INDUCTION FOR PART TIME LECTURERS (10)

THEME THREE: LEARNER CENTERED DEVELOPMENT

Introduction:

The goal of this theme is to orientate the lecturer about learner centeredness. Although the emphasis shifts from the lecturer to the learner (read student), the part time lecturer should be very sensitive to the learning needs of her or his students. One of the most far-reaching modern tendencies in tertiary education is exactly this shift in emphasis from teaching to learning. Previously, the lecturer was seen as a professional who communicated specialised knowledge. The logical consequence of such a view is a lecturer-centred approach to teaching. At present, the lecturer is seen as a facilitator of learning who sets goals in terms of the content and learning facilitation. The logical consequence of such a view is a learner-centred approach to teaching.

The lecturer wishing to follow a learner-centred approach with the emphasis on the facilitation of learning needs a basic knowledge of students’ learning processes, needs and problems. This guide provides a concise reflection of basic information on learning, as well as guidelines for the application thereof. The following issues are addressed:

• Why do students fail or under-achieve academically?

• What motivates students to attend university and to learn?

• What type of personality development do students undergo during their years at university?

• What are the foremost components of learning in the tertiary situation?

UNIT ONE : REASONS FOR UNDER-ACHIEVEMENT OF LEARNERS


The academic adjustment and progress of students can be influenced by numerous factors. Literature on the subject refers, inter alia, to the following: mental abilities, interests, motivation, concentration, time management, work ethic, study skills, computer illiteracy, language, self-image, stress, neuroses, relationships, test anxiety, identity, fears, conflict, personality problems and decision-making skills. One of the most comprehensive classification systems is the ecological diagnostic classification plan (EDCP), already formulated by Hurst and McKinley in 1988 (Lecture orientation materials of the University Free State, 1999). All the factors mentioned above, for example, can be classified according to this system. It provides a diagnostic structure to psychologists or lecturers seeking to analyse an individual student’s or a group of students’ academic problems. (Cf. Human, 2002)

The ecological diagnostic classification plan is described below, followed by a number of examples that will serve to clarify the meaning of the different classifications.

1.1 Personal and social development

1.1.1 Lack of information about self (LIS)

The student experiences depression without realising that the cause is suppressed aggression against a father or mother figure.

1.1.2 Conflict within self (CWS)
A student experiences a need to perform well academically, but is simultaneously afraid of failure and therefore withdraws from the academic situation.

1.1.3 Personal deficit (PD)

A student experiences problems in personal-social circumstances due to a lack of assertiveness and communication skills (eg. computer literacy).

1.1.4 Person and environment maladjustment (PEM)

A distance student at Kimberley Regional Learning Centre in the Northern Cape might feel uncomfortable in the CUT learning environment because of the locality of the main campus in the Free State, Bloemfontein.

1.1.5 Lack of information in environment (LIE)

A student is not intelligent enough to pursue tertiary study, but the lecturer is unaware of the problem and treats the student as if he/she is gifted.

1.1.6 Conflict within environment (CWE)

The lecturer invites students to freely express their opinions, but if they dare to do so, a negative reaction is experienced. There is therefore conflict between the students and the lecturer.

1.1.7 Environmental deficit (ED)

The lecturer acts in an autocratic and rigid manner; the result is teaching centeredness instead of learning and student centeredness.

1.2 Career development
1.2.1 Lack of information about self (LIS)

A student is unhappy and frustrated in his/her course, but does not realise that the course is conflicting with his/her interests and needs.

1.2.2 Conflict within self (CWS)

The student wishes to please his/her parents, but the career choice they have made for their child does not correspond with his/her own choices, needs and abilities.

1.2.3 Personal deficit (PD)

The student is still too immature to pursue a career and is, therefore, not capable of making a career choice.

1.2.4 Person and environment maladjustment (PEM)

The student is a human and sensitive person who likes to help others, but the department maintains a cold, clinical approach.

1.2.5 Lack of information in environment (LIE)

The course being presented is irrelevant, since the department has no information on the demands of the profession for which the student is being trained.

1.2.6 Conflict within environment (CWE)

There is conflict between the part time lecturers and the department at the Main Campus regarding the practical evaluation of students. It therefore sometimes happens that a student achieves a high mark from one lecturer and then a poor mark from the full time lecturer for similar work.

1.2.7 Environmental deficit (ED)

The lecturer is involved in so many other activities that he/she is usually not available for individual explanations to students. (Cf. also supra, 1.1.7, p. )

1.3 Educational development

1.3.1 Lack of information about self (LIS)

A student achieves a D symbol in Mathematics in the Grade 12 examination. He does not know if he has the ability to attain a National Diploma in Engineering with Mathematics as a major.

1.3.2 Conflict within self (CWS)

A student wishes to become an Engineer, but is put off by the long, intensive period of study and finds the subject Mathematics boring.

1.3.3 Personal deficit (PD)

A student is able to memorise facts, but fails to achieve the necessary insight into the work and therefore fails to apply the facts or integrate the learning material.

1.3.4 Person and environmental maladjustment (PEM)

A student is extremely social and involved with his/her peer group. However, he/she follows a very intensive course that leaves little time for social activities.

1.3.5 Lack of information in environment (LIE)

Part time lecturers are unaware of the student’s learning problems and the difference between the subject’s typical style and that of the student.

1.3.6 Conflict within environment (CWE)

The head of department at the Main Campus is highly unpopular, which causes part time lecturers to be unmotivated and negative.

1.3.7 Environmental deficit (ED)

Clear goals are not given and part time students struggle to prepare for tests and exams.

1.4 Exercises
Take note of the following descriptions of part time students’ problems, make a diagnosis according to the preceding ecological diagnostic classification plan, and propose treatment objectives.

Example

Thabo is a third-year Engineering student. While he was previously successful in his studies, things have been deteriorating. Upon investigation, it comes to light that:

a) His parents have recently divorced.
b) According to his lecturer, his answers are too vague; important details are omitted.
c) A certain lecturer refuses to talk to him, because he is a “little good-for-nothing”.

Diagnosis

1-2 conflict within self (personal-social)
3-3 personal deficit (educational development)
3-7 environmental deficit (educational development).

Treatment objectives:

 Refer the student to the student councillor at the Regional Learning Centre to work through the conflict surrounding his parents’ divorce.
 Information on the importance of precise and accurate details in certain risk courses.
 An assignment in which a detailed contract must be drawn up.
 Discussing the student’s problems with the negatively minded lecturer.
 Lecturer consults a professional on communication between students and lecturers.

For the purpose of lecturer orientation the following examples of exercises can be discussed:

1.4.1 Exercise 1

Thandiwe was a very successful student, but in her third year her marks declined considerably. One of lecturers called her in, but she refused to talk to him and said that “nobody understands her”.

1.4.2 Exercise 2

For Mafisa, examinations are always a struggle. He becomes so anxious and tense that he literally falls ill and becomes totally confused during exams.

1.4.3 Exercise 3

Thabo would like to do his B. Tech in a particular subject. He is very interested in the subject and reads widely on it. But he has now grown depressed because he no longer feels able to work with the people in the department. Subsequently the lecturer must understand the following:

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