Optimising Student Learning Outcomes: For Agricultural Management at the University of South Africa

Mosima Makola

Abstract


This paper presents a model for Work Integrated Learning (WIL) where academics, monitors and mentors collaborate to provide the learning experiences for students. At its core, the model features facilitated mentoring and reflective practices based on experiential learning theory. The students find themselves in the world of the Work Integrated learning experience which provides the physical context for learning. Mentors collaborate with monitors and students to design a learning plan and to facilitate the reflective processes. The paper will discuss the interactions that are supported through the process of facilitated mentoring and reflective learning practices where the challenge was to ensure that learning did occur and to be able to demonstrate that it occurred.

DOI: 10.5901/mjss.2014.v5n27p807


Full Text: PDF

Licenza Creative Commons
This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

Copyright © MCSER-Mediterranean Center of Social and Educational Research

To make sure that you can receive messages from us, please add the 'mcser.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders..