Journal of Emerging Trends in Educational Research and Policy Studies: Home

Abstract:
Open Distance Learning (ODL) modes are usually blended and comprise multiple strategies, so as to mediate learning for students. In the context of, for example Unisa, team work in the operationalisation of its multiple methodologies for student learning is encouraged in order to support students who are spread throughout South Africa and beyond. Emerging trends in higher education suggest a growing interest in the development of reflexive and reflective thinking skills. In this article we argue that, for Unisa's ODL to be compatible with the emerging trends in the development of reflexive and reflective thinking skills, it should create learning environments that can provide an enhancement to learning that goes beyond normal real-life encounters, contributing to a new kind of critical thinking framework. The purpose of this article is to explore the plausibility of the designing of learning activities underpinned and guided by the principles of reflexitivity. Central to this article, is the assumption that reflexive skills are fundamental to effective learning in an ODL setting. We perceive situated learning to be noteworthy towards the understanding of reflexive teaching and learning in ODL. Drawing from situated learning theory and Bourdieu, and Freire's theoretical frameworks, this article explores reflexivity and its implications for Unisa and ODL. It also reflects on the emerging trends in, and challenges facing situated learning theory and practice

Keywords: reflexive practice, reflexivity, open distance learning, situated learning, apprenticeship learning theory

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