Active Learning underwritten by the constructivist approach

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INTRODUCTION

In 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. There is, however, no clear rule on exactly how a lecturer should do this. This study focuses particularly on the journey taken by eleven lecturers at a private HEI, that has three different faculties tasked with creating students ready for the workplace after graduation. One of the teaching strategies that has received attention in the higher education arena is the use of Active Learning to develop particulary critical thinking and problem-solving skills in students. The aim would be to learn from eleven different lecturers, representing each of the faculties currently implementing Active Learning strategies on how they are doing it, what tools they are using, how they know it is working and what difficulties they might be facing.

RESEARCH CONTEXT

Pearson is the world’s leading education company, providing educational materials, technologies, assessments and related services to lecturers and students of all ages. In 2013 they obtained a 100% stake in the Computer Training Institute (CTI) Education Group of South Africa. CTI is one of South Africa’s leading private higher education institutions with more than 9,000 students over twelve campuses, awarding degrees and diplomas to a growing market of full-time and part-time students in subjects such as business, information technology, law, psychology, counselling, science, graphic design and creative arts. The CTI group since 2006 has included Midrand Graduate Institute (MGI), as partner (Pearson, 2010). MGI also delivered degrees on the same CTI campuses. During the acquisition period which was finalised in 2016, CTI and MGI merged and were renamed Pearson Institute of Higher Education (PIHE) conferring degrees on the twelve campuses throughout South Africa (see Figure 1.1). There was also restructuring with regards to the faculties. At the start of this study MGI had six faculties although, during the course of this study, the restructuring process created PIHE which now only has three faculties. The study took place at the PIHE Midrand campus where eleven lecturers representing the three faculties participated in the study.

STATEMENT OF THE PROBLEM

To understand the nature of the problem, the background will now be provided on the mandate given by the South African government, private higher education institutes (PIHE specifically) and prospective employers on the quality of student needed after graduation. This mandate but also the role of lecturers with regards to this mandate will be discussed.

STATEMENT OF PURPOSE

The purpose of this study was to find out how private higher education lecturers use the teaching strategy of Active Learning if at all in their modules as well how they assess student performance within the Active Learning context. This would provide insight on how far PIHE as a private higher education institute are on developing students with some of the required competencies mandated by SAQA, Pearson, PIHE and the employers. This would prove to be helpful in coming up with strategies from a teaching methodology or strategy point of view to deliver on this mandate given.

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Acknowledgements
Abstract
CHAPTER 1: GENERAL ORIENTATION
1.1 Introduction
1.2 Research context
1.3 Statement of the problem
1.4 Statement of purpose
1.5 Objectives of the study
1.6 Research questions
1.6.1 Primary research question
1.6.2 Secondary research questions
1.7 Research structure
1.8 Conclusion
CHAPTER 2: LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
2.1 Introduction
2.2 Defining Active Learning
2.2.1 Active Learning underwritten by the constructivist approach
2.2.2 Self-regulated learning
2.2.3 Student-centered learning
2.2.4 Inquiry-based learning
2.2.5 Problem-based learning
2.2.6 Deep learning
2.2.7 Cooperative learning
2.2.8 Connectivism
2.2.9 Active Learning in the classroom
2.2.10 Conclusion
2.3 Evidence for Active Learning as successful teaching strategy
2.3.1 Global overview
2.3.2 South African context
2.4 Perceptions of students and lecturers on Active Learning
2.4.1 Global perspective
2.4.2 Local perspective
2.4.3 Another Africa case
2.5 Conceptual framework
2.5.1 Activity theory
2.5.2 Community of Practice theory
2.5.3 Combined framework
2.6 Conclusion
CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
3.2 Research philosophy: Interpretivism
3.3 Approach: Inductive
3.4 Research design: Qualitative
3.5 Strategy: Narrative case study
3.6 Research site and sampling
3.7 Data collection procedures
3.8 Data collection instruments
3.8.1 Pre-screening questionnaire
3.8.2 Background questionnaire
3.8.3 Interviews
3.8.4 Classroom observations
3.9 Data analysis strategies
3.9.1 Coding the transcripts of the interviews
3.9.2 Coding the class observation videos
3.10 Quality assurance: Data verfication
3.10.1 Trustworthiness
3.10.2 Crystallisation
3.11 Ethical considerations
3.12 Conclusion
CHAPTER 4: FINDINGS AND DISCUSSIONS
4.1 Introduction
4.2 Ethnographic narratives on each of the participants
A. Faculty of Commerce and Law
B. Faculty of Social Sciences
C. Faculty of Applied Science
4.3 Inclusion criteria that guided the coding of the data
4.4 Exclusion criteria for coding data
4.5 Reduction and categorization of codes
4.6 Interview and document analysis data
4.6.1 Theme 1: Facilitation
Theme 2: Student performance
Theme 3: Staff support
4.7 Classroom observation data
4.7.1 Theme 1: Facilitation
A. Faculty of Commerce and Law
B. Faculty of Social Sciences
C. Faculty of Applied Science
4.8 Conclusion
CHAPTER 5: CONCLUSION, IMPLICATIONS AND RECOMMENDATION
5.1 Introduction
5.2 Discussion in terms of research questions
5.2.1 Facilitation of Active learning
5.2.2 Success of Active Learning as a teaching strategy
5.2.3 Support available to lecturers to implement Active Learning in their classrooms
5.2.4 Summary
5.3 Contributions in terms of the conceptual framework
5.4 Significance of the study
5.5 Limitations of the study
5.6 Self-reflection of the study
5.7 Future research
5.8 Recommendations
5.8.1 Students
5.8.2 Lecturers
5.8.3 Faculty and institution management
5.9 Conclusion
CHAPTER 6: REFERENCES