ABSTRACT
Learning is marked by a complex of drivers all tending to bring about change. As a society we are now committed to the concepts of lifelong learning and learning anywhere at any time – as a result of gross changes in government-driven initiatives as well as shifts in values. Developments within the ideology or philosophy of pedagogy and andragogy, such as the shift from an instruction to a learning paradigm (Barr and Tagg 1995) and from knowledge to thinking, have marked a move from teacher-centred to student-centred education, with an emphasis on peer-to-peer learning, group working and blended learning. Interactions, collaboration and technological developments are now aiding knowledge transfer and communication – or actively driving them – and forming the infrastructure for learning organizations of all types.
