Active Learning in Higher Education

This article is a report of a single-site investigation in a post-1992 university which looked at placement learning from a variety of programmes and compared it with the QAA Code of Practice on placement learning. Each of the eight precepts from the Code of Practice is listed separatelyand compared with actual practice. The greatest correlation occurs in thoseprogrammes that have a mandatory placement linked to vocational requirements. Although all the programmes studied meet some of the precepts, none meetall of the precept requirements. This was particularly evident in precepts 2–8 in which rhetoric departed from reality. The university involved in the study is probably very typical in the sector and the article discusses some of the possible reasons for this.

Low progression rates and voluntary student withdrawal are increasingly a concern as participation rates in the tertiary sector rise. Models of departure stress the importance of transition mechanisms in obtainingthe commitment which ensures persistence. This article describes an innovative induction programme which was devised by applying student persistence research findings. Sufficient details of the activity’s structure are provided to allow it to be adapted by others. The evaluation reported is based mainly on data collected after the first time the programme was run. The programme has now operated for several years and evaluations and modifications are described. The primary aim of this article is to provide guidanceon optimizing the effectiveness of the approach.

Reflective practice is seen as the way forward for both students and academics alike and there is much research that shows that reflective practice leads to better learning. This article, whilst acknowledging that reflective practice is something to which we should strive, recognizes that there are many other considerations that will have to be dealt with by the sector before its use will be universally accepted. The main consideration, probably more than anything else, is the demotivated staff within the higher education environment. It is suggested that this de-motivation occursbecause of lack of resources, lack of recognition, overwork and lack of appreciation of the additional burdens put on academics, and invariably the institutions themselves, by widening participation and lifelong learning initiatives. Therefore, it is suggested that universal reflective practice may come in the longterm but only once the deeper-seated problems within the sector are resolved.

This article explores the relationship between communication theory and higher education teaching, with the work of speech communication scientist Frank E. X. Dance singled out for exposition, evaluation and application. It is argued that Dance has made three contributions of potential relevance to university pedagogy. First, his helical model of the communication process illustrates the interactive and cumulative nature of successfulclassroom teaching, giving rise to the concept of a ‘classroom helix’. The second contribution is the speech theory of human communication(STHC), which places spoken language at the centre of the human experience.The STHC, if not scientifically proven, is salutary in emphasizing the importance of speech as distinct from written communications and electronic media. Finally, Dance supplies a body of practical advice, grounded in the oratorical tradition, regarding communication with mass audiences.

Teaching African conflicts can be difficult, as an instructor confronts ideological debates, contested discourses, the historical burden of slavery and colonialism, and issues of (western) power/privilege, race and voice, all while navigating the approbation of colleagues and students alike. This article identifies four broad philosophical issues in constructing a course focusing on African conflicts: students’ lack of knowledgeabout Africa; the complexity of the material; concerns about negativity; and controversial, contested issues. The second part of the article discussesa variety of strategies for meeting these challenges, including: active learning techniques, such as role-play simulations and structured debates; theuse of documentaries, African films, and popular books/novels as teaching materials; exercises to identify stereotypes; and providing students with ‘conflict programs’ or handouts containing vital information suchas the main actors, a timeline, and a map.