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<https://discovery.ucl.ac.uk/id/eprint/10019983> <http://purl.org/dc/terms/title> "Interpreting adult distance education students' learning practices from a Melanesian sociocultural perspective :a case study from the University of Papua New Guinea Open College"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10019983> <http://purl.org/ontology/bibo/abstract> "This thesis explores the pedagogical practices of distance education in Papua New Guinea (PNG)\ninvolving adult students as they interact with print media mode of communication. My research\nwas motivated after identification of a gap in the literature with regard to enhanced insight into\nthe adult distance learners in the PNG context.\nMy research focus incorporates PNG's unique indigenous cultural practices, forms of social\norganisation, knowledge and ways in which these 'ways of being' frame the uses of distance\nlearning resources. The research aims to use a concept of 'pedagogic structures' as a way of\ninterrogating these forms of social organisation and social position [re]construction.\nCollaboration and interaction as pedagogic themes resonates throughout the research.\nMy research design voice takes an interpretive approach, through observation and informed by\nethnographic research techniques. Fifteen students (3 females and 12 males), from three study\ncentres and four lecturers, two tutor/mentors and four instructional designers participated with\nthe researcher as participant observer.\nQualitative analysis of data used a heuristic approach to code and categorise emerging themes\nfrom interviews, observations, and questionnaire responses. Distance learning resources and\nstudents' records were also examined.\nThe intersecting concepts of ososom and osisini are introduced as orientations of learning in a\ndistance education pedagogy.\nMy research is theoretically guided by the ideas of Bernstein, Bourdieu and Moore, opening new\navenues for analysing and shedding light on distance pedagogical practices on the premise that\npedagogic practices are socially and culturally situated.\nMy main research findings reveal that while the transmitter prescribes certain pedagogic\nprinciples, the adult distance learners go beyond these prescribed types of interaction to acquire\nknowledge. Students draw from their invisible social capital and pedagogic practices of tribal\nand communal forms of organisation to manage learning in their invisible world.\nThis research points to the prioritisation for the enhancement of more meaningful collaborative\nand communal ways of distance education pedagogic transactions in PNG."^^<http://www.w3.org/2001/XMLSchema#string> .
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