{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/17182"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/17182","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Distant voices : a study of distance education text strategies in relation to adult learning styles","abstract":"Distance education promises to broaden access to education to an increasing number and variety of learners in the \"new South Africa\". The construction and presentation of course texts is a critical factor in whether that promise is fulfilled. The producers of texts, working in their specific socio-cultural contexts, select and sequence the concepts they teach and create voices in the text which work in place of actual teachers. These textual voices interact with readers in a variety of communicative and educative ways, opening to greater or fewer styles of learning, and constructing a wider or narrower range of identities for readers. This results in learning styles being more or less able to be engaged, and learners being more or less able to identify with identities constructed for them by the text. The learner identities so constructed are sustained by combinations of political, educational and global discourses which reflect, challenge or perpetuate social power relations, such as gender","abstract_html":"Distance education promises to broaden access to education to an increasing number and variety of learners in the "new South Africa". The construction and presentation of course texts is a critical factor in whether that promise is fulfilled. The producers of texts, working in their specific socio-cultural contexts, select and sequence the concepts they teach and create voices in the text which work in place of actual teachers. These textual voices interact with readers in a variety of communicative and educative ways, opening to greater or fewer styles of learning, and constructing a wider or narrower range of identities for readers. This results in learning styles being more or less able to be engaged, and learners being more or less able to identify with identities constructed for them by the text. The learner identities so constructed are sustained by combinations of political, educational and global discourses which reflect, challenge or perpetuate social power relations, such as gender","abstract_has_math":false,"creators":["Mackenzie, Elizabeth Anne"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Morphet, Tony"],"committee_chairs":[],"committee_members":[],"year":1998,"date_issued":"1998","date_published":"1998","updated_at":"2026-07-22T22:23:05Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/17182","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Morphet, Tony"]},{"key":"dc:creator","label":"Author","values":["Mackenzie, Elizabeth Anne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-02-22T07:20:11Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-02-22T07:20:11Z"]},{"key":"dc:date.issued","label":"Date","values":["1998"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MPhil"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/17182"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Bibliography: pages 141-151."]},{"key":"dc:description.abstract","label":"Abstract","values":["Distance education promises to broaden access to education to an increasing number and variety of learners in the \"new South Africa\". The construction and presentation of course texts is a critical factor in whether that promise is fulfilled. The producers of texts, working in their specific socio-cultural contexts, select and sequence the concepts they teach and create voices in the text which work in place of actual teachers. These textual voices interact with readers in a variety of communicative and educative ways, opening to greater or fewer styles of learning, and constructing a wider or narrower range of identities for readers. This results in learning styles being more or less able to be engaged, and learners being more or less able to identify with identities constructed for them by the text. The learner identities so constructed are sustained by combinations of political, educational and global discourses which reflect, challenge or perpetuate social power relations, such as gender"]},{"key":"dc:title","label":"Title","values":["Distant voices : a study of distance education text strategies in relation to adult learning styles"]}]}],"canonical_facts":{"dc:contributor.advisor":["Morphet, Tony"],"dc:creator":["Mackenzie, Elizabeth Anne"],"dc:date.accessioned":["2016-02-22T07:20:11Z"],"dc:date.available":["2016-02-22T07:20:11Z"],"dc:date.issued":["1998"],"dc:description":["Bibliography: pages 141-151."],"dc:description.abstract":["Distance education promises to broaden access to education to an increasing number and variety of learners in the \"new South Africa\". The construction and presentation of course texts is a critical factor in whether that promise is fulfilled. The producers of texts, working in their specific socio-cultural contexts, select and sequence the concepts they teach and create voices in the text which work in place of actual teachers. These textual voices interact with readers in a variety of communicative and educative ways, opening to greater or fewer styles of learning, and constructing a wider or narrower range of identities for readers. This results in learning styles being more or less able to be engaged, and learners being more or less able to identify with identities constructed for them by the text. The learner identities so constructed are sustained by combinations of political, educational and global discourses which reflect, challenge or perpetuate social power relations, such as gender"],"dc:identifier.uri":["http://hdl.handle.net/11427/17182"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["Distant voices : a study of distance education text strategies in relation to adult learning styles"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MPhil"]},"updated_at":"2026-07-22T22:23:05Z"}