INDUCTION OF NEW PART TIME LECTURERS AT CUT

ARTICLE BY DR KJ DE BEER
DIRECTOR: ACADEMIC SUPPORT & RESEARCH
CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE
BLOEMFONTEIN 9300
SOUTH AFRICA
kbeer@cut.ac.za

Title :
Induction for part time lecturers facilitating evening classes at regional learning centres of the Central University of Technology, Free State (CUT), South Africa.
Abstract:

The Church father Martin Luther once remarked: “We teach no new thing, but we repeat and establish old things which the Apostles and all Godly teachers have taught us before”. With this in mind we do not try to teach or train the distance trainers from an ivory tower approach at the main campus of the CUT, but diplomatically to orientate them in learning and teaching skills apart from their own respective disciplinary knowledge. We are so aware of the professional skills of people who stand in practise during their daily jobs and who share it academically after hours with part time distance learners. Most of the time not for sake of the relatively average remuneration, but rather for the urge to make a contribution community development. And that is to teach. To add value to their teaching abilities, the CUT offers orientation and induction programmes in learning and teaching at its regional learning centres. The prologue of hand out read: “Thank you that you are prepared to render a special community service for part time students at our Regional Learning Centre. Students come to you for personal development. You were in the privileged situation to obtain you Higher Education qualifications either on a full time or part time basis. Now it is your turn to share your knowledge and work experience with people who wish to further their ambitions. You now become the mentor and the teacher and the example how they want to see themselves. However, we are only human beings with limited teaching and learning skills and knowledge while the industry of knowledge is increasingly growing and expanding. Consequently we work from the known to the unknown. And this is what this compilation of guidelines strives to be: to lead you from that which is familiar to you to a more enhanced level of teaching in Higher Education. Resource based training materials were used to compile the core text of this manual. We hope that this guide will be your partner in a most enriching experience that of shaping the minds of learners.


Orientation on the nomenclature:

Much confusion exists about the latest nomenclature in Higher Education at the moment at our university due to the variety of name changes caused by the transitional changes of government departments, such as the respective Provincial Departments of Education vis a vis the Department of Education (DOE) in the National Government of the Republic of South Africa. Some blurring also exists on the peripheral boarders of Further Education Training Institutions (FETI’s : the former technical colleges) as well as the former technikon’s and the current universities of technology. Especially in Open and Distance e-Learning (ODEL). In addition international nomenclature on Higher Education sets the universal standards of reference. It is thus very crucial for practitioners in Higher Education to take notice of the specific nomenclature, glossary, abbreviations and recognised acronyms for the correct usage in Higher Education. Subsequently we urge part time lecturers to take serious notice of it as part of their induction to Higher Education. They are expected to add the latest terms of reference to list on their own as Higher education terminology is for ever expanding with alongside the rapid development of educational technologies. Most important for part time lecturers is to take definite notice of the Government’s policy documents on Higher Education. Official published Acts and addenda form part of the handouts.

Some of the predominant features are dealt with in detail, for example:
ACADEMIC SUPPORT
Learner counselling, library and information services and tutorial sessions.
ACCREDITATION / RECOGNITION OF PRIOR LEARNING (RPL)
RPL is the universal descriptor for processes and systems to recognise that doing a job equips people with both knowledge and skills that count equally alongside training and education (Race, 1999: 271).
ADVISORY BOARDS
Community leaders who serve on Regional Learning Centre’s boards to help identify community-driven actions in higher education.
ACDE
African Council for Distance Education.
AUTONOMOUS LEARNING
Autonomous learning is very similar to independent learning, except that in the former it is usually implied that learners themselves have a greater role in managing their own learning, including choosing exactly what they are leaning, and how and when their learning may be assessed, measured or accredited. Therefore, autonomous learning is particularly attractive to professional people who wish to have control of their own continuing development. For this to happen, considerably more emphasis will need to be placed on the requirement to equip people to function effectively as autonomous learners, and to develop the self-organisation and study-related skills which will enable them to manage their own learning successfully (Race, 1999:270).
OPEN AND DISTANCE E-LEARNING (ODEL)
This is the term usually applied to open learning, which takes place at a distance from the provider of the learning materials. Examples include the Open University in the UK, and correspondence courses throughout the world (Cf. Race 1998:7). Three generations of distance ODEL methodologies distinguishes itself, namely:
First generation modes (pure correspondence instruction);
Second generation modes (dual contact face to face lectures); and
Third generation modes (a form of Blended education which entails a variety of electronic support methodologies). (Badenhorst. 2006).
ODEL methodologies could thus be characterised by:
The quasi-permanent separation of lecturer and learner throughout the length of the learning process; this distinguishes it from conventional face-to-face education.
The influence of an educational organisation both in the planning and preparation of learning materials and in the provision of student support services; this distinguishes it from private study and teach-yourself programmes.
The use of technical media: print, audio, video and computer, to unite lecturer and learner and carry the content of the course.
The provision of two-way communication so that the student may benefit from, or even initiate, dialogue; this distinguishes it from other uses of technology in education.
The quasi-permanent absence of the learning group throughout the length of the learning process so that people are usually taught as individuals and not in groups, with the possibility of occasional meetings for both didactic and socialisation purposes (Edwards, 1991: 36-42). (Cf Badenhorst.2005).
Books in electronic form, transmitted by digital distributors via a communication satellite for sale to readers. They may be copied into a disk; the data-displaying apparatus is approximately the same size and shape as a standard, hardcover book (Report of the Task Team of the Library and Information Centre 1999:5).
Cf. INNOPAC www.cut.ac.za (Cf. Academics and Research).
FLEXIBLE LEARNING
This term includes the sorts of learning involved in open and distance learning provision, but additionally relates to learning pathways in traditional schools, colleges and universities, where learners have some control of the time, place, pace and processes of their study of particular parts of their curriculum. It is sometimes regarded as a management tool for institutions, with its uses including removing barriers to access, improving choices for students and widening participation in further and higher education. Flexible learning has become another umbrella term, usually in the context of structured college-based systems of resource-based learning and learning support (Cf Race 1998:8).
Flexible learning is a philosophy of education that refers to a learner-centred approach to instruction and learning. This learner-centred approach allows flexibility in terms of aspects such as:
Exit from and entry to academic programmes;
Portability and accreditation;
Education/delivery modes;
Time, place and pace of study; and
Styles and strategies of learning (Brown 1999).
Flexible learning is an umbrella terminology that is used to describe a mixed or multi-mode of education. It includes all contact education and distance education modes, as well as all possible combinations thereof (Brown 1999).
Literature on flexible learning confirms that there is no single definition for the term, which can be interpreted very loosely. This term indicates improved access to, and the expansion of, higher education. The term ‘flexible learning’ covers all situations where students have a say as to how, when and where learning takes place within the context of traditional contact education or within a non-traditional learning context (Report of the Task Team of the Library and Information Centre, CUT, 1999:4).
GROUP LEARNING, COLLABORATIVE LEARNING, CO-OPERATIVE LEARNING
Though it is possible to draw distinctions between learners co-operating and collaborating, these forms of learning involve learners learning from and with each other. In some parts of the world, the term ‘collaboration’ has an unfortunate history, and ‘collaborative learning’ is unwelcome as a concept. Similarly, ‘co-operative’ learning for some implies ‘unfair’ co-operation (i.e. cheating, plagiarism), therefore it is preferable to use the term group learning. Learning has happened in groups for most recorded education history, with groups in classrooms, lecture theatres, laboratories, and so on. However, not all of this learning could be considered to have been group learning in its truest sense. Group learning is now regarded as that where people are learning significantly from each other, as well as from instructors, trainers or learning resource materials. Group learning (as opposed to learning in groups) is particularly important in areas of continuing professional development which focus on interpersonal skills, communication skills and leadership development (Race, 1999:266).
INFORMATION LITERACY
A definition of an information-literate person also reflects what is meant by ‘information literacy’, an information-literate person is someone with the ability to realise when information is needed; who knows how to locate, evaluate and use the information effectively; and knows when it is appropriate to use the services of an information professional, so that students can develop a high expectation of the type of services they will receive from libraries and information services in the future (Report of the Task Team of the Library and Information Centre 1999:5).
INNOPAC
INNOPAC is an integrated library system, which was developed by Innovative Interfaces, Inc. in the USA. It is used on a world-wide basis, mostly by academic libraries, and is a dynamic library system which is continually developed and upgraded (Report of the Task Team of the Library and Information Centre 1999:5).
INTERACTIVE (PARTICIPATORY) LEARNING
A key feature of well-designed open or flexible learning materials is that learners interact with them. In short, learners are given things to do as a primary means to help them learn, and are then provided with feedback to help them see how they have done (or what they may have done incorrectly) (Race 1998:9).
LEARNER-CENTRED (STUDENT-CENTRED)
In the learner-centred approach learner activities enjoy priority when instruction is planned. The active involvement of the learners should be very clear from the beginning to the end of the instructional-learning session. The participatory approach emphasises a shift from instructor-centeredness to learner-centeredness in instructional-learning activities. However, the role of the facilitator still remains very important (Jacobs & Gawe, 1998:127, 141).
The purpose of CUT centres is to support and encourage collaborative activities, and to provide the underpinning for specific specialised activities related to teaching, research and community service.
MEANINGFUL LEARNING
This indicates learning that makes sense to the learners, which is worthwhile and useful in their own lives and is of lasting value. Meaningful learning can be explained by comparing it to meaningless learning, also known as rote memorisation (Jacobs & Gawe, 1998:67).
OPEN LEARNING
This is normally taken to mean provision for learners where they have some control regarding how they learn, where they learn, when they learn and the pace at which they learn. Open learning sometimes also involves learners having some control over what they learn and how (or if) their learning will be assessed (Bezuidenhout, 2004).
Open learning enables the learner to learn at the time, place and pace which satisfies his/her circumstances and requirements
It is learner centred
Covers a wide range of instruction/learning strategies
Removes restrictions/barriers to learning
Has to do with access, structures, and presence of dialogue support systems (Lewis, 1992, 12).
THE RELATIONSHIP BETWEEN OPEN LEARNING, FLEXIBLE LEARNING AND INDEPENDENT LEARNING
According to Race (1999:265) the meanings of these terms are so similar that it is unwise to try to define them separately. Any of these is usually defined as provision which allows learners more opportunity to learn at their own pace, and at times and places of their own choosing. In some circumstances, they are characterised by being genuinely open to all, including people who have not got an academic background or relevant pre-entry qualifications. Flexible learning is increasingly used as a descriptor for particular parts of educational and training programmes that are learned in a learner-centred way, often alongside other elements that are class-based and employ more traditional instructional/learning processes. Flexible learning is usually resource-based, with learning materials being print-based or computer-based, or a mixture of both of these. There are further alternative names for independent learning, including individualised learning, supported self-study and autonomous learning. Essentially it is, again, about people learning on their own steam, often as part of open or flexible learning provision.
Convergent distance education methods are the respective use and merging of first, second and third distance education methods.
OUTCOMES-BASED EDUCATION
Education – the process of teaching and learning – is outcomes-based when it accepts as its premise that the definition of outcomes should form the basis of all educational activity, including the description of qualifications, the development of curricula, the assessment of learners, the development of educational structures and institutions, and even the planning of finances, buildings and other resources (Malan, 1997:10).
The term outcome is loosely used to refer to the result / product / output of some or other process (Malan, 1997:15).
Outcomes-based learning signifies the approach whereby curriculum or course design, planning and offering of education and training, and assessment and advancement of learners is based on the demonstration or the achievement of outcomes. The achievement includes the process of achieving as well as the final submission/provision/reaching, etc. of the outcome (Olivier 1998:2).
Since the outcomes-based curriculum emphasises a holistic and integrated approach towards learning, which entails mastering of content, competencies and processes within a specific context, it will also have an influence on how and what learners will learn and achieve (Olivier 1998:2).
RESOURCE-BASED LEARNING
This normally refers to learning pathways where learners are supported mainly by learning resource materials, which can range from textbooks to open learning packages, and can range from print-based to computer-based formats. It includes just about all learning situations that go under the names of open or flexible learning (Race 1998:8).
The term ‘resource-based learning’ is a broad one, encompassing a wide range of means by which students are able to learn in ways that are on a scale ranging from those that are mediated by tutors, to those where the students learn independently. Resource-based learning actively involves students in the complex process of recognising the need for information, identifying and finding the relevant information, evaluating it, organising it and using it effectively to address problems (Report of the Task Team of the Library and Information Centre 1999:6). Resource-based material, Source-based learning material.
SELF-PACED (SELF-REGULATED) LEARNING
Self-paced learning has a flexible schedule: a student performs the work involved when he/she has time available. The student is not expected to proceed through his/her self-paced course with a cohort or group. Often, there is a maximum time limit for the student to complete the class. However, this time limit is usually far longer than the time it actually takes to complete the material. A correspondence course is one example of such learning (Report of the Task Team of the Library and Information Centre 1999:6).
(Self-paced learning could also be described as Learner-centred (independent) education).
SERVICE POINT
Delivery points for distance education courses/modules at public libraries and in service training facilities such as laboratories, distance education facilities, and special residential education.
The rental of existing educational facilities such as schools, technical colleges or other premises.
STUDY GUIDE
A study guide is what the name implies - a guide that directs students in their study of course content. Think of it as a road map. It directs students to the most effective route in order to complete a course. (Greyling, 1995:1). The study guide usually supplements the subject content, such as lectures, textbooks, articles and so on. Study guide also refer to the main demarcation of the headings of learning content with a prescribed source list.
SUPPLEMENTAL INSTRUCTION
Supplemental education for learners in risk courses.


TRANSFERABLE SKILLS AND KEY SKILLS
These have for too long been treated as the poor relations of subject-specific knowledge and skills. It is increasingly recognised that they are every bit as important. Transferable skills include written communication skills, oral communication skills, self-organisation skills, study skills, the ability to work in teams, including leadership attributes and collaborative and co-operative skills, as well as problem-solving skills. They were normally needed to succeed in most conventional educational or training settings, but until relatively recently tended to be neglected in the assessment or accreditation of learning. The term ‘transferable’ was meant to indicate that many of these skills can be learned in one context (such as a technikon-based course), but can be applied and developed further in many other contexts. Essentially, ‘key skills’ are virtually indistinguishable from transferable skills, except perhaps that the word ‘key’ reflects the deepening view that they are particularly important (Race, 1999:268, 270).
WEB-BASED (INTERNET-BASED) LEARNING
The Web-based platform for this virtual campus will consist of five key areas, viz. Faculties, Academic Information Service, Academic Administration, Financial Administration, and Telematic Education (Brown 1999). Web CT = Software developed in America that enables the delivery and control of course material over the Internet.
WIDENING PARTICIPATION
This is essentially about open access, open learning practices, lifelong learning, including continuing professional development, but it is underpinned by the philosophy that everyone should be drawn into education and training at the higher levels, rather than a self-selecting (or wealth-selected) cross-section of humanity (Cf Race, 1999:270).





Differentiation of training sessions:

For practical reasons, we cannot discuss all the relevant themes and units for this article in detail, however, for completeness; we want to give a unity of impression to the reader with the following column:

THEME ONE: ORIENTATION

Unit One: Teaching and Learning Practices at the Central University of Technology, Free State

Unit Two: Educational values in Teaching and Learning: our starting point

Unit Three: Outcomes-Based Education and Training: our approach to curriculum development

Unit Four: Methods of Teaching and Learning

Unit Five: Organisational Infrastructure for the enhancement of Academic Development

THEME TWO: OPTIMISING THE STUDENT’S EXPERIENCE OF PART TIME LEARNING IN OPEN AND DISTANCE E-LEARNING (ODEL)

Unit One: Understanding Student Learning

Unit Two: Student Learning: Diversity in lecture rooms

Unit Three: Individual approaches to learning

Unit Four: How to Improve Lecturing

THEME THREE—LEARNER CENTRED DEVELOPMENT

Unit One: Reasons for under achievement of learners

Unit Two: What motivates part time students to attend part time classes and learn?

Unit Three: What type of personality development do part time students undergo during their years at university?

Unit Four: What are the foremost components of learning in the Higher Education situation?

THEME FOUR:TEACHING OUTCOMES AND LEARNING OUTCOMES

Unit One: The Social Constructivist Paradigm that underpins re-curriculation at the CUT

Unit Two: Implementation of CUT’s Graduate Qualities

Unit Three: Higher Education Quality Committee’s Criteria for Programme Accreditation

THEME FIVE: GOAL FORMULATION

Unit One: Types of Goals

THEME SIX:BLOOM’S CLASSIFICATION OF LEARNING GOALS AND OBJECTIVES (READ OUTCOMES)

Unit One: The Cognitive Category (intellectual outcomes)

Unit Two; The Affective Category (emotional efficiency goals.)

THEME SEVEN: THE LECTURING PORTFOLIO

Unit One: Operational Definitions of Lecturing Portfolios

THEME EIGHT :--SELECTING APPROPRIATE LEARNING MATERIAL

Unit One: What is module selection?

THEME TEN: LECTURING METHODS (LEARNING OPPORTUNITIES)

Unit One: Lecturing Methods; ”The Lecture”

THEME ELEVEN: THE ART OF QUESTIONING

Unit One: Why are Questions Posed to Students Important ?

Unit Two: Preparing Questions for Part Time Learner
Discussions

Unit Three: Handling of Answers of Students in Part Time Lectures

THEME TWELVE : LEARNER CENTERED DEVELOPMENT

Unit One: Reasons for Under Achievement

Unit Two: What Motivates Distance Students to Attend Part time lectures and learn?

Unit Three: What Type of Personality Development Do Part Time Students Undergo During Their Years At University?

Unit Four: What are the Foremost Components of Learning in the Higher Education Situation ?

THEME THIRTEEN: GROUPWORK

Unit One: The Role of Groupwork in Enhancing Learning

Unit Two: The Round Table Class Discussion Method (Horseshoe group work)

THEME FOURTEEN: SELF –STUDY AS TEACHING METHOD

Unit One: Multimedia Learning Methods (Self-study Methods)

THEME FIFTEEN: MULTIMEDIA LEARNING MODULES

Unit One: Multi Learning Modules At The CUT

THEME SIXTEEN: ASSESSMENT PRACTICES

Unit One: Objectives of Learning Evaluation

Unit Two: Kinds of Test Items

Unit Three: A Few Important Practice Matters on Learning Evaluation

Unit Four: The Analysis and Interpretation of Test and Examination Results

Unit Five: Guidelines for Moderators and External Examiners

APPENDIX A: ACADEMIC POLICY OF THE CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE (CUT) WWW.CUT.AC.ZA (ONLY INCLUDED IN THE HANDOUT SESSIONS)



Conclusion:
Although part time lecturers still tend to cling to formal lecture methods rather than centralised methods, there are other miscible forms (with, for example, the group method) by which the effectiveness of lectures can be increased. Subsequently, the aforementioned guidelines endeavour to orientate part time lecturers about learner centeredness. Although the emphasis shifts from the lecturer to the learner (read student), the part time lecturer should be very sensitive to the learning needs of her or his students. One of the most far-reaching modern tendencies in tertiary education is exactly this shift in emphasis from teaching to learning. Previously, the lecturer was seen as a professional who communicated specialised knowledge. The logical consequence of such a view is a lecturer-centred approach to teaching. At present, the lecturer is seen as a facilitator of learning who sets goals in terms of the content and learning facilitation. The logical consequence of such a view is a learner-centred approach to teaching.
The lecturer wishing to follow a learner-centred approach with the emphasis on the facilitation of learning needs a basic knowledge of students’ learning processes needs and problems. This guide provides a concise reflection of basic information on learning, as well as guidelines for the application thereof. The following issues were addressed:
• Why do students fail or under-achieve academically?
• What motivates students to attend university and to learn?
• What type of personality development do students undergo during their years at university?
• What are the foremost components of learning in the tertiary situation?
It is a fact that lecturers cannot secure learning outcomes unless they contribute primarily to students by means of a healthy study culture. During research on the study culture of students at the UFS (University Free State Orientation, 1998), it was found that one of the reasons why student attendance at lectures was low could probably be attributed to the weak presentations by lecturers.
Lecturers should take note of the fact that students are having more and more democratic input at management level, resulting in participating evaluation of lecturers at lecture level. As such, this forms part of institutional self-assessment to ensure quality education within the framework of a highly competitive new system in higher education.
According to Bitzer and Venter (2002), lecturers can assess themselves with the assistance of:
• Self-assessment;
• video recordings ;and
• Colleague feedback.

There is nothing wrong with regular and healthy introspection, because “ Higher Education is as much an art as science, and we will also create a spiritually impoverished community if we evade assessment and evaluation of teaching and other practical forms of art” (University of the Free State New Lecturer Orientation, 2000).

As already emphasised, the modern higher education methodology focuses on student centralised trends, however, the problem remains that many part time lecturing is still very much lecture centralised. To overcome this transformation phase for students who also prefer the so called “talk and chalk methods”, the CUT continuously researches how to address the situation, inter alia to:

• Determine the value of formal lectures;
• Emphasise an enthusiastic and positive awareness of Blended options;
• Identify the mechanical phases of the formal lecture, and
• Provide continuously suggestions with regard to the dynamic aspects of Open Distance and e-Learning (ODeL) methodologies supported with Open Education Resources (OERS).
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References and further reading list for part time lecturers at the CUT regional learning centres:
Badenhorst, JJC and De Beer, K.J. (2004) Supporting higher education using e-learning within a multimode delivery system. 21st ICDE World Conference on Open Learning and Distance Education. Lifelong Learning in the Networked World. The Open University of Hong Kong. 18-21 February.
Badenhorst J.J.C. and De Beer K.J. (2004) The Role of Blended Learning in Supporting Learning in Higher Education. INTERIMI, Interdisciplinary Journal , Year 3 Number 1.Central University Free State . ( ISSN 1684 498 )
Badenhorst JJC and De Beer KJ (2004) Blended Learning at the Central University of Technology, Free State. e/merge 2004 Conference. Blended collaborative learning at Southern Africa. 28 June – 10 July.
Baird, N. 2006. Instructional Design for Lecturing. Centre for E-Learning and Educational Technology. Central University of Technology, Free State. Bloemfontein.
Bisschoff, TC (Editor). 1992. Teaching commercial subjects. Three Rivers East: Oikospaisago Publishers
Bitzer, E and Venter, J. 2000/1. Unpublished handout notes for lecture orientation. University of the Free State. Bloemfontein.
Bloom, BS 1956 Taxonomy of Educational Objectives. Lonhgman. London.
Brown, T. 1999. Telematic education at the University of Pretoria. http://www.up.ac.za/telematic

Bureau for Academic Support. Orientation Materials for New Lecturers. Information Service on Higher Education. University Fof the Free State. Bloemfontein.
De Beer, K.J. (1993) "Guidelines for the use of Oral Evaluation", NASD, Journal of the National Association for Staff Development, No. 29, Southgate College, London. June.
De Beer, K.J. (1995) "Distance (contact) teaching at the Technikon OFS branches." in Selected conference papers of the 17th World Conference of the International council for Distance Education, Birmingham, United Kingdom. June.
De Beer, K.J. (1995) "An Introduction to bridging education at the Technikon Free State" in Putting the Student First; Learner-Centred Approaches in Open and Distance Learning, Open University of East Anglia, Cambridge, United Kingdom, July.
De Beer, K.J. (1996) “Quality Assurance in Distance Education Programmes At Technikon Free State” in Quality Assurance in Distance Education, University of Sheffield, United Kingdom, September.
De Beer, K.J. (1997) “UNESCO’s UNITWIN-project for Distance Teaching in Southern Africa” in Selected papers on CD-ROM of the ICDE, Penn State USA, June.
De Beer, K.J. (1997) “A Case Study of the Convergence between Distance and Conventional Education” (Co-worker of Le Roux, P G) in Collected Conference Papers; The Convergence of Distance and Conventional Education: Patterns of Flexibility for the Individual Learner, Open University Cambridge, United Kingdom, September.
De Beer, K.J. (1998) “UNESCO and Higher Distance Education in Sub-Saharan Africa” in On the Threshold, published conference papers of the World Federation of Technology Organisations 1998 International Symposium, Cape Technikon and UNESCO, Cape Town.
De Beer, K.J. (1999) “Learner Support in Course Delivery At the Technikon Free State and Technikon Southern Africa” in Pan Commonwealth Forum On Open Learning Case Studies, Empowerment through Knowledge and Technology, Bandar Seri Begawan, Brunei Darussalam, 1-5 March. Reproduced in 2000 by the Distance Education Centre, The University of Southern Queensland, Australia, May.
De Beer, KJ. 1999. “The convergence between distance and conventional education in a developing South African region” at the 11th Biennial Congress of the South African Association for Research And Development In Higher Education. The Reconstruction of Higher and Further Education In South Africa And The Role Of SAQA And The NQF. Peninsula Technikon. 29-30 June to 1 July.
De Beer, KJ. 1999. “UNESCO-Africa and the world technological university movement” An International seminar on the concept of a Technological University Transforming institutions of higher learning into technological universities. Technikon Free State, Bloemfontein, South Africa 27-28 October.
De Beer, K.J. and Thulare, S.M. 2001. “Africanisation of Higher Level Distance Education Through United Nations structures” 20Th World Conference on Open Learning and Distance Education, Düsseldorf, Germany, 01-05 April.
De Beer, KJ. (2006) Open Access Retention And Throughput at the Central University of Technology, Free State. South African Journal for Higher Education. University Stellenbosch.
Greyling, ESG. 1995. Guidelines for study guide design. Johannesburg: RAU
Human. J. 2003. Unpublished handout notes for lecture orientation at the Technikon Free State. Bloemfontein
Jacobs,H. 2005. Co-operative Education at the Central University of Technology, Free State. Bloemfontein.
Jacobs, M & Gawe, N. 1998. Teaching-learning dynamics: a participative approach. Johannesburg: Heinemann
Lewis, Roger. 1992. What is open learning? In: Key issues in open learning - a reader. Edited by Alan Tait. Harlow: Longman
Mahllomoholo, S. 2006. Steps to Recurriculate. Unit for Academic Development. Central University of Technology, Free State. Bloemfontein.
Malan, B. 1997. Excellence through outcomes. Pretoria: Kagiso Tertiary
Mudge, SM. 1999. Delivering multimedia teaching modules via the internet. IETI, Vol. 36, No. 1, p. 11-16
National Association for Distance Education and Open Learning of South Africa. 2005. NADEOSA: http://www.nadeosa.org.za
Olivier, C. 1998. How to educate and train outcomes-based. Pretoria: Van Schaik
Phatang JJS and De Beer, KJ. 2000., QwaQwa Distance Campus) “ A Southern African model in Distance Education in a developing South African sub-region” 2nd National Conference of the National Association for Distance Education Organisations of South Africa, Pretoria, 6 August.
Race, Phil. 1998. 500 tips for open and flexible learning. London: Kogan Page
Race, Phil. 1999. An education and training toolkit for the new millennium? IETI, Vol. 35, No. 3, p. 262-271
Report of the Task Team of the Library and Information Centre. 1999. Bloemfontein: Technikon Free State
Rumble, Greville. 1992. Open learning, distance education and the misuse of language. In: Key issues in open learning - a reader. Edited by Alan Tait. Harlow: Longman
Selesho, J.M. and De Beer, K.J. 2003. Total Quality Management for Technikon’s and Off-Campus Programmes. INTERIM, Interdisciplinary Journal, Year 2 Number 1. Technikon Free State. (ISSN 1684-498x)
Selesho, J.M. and De Beer, K.J. 2003. Building Quality into Academic Programmes using Quality Models. INTERIM, Interdisciplinary Journal, Year 2 Number 1. Technikon Free State. (ISSN 1684-498x)
University of the Free State New Lecturer Orientation. C. 1995/2000. Unpublished handouts. Bloemfontein.
University of Hartford. Libraries and Learning Resources: Electronic reserves. 2000:05:04 (wysiwyg://12/http://libaxp.hartford.edu//llr/courrese.htm)
Van der Merwe, BC. 2005. Manual for lecturing. Unit for Academic Development. Central University of Technology, Free State. Bloemfontein.
Venter,J. 2002. Unpublished handout notes for lecture orientation at the University of the Free State. Bloemfontein.