Optimising student learning outcomes: For agricultural management at the University of South Africa

Abstract

This paper presents a model for Work Integrated Learning (WIL) where academics, monitors and mentors collaborate to provide the learning experiences for students. At its core, the model features facilitated mentoring and reflective practices based on experiential learning theory. The students find themselves in the world of the Work Integrated learning experience which provides the physical context for learning. Mentors collaborate with monitors and students to design a learning plan and to facilitate the reflective processes. The paper will discuss the interactions that are supported through the process of facilitated mentoring and reflective learning practices where the challenge was to ensure that learning did occur and to be able to demonstrate that it occurred.