Despite the worldwide interest in transforming curricula, there have been limited case study examinations of what really happens within an open distance and e-learning (ODeL) South African university context. By using the psychosocial and social identity theories, we highlight the complexities involved in transforming decades of teaching and learning practices. The reports from five colleges highlighted three key themes, namely curriculum responsiveness, decolonisation and identity issues. From these we developed a framework to help capture some of the complexities, identified implications and charted a new direction for future studies within the South African post-colonial and post-apartheid arena.

No abstract

No reproduction, copy or transmission may be made without written permission from the individual authors. Review ProcessPapers submitted to this conference have been double-blind peer reviewed before final acceptance to the conference. Initially, abstracts were reviewed for relevance and accessibility and successful authors were invited to submit full papers. Many thanks to the reviewers who helped ensure the quality of all the submissions. Ethics and Publication Malpractice PolicyACPIL adheres to a strict ethics and publication malpractice policy for all publicationsdetails of which can be found here: http://www.academic-conferences.org/policies/ethics-policy-for-publishing-in-theconference-proceedings-of-academic-conferences-and-publishing-international-limited/ Conference ProceedingsThe Conference Proceedings is a book published with an ISBN and ISSN. The proceedings have been submitted to a number of accreditation, citation and indexing bodies including Thomson ISI Web of Science and Elsevier Scopus.Author affiliation details in these proceedings have been reproduced as supplied by the authors themselves.

No abstract