional institutions and wanted to reflect on our own practices and experiences; but it was also because we were increasingly encountering growth in similar practices in other institutions we were engaging with in forums such as the National Association for Distance Education and Open Learning in South Africa (see http://www.nadeosa.org.za/), the Distance Education Association of Southern Africa (see http://www.deasa.org/), the Distance Education and Teachers Training in Africa biennial conference (see http://www.deta.up.ac.za/) and OER Africa (see http://www.oerafrica.org/).