Reconceptualising teaching for quality learning at University of Namibia
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Date
2017
Journal Title
Journal ISSN
Volume Title
Publisher
African Perspectives of Research in Teaching & Learning
Abstract
Teaching approaches in contemporary universities around the world need to be underpinned by
new theories of how students learn, and the role of academic developers in shaping and
influencing institutional culture in this regard cannot be overemphasised. This study investigated
the methods used by lecturers at University of Namibia (UNAM) in their teaching and what
informs the choice of these methods. The study also gauged lecturers’ views on their
involvement in academic development activities. This study employed a phenomenological
research design; and a mixed-method approach was used whereby qualitative and quantitative
approaches were combined. Structured interviews were conducted with at least 49 lecturers at
various levels across 12 UNAM campuses. Participants were purposefully approached to be
interviewed because we knew they have experience of the phenomenon explored. The study
revealed that lecturers were more comfortable with using traditional lecturer-centred approaches
in their teaching. They expressed the need to be equipped with skills that would enhance their
ability to facilitate, manage and assess student learning using approaches that have been proven
to be effective. Furthermore, they acknowledged the academic development interventions
provided by the Centre for Professional Development Teaching and Learning Improvement
(CPDTL) in the form of short courses and the recently implemented Postgraduate Diploma in
Higher Education for Academics. Only a handful of participants did not support the idea of
offering a full academic programme through short courses. The study recommended that CPDTL
should capitalise on the willingness of most of academics to engage in academic development
activities to intensify its operations and make such activities compulsory in order to promote
their effectiveness and fast track their impact
Description
This study examined methods
used by UNAM lecturers in the practice of
teaching, what informed the choice of these
methods, the challenges confronting
lecturers in executing their teaching roles,
and the capacity building needs of the
lecturers
Keywords
Academic development, Epistemological access, Learning theories, University teaching, Quality learning