Who helps an online facilitator to learn with students in a day?

This article draws on a case study of one facilitator with eight postgraduate students who uses online resources in teaching a Curriculum module at one of the universities in South Africa. The facilitator uses an online chat, discussion forum, blogs and Facebook to learn with his students in a form of blended learning. This article does not only give this facilitator and his students a voice but it also encourages them to reflect from their experiences in the teaching and learning of this module. The facilitator claimed to be using these online resources in promoting active students because his students had to learn with these online resources as opposed to learning from these online resources. A guided analysis theory was used as a framework for data production and this produced four themes for presenting the findings, while this article itself is framed by Entertainment Education theory. Online document analysis, observation and semi-structured interviews were used for data generation. This article prioritises the facilitator's claim that students should learn with resources. The article concludes that Coincidental Learning was utilised for this module. Therefore, the article is proposing the utilisation of Awareness Learning in the teaching and learning of this Curriculum module.

Active Students ,

Awareness Learning ,

Coincidental Learning ,

Facilitator ,

Online Resources ,