Teaching in extended programmes in South Africa by Lynn Coleman

Molefi Motsoenyane

doi:10.36615/sotls.v4i1.144

Molefi Motsoenyane

Central University of Technology

Keywords

Extended curriculum programmes, undergraduate students, teaching and learning, active learning, diversity

Abstract

In this review of Lynn Coleman's Teaching In Extended Programmes In South Africa, Molefi Motsoenyane explains how the book ably acts as a point of reference for teaching diverse students in a range of subjects, while also considering various administrative issues relating to extended curriculum provision.

Key words: extended curriculum programmes, undergraduate students, teaching and learning, active learning, diversity

How to cite this article:
Motsoenyane, M. 2020. Book review: Coleman, L. 2018. Teaching In Extended Programmes In South Africa. Cape Town, South Africa: Fundani, Centre for Higher Education Development, Cape Peninsula University of Technology. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 86-88. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=144

This work is licensed under the Creative Commons Attribution 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Published

Apr 28, 2020

DOI: https://doi.org/10.36615/sotls.v4i1.144

How to Cite

Teaching in extended programmes in South Africa by Lynn Coleman. (2020). Scholarship of Teaching and Learning in the South (SOTL) in the South, 4(1), 86-88. https://doi.org/10.36615/sotls.v4i1.144

Issue

Vol. 4 No. 1 (2020): SOTL in the South (special issue)

Section

Book reviews

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This work is licensed under the Creative Commons Attribution 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

How to Cite

Teaching in extended programmes in South Africa by Lynn Coleman. (2020). Scholarship of Teaching and Learning in the South (SOTL) in the South, 4(1), 86-88. https://doi.org/10.36615/sotls.v4i1.144

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