The quest for context-relevant online education

HTS Teologiese Studies/Theological Studies. 2019;75(1):e1-e10 DOI 10.4102/hts.v75i1.5346

 

Journal Homepage

Journal Title: HTS Teologiese Studies/Theological Studies

ISSN: 0259-9422 (Print); 2072-8050 (Online)

Publisher: AOSIS

Society/Institution: Reformed Theological College of the Netherdutch Reformed Church of Africa, at the Faculty of Theology of the University of Pretoria, Pretoria (South Africa)

LCC Subject Category: Philosophy. Psychology. Religion: The Bible | Philosophy. Psychology. Religion: Practical Theology

Country of publisher: South Africa

Language of fulltext: Dutch, English, Afrikaans

Full-text formats available: PDF, HTML, ePUB, XML

 

AUTHORS


Ignatius G.P. Gous (Department of Biblical and Ancient Studies, College of Human Sciences, University of South Africa, Pretoria)

EDITORIAL INFORMATION

Double blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 15 weeks

 

Abstract | Full Text

Is it possible to provide context-relevant education to a diverse and dispersed body of students via online presented courses? Contextual relevance is called for by students and the public alike, as can also be seen in the #fallist movements. More traditional academics and institutions argue for retaining excellence from the past and known knowledge still to be taught. In this conceptual article, education is seen as a mastery of knowledge expanses by integrating Data and Information into Knowledge and Wisdom (D-I-K-W). Departing from the learning sciences, especially mind, brain and education science and its application in culturally appropriate learning, it is argued that including effective learning strategies in online courses, especially application-oriented strategies, can help students to apply knowledge from the past to contexts in the present, thereby attaining context-relevant education. However, the application of learnt material to situations brings forward another dimension, namely, the future, which is Volatile, Uncertain, Complex and Ambiguous (VUCA). In applying and making decisions, it is helpful to attend to the Cynefin framework, attending to the domains of the obvious, the complicated, the complex, the chaotic and the disorder. Excellence from the past and relevance in the present should, therefore, be augmented by abilities aimed at future readiness. Context-relevant online education should therefore attend to the past, the present and the future.