Chemistry Post-Graduate Student Training from an Open Distance Learning Perspective

Autor/inn/en	Mphahlele, M. J.; Tafesse, F.
Titel	Chemistry Post-Graduate Student Training from an Open Distance Learning Perspective
Quelle	In: Africa Education Review, 12 (2015) 3, S.345-360 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2015.1110892
Schlagwörter	Chemistry; Distance Education; Open Education; Graduate Students; Educational Practices; Supervisory Methods; Models; Training Methods; Educational Resources; Program Descriptions; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Chemie; Distance study; Distance learning; Fernunterricht; Offene Erziehung; Offener Unterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bildungspraxis; Analogiemodell; Didaktik; Trainingsmaßnahme; Bildungsmittel; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The University of South Africa's (UNISA) College of Science, Engineering and Technology (CSET) stands unique in the world by offering laboratory-based disciplines through Open Distance Learning (ODL) at both undergraduate and postgraduate levels. Lack of postgraduate programmes in chemistry at the very few ODL institutions offering undergraduate chemistry courses is presumably the consequence of the high costs associated with chemistry research and the requirement for sustained access to laboratories, analytical facilities and instructors by the students. The practice of offering postgraduate programmes in laboratory-based disciplines within the ODL context is discussed in detail by considering the practices of the chemistry department at UNISA. The department has a history and culture of research and postgraduate student training dating back to the correspondence era. The pitfalls and misconceptions are highlighted and working models for research-based postgraduate student training within the ODL framework are projected. The pitfalls and misconceptions are highlighted in the manuscript and working models for laboratory-based postgraduate student training within the ODL framework are proposed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01