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A Traditional African Perspective of Blended Learning
Abstract
Paradigm shifts in education have, in most cases, been linked to changes in the context and content of education. Most nouveau ideas in education in the 21st century have been linked directly or indirectly to globalization. One of such shifts is the re-invention and importance of lifelong learning. The dialogue on lifelong learning and its content-dependent characteristics have imposed the need for a diversity of perspectives beyond the traditional Western perspective. The purpose of this chapter is to present the theoretical framework for blended learning from the perspective of the holistic indigenous African education, which was in its entirety blended and lifelong. The chapter uses reference to the interconnectedness of lifelong education to all facets of life in traditional Africa. It analyzes the connection between formal, non-formal, and informal, the use of observation, initiation, and apprenticeship, the environment, and a host of other blending variables, to build and develop the arguments.
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