Critiquing the Role of Field Facilitation in Open and Distance Learning within a Resource-Constrained Environment in the Global South
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| Title: | Critiquing the Role of Field Facilitation in Open and Distance Learning within a Resource-Constrained Environment in the Global South |
|---|---|
| Language: | English |
| Authors: | Robert Kalima, Carolyn Grant, Sherran Clarence, Sioux McKenna |
| Source: | International Review of Research in Open and Distributed Learning. 2025 26(2):227-242. |
| Availability: | Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Open Education, Distance Education, Field Experience Programs, Curriculum Development, Educational Resources, Developing Nations, Foreign Countries, Higher Education |
| Geographic Terms: | Malawi |
| ISSN: | 1492-3831 |
| Abstract: | Field facilitation is a crucial pedagogical intervention aimed at supporting student learning in resource-constrained open and distance learning environments, particularly in the Global South. This study used second generation activity theory to analyse a field facilitation intervention in an education faculty at a Malawian university, particularly the ways in which student learning and understanding was enabled or undermined while implementing field facilitation. The findings showed that many of the benefits of field facilitation were constrained for a number of reasons related to recruitment and training, pedagogies and understanding of student needs, and the materials and approaches used in field facilitation. For the field facilitation intervention to be fully effective as a means to deepen student learning, it needs to be embedded in the curriculum rather than implemented as an add-on activity, field facilitators need to be fully supported in their role, and the tools and materials available for teaching and tutoring need to be carefully designed within the resource constraints of the learning environment. These findings may inform reflection and further action in similarly resource-constrained contexts that are working to improve the success of open and distance learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477369 |
| Database: | ERIC |
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