Includes bibliographical references. / 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.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uct/oai:localhost:11427/12358 |
| Date | January 2012 |
| Creators | Mlambo, Shepherd |
| Contributors | Ng'ambi, Dick |
| Publisher | University of Cape Town, Faculty of Humanities, School of Education |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Master Thesis, Masters, MPhil |
| Format | application/pdf |
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