Synchronous and asynchronous teaching options for geographically dispersed learners in public affairs

Abstract

The emergence of South Africa into the global sphere after years of isolation, as well as international political maneuverings, trade agreements and social exchanges, necessitate a re-consideration, and sometimes a re-design, of its political, economic developmental, social policies and in particular it's tertiary educational strategies. Therefore, the employment of state of the art instructional technologies, as instruments of development, justifies thorough scrutiny as well. The University of Pretoria acknowledges the importance of utilising information technology, by applying a flexible learning model in the procurement of its academic programmes. Recently web-based post-graduate support programmes were introduced with the aim of enhancing learners' information technology literacy skills whilst at the same time affording the convenience of pursuing their studies from remote locations. The redesigned programmes in particular, focuses on the specific needs of the adult learner, thus following the principles of an andragogical learning approach. This mode of distance education also allows learners to engage in international collaboratories, for example the KELP (Knowledge Exchange & Learning Partnerships-programme) and COTRCO (Collaboratory on Technology-Enhanced Learning Communities) initiatives.