Active Learning in Higher Education

Universities have realized the need to equip students with appropriate information and computer technology (ICT) skills to prepare them for the workplace. This paper highlights a situation in which academics are uncomfortable with the new technological innovations being used to enhance teaching and learning. The need to integrate technology into teaching practices is an unavoidable reality. Used here is the lens of experiential learning to engage in a self-reflective case study of collaboration with the Multimedia Education Group at the University of Cape Town. The factors necessary for successful collaboration are underlined and emphasis is placed on the need for academics to reflect critically on their practice. It is argued that critical engagement with ICT provides academics with the opportunity to lead by example in the quest to enhance student learning.

Structured mid-term feedback allows teaching staff to evaluate their effectiveness from the student perspective while the term is in session. Why do lecturers participate in these programs? What do they feel they learn as a result? How do they use the information gathered? Do these programs promote change in the way classes are conducted? At one university, a study was conducted to find out. Over two years, 82 Small Group Instructional Diagnoses (SGIDs) were conducted for staff in a range of disciplines. End-of-term surveys of participating lecturers revealed that this procedure increased their understanding of how students respond to their instructional methods. As a result, lecturers refined grading procedures, implemented new approaches to conducting classes, clarified their expectations of students, and refocused content emphasis. They also indicated that they intended to amend the way they teach future courses in an effort to increase effectiveness.

The use of Web-based resources in higher education has been expanding at an exponential rate over recent years. It is having a significant impact on every discipline, not least in terms of enriching the store of accessible learning materials. Moreover, advocates of virtual learning environments have made strong claims that educational technology can enhance the quality of students’ critical thinking. This article examines these claims within the context of a WebCT-based project and the subject of history. It interrogates a body of evidence which suggests that technology can induce improvement to the quality of learning and cognitive achievement. But it also underlines the centrality of assessment practice and students’ perceptions of learning goals in shaping the impact of ‘online’ approaches on student attainment. To that extent, this study holds wider implications.

This article is a case study, assisted by the collection of data which has been analysed as an evaluative measure, of the initial element of an Information and Communications Technology (ICT) module for a cohort of trainee teachers on a Postgraduate Certificate of Education (PGCE) course for primary school teaching. The standards which the trainees must achieve require them to be competent, confident and knowledgeable in their use of ICT. With a diverse range of backgrounds and experience amongst the cohort, it was decided to adopt a problem-solving approach in order to allow all trainees to work with a range of ICT applications at a level to suit their particular stage of development, rather than a skills-based approach which in the past had led to difficulties with pitching the work at an appropriate level for the groups. We considered that this approach to the use of ICT served as one model for ICT use in schools. The progress of the work is reported; an evaluation for the purposes of internal monitoring of the effectiveness of this approach is also reported. The approach was deemed appropriate by most trainees, and served to decrease anxiety and increase confidence.

This paper explores the contribution of work-based supervision to an education programme in mental health from the perspectives of supervisors and supervisees. It attempts to clarify the supervisory role by looking at the literature together with supervisors’ reported learning and development needs. Supervisors responded positively to a development programme established to help them support their learners. Quantitative data revealed differences between professional groups in respect of their exposure to interprofessional supervision, and individual rather than group supervision is more likely to be delivered in the workplace, which may limit opportunities for interprofessional learning transfer. Feedback from supervisors and supervisees shows consensus that supervision sessions focusing on academic work are rated of highest priority. This poses a challenge for programme providers to develop assignment methods that require workers to be change agents in their practice whilst also demonstrating academic standards.