The psychological experience of resource-based learning (RBL) within the South African higher education context

Abstract

English: South African higher education is currencly characterised by massification, globalisation, an increase in non-traditional students entering the system and a paradigm shift from lecture-based to resource-based education (RBL). During the transformation of the South African higher education system, RBL was proposed by the education ministry and in various policy documents as a mode of delivery which could meet the challenges of learners' expectations, the realities of the work place, and the need to maintain a high standard of graduates. Such an experience of change is difficult, due to its complexity and pace. In this article attention is focused on facilitators' and co-ordinators' psychological experiences of higher educational change in an RBL programme.

Afrikaans: Die Suid-Afrikaanse hoër onderwys word tans gekenmerk deur massifikasie, globalisering, die toename van nie-tradisionele studente asook die paradigmaskuif van lesinggebaseerde na brongebaseerde onderrig. Gedurende die transformasieproses van die sisteem het die onderwysministerie asook verskeie beleidsdokumente brongebaseerde onderrig aanbeveel as 'n toepaslike metode om te voldoen aan die verwagtings van leerders, die realiteit van die werkplek en om die hoë standaard van gegradueerde studente te handhaaf. Die belewenis van verandering is moeilik as gevolg van die kompleksiteit en tempo van verandering in die meeste hoëronderwysinrigtings. In hierdie artikel is die fokus op die psigologiese ervarings van fasiliteerders en koördineerders as gevolg van hoëronderwysverandering in 'n brongebaseerde kursus.