Browsing by Author "Iipinge, Sakaria M."

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    Challenges of large class teaching at the university: Implications for continuous staff development activities
    (University of Namibia, 2013) Iipinge, Sakaria M.
    Class size is a major concern to any educational system. At university, a class of any size (small or large) appears to be an acceptable norm. However, when classes are too large, they are considered to contribute some complex challenges related to the teaching and learning process. Whether the class is big or small, instructors are expected to teach and assess students effectively. This paper presents a general reflection on the author's personal experiences with teaching two large classes at undergraduate level at a university. The paper aims at sharing this personal account of experiences with fellow educators who may find themselves in similar situations of teaching and assessing large groups of students at any level of education. Although what constitutes a large class has been a subject of debate in literature, the author adopts from previous authors to define "a large class as one in which characteristics and conditions present themselves as inter-related and collective constraints that impede meaningful teaching and learning'~ Therefore, in the context of this paper, this meaning is adopted as a working standard that sets the parameters of the discussion of the concept of a 'large class ~ Furthermore the paper is based on the critical reflective practices and experiences as the author draws most of the evidence based on narrative practices and principles. A narrative representation of the author is found to be the most appropriate method of telling this experience.
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    Student evaluation at Windhoek College of Education: Evidence of quality assurance to improve teaching and learning
    (University of Namibia, 2013) Iipinge, Sakaria M.; Likando, Gilbert N.; Haipinge, Erkkie; Claassen, Pamela
    Using a qualitative approach, this paper took a critical look at the role of student evaluation at the then Windhoek College of Education as a tool to assess the quality of teaching at the institution. It examined the pros and cons of introducing student evaluation as a tool to measure teaching effectiveness of academic staff at this institution. The findings showed that, despite the fact that literature reveals that student evaluation is a common tool used to assess the content pedagogy of academic staff in many institutions worldwide, there are concerns that need to be taken into consideration in terms of validating the outcomes of these evaluations. The findings show that these concerns include: student lecturer relationship; student interest in a particular subject; lecturer subject content and pedagogical skills; general appearance of the lecturer; lecturer’s assertiveness and the quality of training received. It concludes by affirming that dealing with people’s perceptions and attitude is a complex phenomenon, and, in the context of this research, there was a need for a paradigm shift in the way lecturers at the former Windhoek College of Education perceived student evaluations vis-à-vis its purpose in academia.