The dynamics of active learning as a strategy in a private Higher Education Institution

dc.contributor.advisorDe Villiers, J.J.R. (Rian)
dc.contributor.coadvisorFraser, William John
dc.contributor.emailu21003697@tuks.co.za
dc.contributor.postgraduateBeyleveld, Mia
dc.date.accessioned2018-07-13T06:44:32Z
dc.date.available2018-07-13T06:44:32Z
dc.date.created2018/04/25
dc.date.issued2017
dc.descriptionThesis (PhD)--University of Pretoria, 2017.
dc.description.abstractIn South Africa, the Department of Education (DOE) via its South African Qualifications Authority (SAQA) mandates lecturers particularly at higher education level to deliver students that should be able to think critically and solve problems by the end of their undergraduate journey at any Higher Education Institution (HEI), whether public or private. HEIs have each taken their own approach on how to develop these competencies in their undergraduate students. This qualitative inductive case study focuses on understanding how eleven lecturers teaching at a private HEI in Midrand South Africa facilitate Active Learning in their classes, how they measure the success of Active Learning strategies and the support they have available to them by using semi-structured interviews and class observation data. Some of the findings highlight that these lecturers know exactly what Active Learning is even though most have never been officially trained. Six groups of different Active Learning strategies were identified including different questioning techniques, engagement via reading, engagement via writing, hands-on activities, use of technology and interaction with peers. Even though lecturers believed in Active Learning, evidence substantiating the effectiveness of their teaching methodology was mostly subjective. It was also found that lecturers had more support requirements than current support available and that the majority of current support was in the form of the immediate lecturer community.
dc.description.availabilityUnrestricted
dc.description.degreePhD
dc.description.departmentScience, Mathematics and Technology Education
dc.identifier.citationBeyleveld, M 2017, The dynamics of active learning as a strategy in a private Higher Education Institution, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/65466>
dc.identifier.otherA2018
dc.identifier.urihttp://hdl.handle.net/2263/65466
dc.language.isoen
dc.publisherUniversity of Pretoria
dc.rights� 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
dc.subjectUCTD
dc.subjectActive learning
dc.subjectProblem-solving
dc.subjectTeaching strategies
dc.subjectPrivate higher education
dc.titleThe dynamics of active learning as a strategy in a private Higher Education Institution
dc.typeThesis

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