Using social learning environments to leverage traditional supervision of research students: a community of practice perspective

South African higher education is plagued by student articulation gap, which is often attributed to insufficient knowledge production processes and surface approaches to learning. Unfortunately, supervisor-student model of supervision, one of the direct, personal interventions to address this challenge, is plagued by multiple flaws. The traditional supervisor-student model of knowledge generation may not be adequate in externalizing research processes to students. Yet, a social learning model potentially extends the traditional model by providing a social environment where students collectively generate knowledge through peer-based interactions. Mindful of supervision dilemmas namely, this study explores technology-enhanced social learning environments as complements to traditional supervision models.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2012

Author dc:creator

• Mlambo, Shepherd

Advisor dc:contributor.advisor

• Ng'ambi, Dick

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/12358

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/12358