Abstract:

The Faculty of Engineering, Built Environment and Information Technology at the University of Pretoria, South Africa, implemented as from 2005 a new compulsory undergraduate module, Community-Based Project. This module gives students the opportunity to execution a service to a community. The aim with the module is to develop an awareness of personal, social and cultural values as well as multidisciplinary and life skills, such as communication, interpersonal and leadership skills by the students, while providing a service to the community.

Students have the option to attempt the 8-credit (80 hours) module in any one of their undergraduate years of study. It is expected that students at least work 40 hours in the community, address a specific need identified in the community and to transfer knowledge or a skill in the process. In 2008, 1712 students registered for this module and more than 492 projects took place. Projects vary from basic computer training; mathematic and science revision for secondary school learners, the development of websites for non-profit organisations and the development of specific technology projects identified by the community, e.g. solar cookers.

Only one lecturer is assigned to this module. The lecturer is responsible for the curriculum development, lecturing, assessment, fund raising, financial management, marketing and monitoring of the execution of the projects.

A blended learning programme has been developed to support the instructor-led training. The paper will discuss how this learning approach is used to manage the huge number of students allocated to one lecturer for the module.

Keywords:

blended learning, community-based module, university of pretoria.