n South African Journal of Higher Education - The problem of specifying fixed notional learning hours per type of delivery in a distance teacher education module

Volume 14, Issue 1
  • ISSN : 1011-3487



In this article the concept of "notional hours per type of delivery in a module" is explored with a view to providing relevant guidelines for the calculation of such hours. Documents from the South African Qualifications Authority and the Department of National Education are taken as points of departure. The authors come to the conclusion that NLH (Notional Learning Hours) should be calculated individually for individual modules, as no general formula can be applied to all modules. The NLH per module will amongst other things depend on the specific outcomes envisioned by the module.

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