INDUCTION FOR PART TIME LECTURERS (13)

THEME FOUR: TEACHING OUTCOMES AND LEARNING OUTCOMES
___________________________________________________________

1. Introduction
The formulation of teaching goals and objectives is the logical beginning of any teaching-learning process. If a lecturer does not know where he/she is headed with the student, it matters little how he/she gets there. For the convenience of the part time lecturer, she or he can refer to the original process how the “subject head” curriculated the learning content at the main campus.

This document provides a brief overview of specific issues important to this topic.

• The difference between general and specific outcomes, with a description of specific outcomes.

• Categories of goals and outcomes, with particular emphasis on the cognitive categories.

• A few hints and tips on how the lecturer can orientate students toward goals and outcomes(Mahlomoholo,2005).

This guide is not intending to define nor debate what recurriculation is or what it is supposed to be, but rather, the intention is merely to describe the process as seen from the perspective of the Unit for Academic Development: Curriculum Development Centre (UAD:CDC) at the Central University of Technology, Free State (CUT). What the statement above asserts is that there are multiple positions that can be assumed regarding the process of recurriculation, but in this instance one perspective is given expression as it entails engaging in the process in the most simple and easy of ways. In fact while the primary intention is to give an exposition of recurriculation process at CUT, the second most important aim is to demystify the process as we do so(Mahlomoholo,2005).

2. OUTCOMES
In order to be able to make sense of and to implement this process the reader and aspirant curriculum designer should be able to do the following at the end of going through the guide:

i) understand and operationalise the social constructivist paradigm that underpins recurriculation at CUT,

ii) know and implement the CUT graduate qualities that drive the whole recurriculation process,

iii) become aware of and know how the HEQC’s Criteria for Programme Accreditation that prescribes nationally how recurriculation needs to be implemented, function in the recurriculation process at CUT,

iv) become aware of and understand the role and importance of South African Qualification Authority’s (SAQA) Critical Cross-Field outcomes in the process of recurriculation at CUT,

v) to understand, unpack and be able to logically and meaningfully link CUT’s graduate qualities to SAQA’s Critical Cross-Field outcomes as well as the overarching National Qualification Framework’s Exit level Outcomes,

vi) apply the knowledge mentioned above in deriving outcomes for the specific and particular, programme, qualification, module and learning unit in turn, respectively,

vii) become aware of and actually use the relevant procedures, policies and forms when applying for the registration, accreditation and funding of the relevant ‘recurriculated’ programme and/or qualifications,

viii) know and implement CUT’s academic structure when weighting the modules within qualifications,

ix) align curriculum in terms of the Learning Outcomes, Facilitation towards attainment of learning outcomes as well as assessment,

Design and produce Learning Guides encapsulating the above within the context of social constructivism(Mahlomoholo,2005)

3. WHY RECURRICULATE?

Recurriculation has become necessary for CUT so that the University of Technology can become:

• compliant with national legislative imperatives for higher education institutions;

• able to enhance students’ learning hence improved throughput rates;

• able to meet the standards set by its stakeholders through its refined vision and mission statements and

• internationally and locally competitive in terms of its curricula offerings and their contribution to the economic well being of the country, the continent and its citizens, to mention but a few(Mahlomoholo,2005).

UNIT One: STEP ONE: SOCIAL CONSTRUCTIVIST PARADIGM THAT
UNDERPINS RECURRICULATION AT CUT

It is possible that many readers are familiar with the theory driving recurriculation at CUT. However if one is not sure, one needs to understand that as national policy of the Department of Education in South Africa, Outcomes Based Education (OBE) has been selected as the theory driving, informing, couching and grounding education in the country. Hence the theory has been adopted by CUT for its recurriculation process, as it is imperative to do so. Added to the above, CUT has decided to go all the way and take on two other complementary theories to ground and couch its recurriculation process. These are known as Problem Based Learning and Resources’ Based Learning.

The beauty of this decision is that all the three theories are part of the same umbrella paradigm known as social constructivism or learner centred-ness. This decision by CUT is informed by research (see for example De Corte, Steyn, Daems, Elen and Rosseel, 2001) that attempted to find out as to what was the best possible way of learning used by almost all successful learners.

1 Traditional teaching and learning

The answer to this question was that in the past teachers, educators generally, learners and all significant stakeholders in education believed that the most successful mode of learning was by rote and remembering only. The more ‘facts’ a learner could remember and recite, the more she/he was seen as most successful as a learner.

2 Information processing approach to teaching and learning

But research in the recent past has shown that successful learners are those who remember, yes, but over and above they are those who can solve problems at an even higher level of thinking. Successful learning as seen from this perspective is about meaningfulness (to the learner) and transference (by the learner) of what has been learnt to new and novel situations. The learner accordingly learns by being active in the process of learning, interacting with the environment, with the object world and with the world of ideas in order to enrich her own mind (cognitive functioning). One already sees here elements of learner centred-ness coming into the picture as well as social constructivism.

3 Social Constructivism: Learner centred-ness

But currently it has been demonstrated beyond any reasonable doubt that the most effective learning is the one that affirms, yes, rote and remembering but goes further to emphasise problem solving, transference to new and novel situations, interacting with the environment and so on, but most importantly that recognises that learning hence knowledge, is socially created, is self-regulated, is situated and collaborative (see De Corte, et. al., 2001) The world over, good practice in learning is acknowledged to incorporate elements of this social constructivism. Human beings tend to learn best in the company of other human beings who tend to enrich their experiences even more. In fact the age old adage that; two heads are better than one is hereby re-confirmed over and over again.

3.1 Outcomes Based Education

Guided by this wisdom the Department of Education adopted Outcomes Based Education as the theory driving learning and education generally across the country because it affords the learners the opportunities to be active, to interact with the environment, to play and work with others, to solve problems, to transfer knowledge, skills and attitudes, to remember, to be creative, to be self-regulated, situated and collaborative and so on as they work towards the attainment of some clearly identified outcome. Although, teaching is part of learning, the most important aspect thereof though, is learning. We teach in order that others could learn. Teaching is not about teaching per se, it is about learning. As teachers or educators our role is mainly to facilitate and create the holding learning environment(s) where others can and should learn freely and effectively.

3.2 Problem Based Learning

CUT decided to abide by the national educational legislative imperatives and adopted OBE. However as they did so they also decided to add Problem Based Education as well, so as to give their graduates a greater urge over their international competitors in terms of learning and their learners greater chances of obtaining their academic qualifications. Problem Based Education implies that as we curriculate, recurriculate and design learning environments and opportunities, focus should fall on the use of real life problems to which as facilitators, we may not even have the answer. Instead of the learners starting from defining the concept and then gradually moving on to applying the concept/theory, they actually start the other way around and start with being confronted with a difficulty (real life problem) and then moving backwards towards finding the solution to a real life problem (http://edweb.sdzd.edu/clit/learning tree/prl.html, June 13, 2005). This moving back to the solution is not haphazard, it is systematic as it is tempered with milestones which have to be accomplished and valued as we attempt to find the solution

Problem based learning

CUT decided by the national education legislative imperatives and adopted OBE. However as they did so they also decided to add Problem Based Education as well, so as to give their graduates a greater urge over their competitors in terms of learning and their learner’s greater chances of obtaining academic qualifications. Problem Based Education implies that as we curriculate, recurriculate and design learning environments and opportunities, focus should fall on the use of real life problems to which as facilitators, we may not even have the answer. Instead of the learners starting from defining the concept and then gradually moving on to applying the concept/theory, they actually start the other way around and start with being confronted with a difficulty (real life problem) and then moving backwards towards finding the solution to a real life problem (http://edweb.sdzd.edu/clit/learning tree/prl.html, June 13, 2005). This moving back to the solution is not haphazard, it is systematic as it is tempered with milestones which have to be accomplished and valued as we attempt to find the solution.

Thus finding the solution to this real life problem constitutes the main outcome but other smaller outcomes that cumulatively culminate in the main outcome constitute the milestones in learning that learners have to go through. They are as equally important as the main outcome because it is there that learners will be learning for example the theory, the principle and so on of a particular issue. Learning is thus about throwing learners in the deep end and supporting them such that they do not drown. The support should be such that it enables the learners to experience the complexity of the problem and the solution thereof directly. The process of learning thus is about being confronted by the difficult problem, reflecting very intensively upon it so as to arrive at the meaningful milestones that can be negotiated and achieved in the process of achieving the final big outcome.

In applying this approach to learning, as facilitator one will choose alone or in conjuction with the learners the problem as real as possible together with its consistencies and as unpredictable as possible. The trick will be to enable the learners to unpack, analyse and thoroughly understand the problem as intensely as possible such that on the basis of their respective strengths and abilities each learner will choose one aspect or other to work at more closely on the basis of resources available. These learners will work as teams as it is the case in the real corporate, medical, teaching or other field currently, These teams work across the disciplinary boundaries as they attempt to find the solution and no stone will be left unattended.

3.3 Resources Based Education

To complement the above Problem Based Education as well as giving the urge to the Outcomes Based Education, CUT has decided on Resources Based Education which while acknowledging and supporting PBL also sharpens OBE in terms of stimulus variation in facilitating learning (see http://edweb.sdsu.edu/clrit/learingtree/PBL/WhatisPBL.html). What the statement means is that as facilitators of learning we need to account for each minute of the ten notional hours per week that CUT is using in terms of the varying learning activities in order to enhance learning. As facilitators we need to think about activities like group work, supplemental instruction, watching videos on the subject content, participating in seminars, conferences, checking the internet, the chat room, having students to present their papers in class for scrutiny and interrogation and so on. Learners could be engaging in all these as they attempt to find a solution to that real life problem we as facilitators we have posed to them. We also need to make sure that the mentioned resources are accessible and readily available to student so that they can learn effectively. The current wisdom recognizes the fact that different learners have different things which make them learn effective, thus we need to enhance the possibilities of enhance learning by all by all varying the stimulus.

Resources Based Education, Outcomes Based Education and Problem Based Learning all are parts of the constructivist paradigm or learner centredness which informs CUT in terms of designing of outcomes, of programmes, of qualifications of modules, of learning outcomes, of facilitation strategies and of assessment strategies including the learning guides. Knowing about these and implementing them implies that as we recurriculate at CUT we shall endeavour to keep our learners at the centre where effective learning will be the prime motive while teaching will merely be about creating conducive environments for that.

UNIT TWO: IMPLEMENT CUT GRADUATE QUALITIES AS ONE
RECURRRICULATES AT CUT (Cf.Mahlomoholo,2005).

From the above exposition it shall have become clear that the central most activity to the whole process of recurriculation is the designing of relevant outcomes because all processes hang on to them like they were steel rods. CUT has decided, in line with the above, that our graduates shall also distinguish themselves above the rest by showing the following:

**(i) being able to operate effectively with and upon a body of knowledge of sufficient depth to begin professional practice,

**/***(ii) being prepared for lifelong learning in pursuit of personal development for excellence in professional practice,

**/*(iii) being effective problem solver, capable of applying logical, critical and creative thinking to a range of problems, and is capable of conducting research,

*(iv) being able to work both autonomously and collaboratively as a professional,

*(v) being committed to ethical action and social responsibility as a professional and a professional,

**(vi)ability to communicate effectively in professional practice and as a member of the community,

**(vii) being able to demonstrate international perspective as a professional and as a citizen,

**(viii) is able to demonstrate competence of computational quantitative skills,

*(ix) possesses a developed awareness of the dynamics of a culturally diverse society and an understanding and appreciation of cultures other than his/her own,

*(x) is prepared to work as a team member in co-operatively identifying problems and solutions in the learning environment, the community and the work place.

The best way of ensuring that the above qualities are taken care of is by:

• ensuring that RBL, PBL and OBE inform every move towards recurriculation (**),

• making sure that all outcomes are linked to one or other of these qualities as one recurriculates and

• making sure that one module takes care and implements specified CUT graduate qualities. The example could be where all the social responsibility CUT graduate qualities could suffuse all the modules dedicated to Community Service Learning (***) while the more generic ones could be taken care of in the core modules (*). One way of ensuring that all these qualities are enshrined in the curricula is by making sure that each of the outcomes at the level of the module addresses one or other of these qualities and that each of the specified qualities as well while the assessment strategies also determine the extent to which a specified quality has been adequately captured and operationalised.

UNIT: THREE: HIGHER EDUCATION QUALITY COMMITTEE’S
CRITERIA FOR PROGRAMME ACCREDITATION

The best way to ensure quality of the curriculum/ programme/ qualification/ module /learning is to be mindful of its requirements from the very beginning. For CUT recurriculation process this means that each programme, qualification and module needs to conduct a very intensive introspection even before the decision to recurriculate commences just to get the feel of the extent of compliance with the HEQC Criteria. The extent of compliance or not will dictate as to how much recurriculation has to take place or not because the programme, qualification or module will be recurriculated in order to enhance compliance with the HEQC criteria for accreditation which serves as basis for funding by the Department of Education (DoE) and currently registration by the South African Qualification Authority (SAQA). These criteria are clear and are even further explained throughout the document (see HEQC, Criteria for Programme Accreditation, 2004). There are 19 Programme Accreditation Criteria in all, classified into Input Criteria (1 to 9) category, Process Criteria (10 to 16) Output and Impact Criteria (17 to 18) and Review Criterion (19).

The programme/qualification/module team have to ensure compliance with all these criteria before the beginning, during and at the end of the curriculation process. Any gaps should be addressed immediately. As the rule of thumb; each programme/qualification/module needs to be reviewed every two to three years to keep it relevant and up to date regarding these criteria.

To understand SAQA’s critical cross-field outcomes and NQF exit level outcomes, it is important to study the following steps very accurately:

Depending on where the process of recurriculation will have to start, it is always important to go back to the Outcomes. The most logical starting point will be the CUT graduate qualities linked to the SAQA Critical Cross-Field Outcomes and the NQF Exit Level Outcomes. All these will have to be lined up with the NQF (or the official Higher Education Qualification Framework HEQF) to see the extent to which the latter two represent an increase on the number and quality of these NQF outcomes. Those that are duplicated will automatically be incorporated into the existing NQF Level Exit Outcomes and those extra ones, be they CUT graduate qualities and/or Critical Cross Field Outcomes will be accommodated accordingly to show an expanded area of outcomes to be covered.

Then all the outcomes will have to find expression and accommodation with each of the qualifications within the programme as well as within each of the modules within those relevant qualifications meaning that all NQF exit level outcomes will find expression. As an example, the social responsibility outcomes will be accommodated within Community Service Learning modules which will have to be there in each programme. The disciplinary content outcomes will have to drive the ‘major’ content modules, while the generic learning modules will be driven by outcomes within modules that are core to the programme. In this way all modules will be driven by one or other of the NQF Exit level outcomes (including CUT) graduate qualities and SAQA Critical Cross-field Outcomes) at each of the levels of sophistication and competency in particular skills, attitudes and knowledge mastery. Thus facilitation of learning towards the attainment of one outcome will automatically lead towards the attainment of these critical cross field and NQF exit level outcomes. The same will go for the assessment of each outcome which will incorporate the assessment of the extent to which the latter have been attained.

Another important factor that needs to be emphasised is that in lining up the various outcomes like the NQF Exit level Outcomes or Critical Cross-field Outcomes, the curriculum designer need also to be informed by all the possible stakeholders in terms of the Outcomes, as the HEQC’s Programme Criteria indicates. Here stakeholders as the criteria prescribe are the CUT’s alumni that went through this and/or similar programme, the industry that has to employ the products of the mentioned institution, professional bodies that regulate standards and quality of qualifications in the interests of the public, the Advisory Body that oversees the process of curriculum revamping and redesigning within the institution and so on. These consultations ensure that the outcomes onto which the recurriculation process will hang will be tested, relevant and powerful(Mahlomoholo,2005).

More outcomes derived:

It would seem that at the very top of the hierarchy of outcomes are the Critical Cross-Field Outcomes linked to the CUT graduate qualities as they underlie the process of acquiring skills, attitudes and knowledge. However all these are encapsulated within the NQF Exit level Outcomes (or the official HEQF) as explained above and other stakeholder generated ones(Mahlomoholo,2005).

Now that each module will have corresponding Exit Level Outcomes depending on whether the module is elective, core, fundamental or ‘major’ it will be relatively easy to derive the specific qualification outcomes on the bases of all the modules’ outcomes within the qualification. Each module will also have a specific purpose which will be derived from the qualification purpose/outcomes. Now each module will also be unpacked into specific learning unit outcomes and each of those will have its own specific learning outcome and jointly the outcomes of the units will constitute the outcomes for the module stacked together logically. Various modules leading towards the attainment of a qualification will also be embedded with the outcomes of the qualification and in turn, that of the programme accordingly.


To reiterate; each programme thus has its own distinct outcomes pegged at a particular NQF level of sophistication, starting from the less complex at NQF level 5 to the most advanced at NQF level 10 (HEQF)/ NQF level 8b (NAP). Incidentally each of these NQF levels represent the Levels at which the learner may exit the system and thus obtain a qualification, although CUT argues strongly against awarding any qualification before the completion of the first 360 credits at NQF level 7. Now at the 120 credit interval corresponding to increasing NQF level of sophistication a qualification may be obtained starting from a Higher Certificate (at 120 credits), then a National Diploma (at 240 credits) and then the first degree (at 360credits) to an honours degree(at 480 credits) and so on.

The interesting part of the story is that at each of those 120 credits intervals corresponding to a qualification, distinct “qualification outcomes” are discernible, but these are nested into each other in keeping with the level of sophistication as determined by the relevant NQF level. Each of the specific qualification outcomes are in turn constituted by corresponding modules’ outcomes stacked onto each other to constitute a qualification. For example, CUT’s qualification will be made up of 5 modules of 24 credits each at first, second and third years respectively (see information on modularisation below). The largest module at CUT is 24 credits which is an equivalent of learning carried by an average learner over 24 weeks of learning per annum in a module. The smallest module at CUT is 12 credits which is just half of the one mentioned or an equivalent of six months of learning. According to CUT’s evolving Academic Structure, there have to be at least two ‘majors’ taken across a qualification, increasing with sophistication as the NQF levels increase.


A:
120 Credits: Higher Certificate A B:
240 Credits: National Diploma A C:
360 Credits: First Degree/H.DipA D:
480 Credits: Hon

1 2 1 2 1 2 1 2





The Exit Level Outcomes including CUT’s graduate qualities (and other outcomes generated by stakeholders like alumni etc.) are translated into subject content in each programme covering knowledge, attitudes, values and skills at each NQF level. When a reader looks at the content of the learning in modules he/she should easily and readily see the connection with the relevant and corresponding exit level outcomes on the NQF and these should be jointly made up by the corresponding modules outcomes at the relevant levels. In short modules combine meaningfully to make up a qualification as qualifications combine cumulatively to make up a programme.

Finally, each module has its own outcomes which when broken down are made up of learning units outcomes. The story of outcomes is one of importance to recurriculation process because these are the building blocks of new knowledge, attitudes, values and skills. To achieve each learning outcomes a facilitator will engage learners in relevant learning activities and to determine whether learning is on the right track or whether it has taken place or arrived at the outcome, relevant assessment techniques are employed. There has to be alignment among the outcomes, facilitation and assessment for meaningful and effective learning to take place and for the reader to be able to talk about curriculum alignment. Any assessment which is not about outcomes or facilitation towards thereto cannot be said to be meaningful or effective. Important for CUT is the fact that each outcome should enable the integrated operationalisation of PBL, RBL and OBE to take place in one seamless movement, uninterrupted and smooth. This is the challenge which each facilitation activity and/or process will have to meet. The assessment process should also be located within this paradigm.

Incidentally talking about outcomes, facilitation and assessment already refer to a very large chunk of the recurriculation process which is; “Learning Guides” which will have aspects discussed in chapter 8 of the Manual for Teaching and Learning (see Hay et. al., 2004).

Working in your programme/qualification/module design teams kindly use the grid starting with 120 to 480 credits above to map out exactly an organogram of modules or subject offering in your qualification. Please use the grid as a template also for the weighting of modules as well as for representing majors, electives, core modules and so on. Furthermore map out the ideal qualification you aspire to have, however, designed within the parameters discussed above. Finally workout a map showing the relations among modules and justification therefore, within the context of the outcomes of your qualifications and programmes(Mahlomoholo,2005).




UNIT FOUR: COUNCIL ON HIGHER EDUCATION (CHE), HEQC, DoE, SAQA, CUT, FREE STATE HIGHER EDUCATION REGION

CENTRAL UNIVERSITY OF TECHNOLOGY, Free State
FLOWCHART FOR THE DEVELOPMENT, ACCREDITATION AND APPROVAL OF INSTRUCTIONAL PROGRAMMES


[1] FACULTY: Approval of the declaration of the concept programme: Mission-aligned HRD and institutional development aims.
 Academic content, NQF level description, exit qualifications.
 Capacity to deliver: credibility of the intellectual and other resources to deliver quality outcomes
 Values and dimensions the intention adds to higher education and public higher education in particular.

[2] DVC (ACADEMIC AFFAIRS): Regionally consult on the concept programme to explore collective option: Different but with similarities to existing programmes opens possibilities for shared development and resourcing of the current programme.
 Different with no similarities to current programmes opens possibilities for tiered programme development increasing student mobility.



[3] REGION: Recommends joint programme development or institution specific programme development.
[4] FACULTY PROGRAMME DEVELOPMENT TEAM UNDER THE GUIDANCE OF THE TRAINED FACULTY EVALUATORS: The output (i.e. a draft HEQC programme proposal) must be consistent to the OBET paradigm and aligned to:
 The regionally sanctioned programme concept.
 The presentation format and the programme assessment criteria of the HEQC.
 The exit level descriptors of The Higher Education Qualifications Framework (MoE, 2004).
 The graduate qualities of the CUT.
 The assessment policies of the CUT policy or procedural amendments thereto.
 Acceptable quality assurances

[5] FACULTY QUALITY ASSURANCE CHECKS: The suggested checks are:
 Director: Curriculum Development: provides independent guidance on the completeness of the draft HEQC programme proposal.
 Director: Quality Assurance: provides guidance on the adequacy of the proposed QA measures.
 The peer review reports.


[6] FACULTY: Formal approval of proposed programme and the resources implications
[7] SENATE: Formal approval of faculty’s recommendation

[8] COUNCIL: Formal approval of the resources implication of the senate’s approval  [9] ACADEMIC PLANNING AND ASSESSMENT: Submits the approved proposed programme to the HEQC for accreditation process.






[10.1] HEQC Outcome: Not provisionally accredited. [10.2] HEQC Outcome: Subject to conditions provisionally accredited candidacy; a short improvement plan is recommended [10.3] HEQC Outcome: Provisionally accredited candidacy




[11.1] FACULTY: Implement and report on improvement plan
[11.2] ACADEMIC PLANNING AND ASSESSMENT: Forwards implementation report and improvement evidence to HEQC Continue at [12]
[13] ACADEMIC PLANNING AND ASSESSMENT: On DoE approval the
 CUT record of programmes is updated.
 Faculty acquires mandate to enroll students for the programme.

[12] ACADEMIC PLANNING AND ASSESSMENT:  Forwards provisional candidacy accreditation to DoE for “approval for funding” report.
 ITS database updated for the registration of students.


[14] HEQC review of the effectiveness of the quality assurance measures of candidate accredited programmes
[15] HEQC accredited programme
(Schultz,2005)

The self-explanatory diagram above maps out the procedure followed at CUT to design, recurriculate and register a new programme. Most of the programmes at CUT when recurriculated may not have to go through this whole process because they are not entirely new, and therefore not being designed from scratch.

Scenario A: If the programme is made provision for within the approved CUT Programme and Qualification Mix ( PQM)…one may check with the Planning and Assessment Office at CUT… then the team or person who recurriculates will only have to go through the process above for purposes of registering the new programme or qualification(s) with SAQA, accrediting with the HEQC and getting funding from the DoE.

Scenario B: If the programme is made provision for within the approved CUT PQM, the team and/or person recurriculating will have to go through the process above if the programme and/or the qualification was registered, accredited or funded and now fifty percent of that is overhauled and as such making a re-registration (SAQA), re-accreditation (HEQC-CHE) and re-funding (DoE) necessary.

Scenario C: If the programme is made provision for within the approved CUT PQM, the team and/or person recurriculating will NOT have to go through the process above if almost everything remains the same after recurriculation, that is, not more than fifty percent has changed.

Scenario D: If the programme is made provision for within the approved Welkom Campus (former Vista) PQM, the team and/or person will not have to go through the process if almost everything remains the same as in Welkom or changes slightly, by less than 50%.

However for all the scenarios mentioned above, steps 9 to 15 (in the diagram) apply, and teams/persons engaged in recurriculation process need to be mindful of and make sure that they comply fully. Another important point worth noting is that for ease of registration online, the HEQC has made this website available for all HE institutions: www.che.ac.za

Below is the HEQC’s Form Two which is very comprehensive and has to be completed and submitted for accreditation and registration purposes. However, even if the ultimate intention is not submission to external agencies, programmes teams may attempt to complete this form to evaluate their programmes and how they are doing therein. This exercise could also be coupled with intensive interrogation of the HEQC’s Criteria for Programme Accreditation.


FORM 2

SUBMISSION FORMAT FOR INSTITUTIONAL ACCREDITATION AND FUNDING APPROVAL OF LEARNING PROGRAMMES

A. DETAILS OF INSTITUTION

For office use only
1. CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE
2.1 DEPUTY VICE-CHANCELLOR:
ACADEMIC
DVC ACADEMIC= CONTACT PERSON:
ADMINISTRATIVE SYSTEMS
Registrar
2.2 PHYSICAL ADDRESS:
Central University of Technology, Free State
20 President Brand Street
Bloemfontein
9301

Tel: 051 – 5073013
Fax: 051 – 5073199
Email: fdeswardt@cut.ac.za

2.3 POSTAL ADDRESS
Central University of Technology, Free State
Private Bag X20539
Bloemfontein
9300
2.4 TELEPHONE: 051 – 5073005
2.5 CELL: 0825780500
2.6 FAX: 051 – 5073199
2.7 E-MAIL: cajvr@cut.ac.za


3. Sites of delivery

NAME ADDRESS HUMAN RESOURCES PHYSICAL RESOURCES POSTAL ADDRESS & TEL.

20 President Brand Street,
BLOEMFONTEIN
9301
Private Bag X20539
BLOEMFONTEIN
9300

(051) 5073005

B. DETAILS OF QUALIFICATION AND PROGRAMME

B.1. Description of Qualification and Academic Programme

1. Title of Qualification and Programme:

Compulsory Instructional Offerings:

Optional Instructional Offerings:



2. Purpose of the Qualification and Programme:



3. Target Learners and Learning Assumed to be in place:

Overview:

Core Competences:

Elective Competences:


4. Envisaged Student enrolment for the Program and Qualification:

Qualification 1st year 2nd year 3rd year 4th year



5. Specify whether the mode of instruction is distance, residential or mixed mode:

Residential Distance Mixed


6. Relationship (access, etc) to other Programs and Qualifications:

Program/qualification Nature of relation




7. Admission Criteria:

General provision:
RPL provision:

8. EXIT LEVEL OUTCOMES AND ASSOCIATED ASSESSMENT CRITERIA

EXIT LEVEL OUTCOME SPECIFIED OUTCOME ASSESSMENT CRITERIA
Learners will have the abilities to: The learner will be able to:
The expected competences are evident when learners are able to:
• • •

9. Integrated Assessment:

Nature/type of assessment Frequency



10. Duration and total credit value of qualification:

Duration (in calendar years):
Credit value:


11. Minimum credits required at specific levels:

At registration:
At the exit NQF level:


12. Credits for fundamental, core and elective contents:
13. Quality Assurance Mechanisms (moderation options):

14. Date of Implementation of the Programme for the First time:

15. Approval by Senate:


B.2. VIABILITY OF THE PROGRAMME

1. The expertise and experience of the Central University of Technology, Free State in the relevant or supportive programmes:

Inside the CUT:
Within Higher Education:
Within Commerce/Industry:

2. The qualifications of academic staff who will support and service the programme:

2.1 Particulars of present full-time academic staff:

NAME
QUALIFI-CATIONS RANK EXPERIEN-CE COMMER-CE/
INDUSTRY
(Years) TEACH-ING
EXPERIEN-CE (at all institutions TERTIARY
TEACHING EXPERIEN-CE INSTRUCTIONAL
OFFERINGS

2.2 Particulars of present part-time academic staff:

NAME
QUALIFI-CATIONS RANK EXPERIEN-CE COMMER-CE/
INDUSTRY
(Years) TEACH-ING
EXPERIEN-CE (at all institutions) TERTIARY
TEACHING EXPERIEN-CE INSTRUCTIONAL
OFFERINGS

2.3 Particulars of present support staff:

NAME
QUALIFI-CATIONS RANK EXPERIEN-CE COMMER-CE/
INDUSTRY
(Years) TEACH-ING
EXPERIEN-CE (at all institutions) TERTIARY
TEACHING SUPPORT EXPERIEN-CE INSTRUCTIONAL
OFFERINGS

3. Number of full-and part-time staff committed to the programme:

FULL-TIME PART-TIME TOTAL
ACADEMIC
SUPPORT/ADMINISTRATIVE

4. The teaching and research experience of staff involved in the running of the programme:

4.1 Individual teaching experience of staff: This is covered in 2.1, 2.2 and 2.3 above.
4.2 The combined research outputs over the last three (3) years:
4.2.1 Number of refereed publications
4.2.2 Number of other publications
4.2.3 Number of presentations at national international conferences
4.2.4 Number of completed masters supervisions
4.2.5 Number of completed doctoral supervisions
4.2.6 Amount of NRF and other research grants
4.2.7 Number of present full-and part-time staff enrolled for higher degrees

5. Post-graduate supervision procedures and support:

5.1 List of staff authorized in terms of policy and procedure to supervise postgraduate students


5.2 Faculty policy and procedure Postgraduate studies in the faculty is supervised by the Faculty Research Committee and this committee must prepared a quarterly progress report for each postgraduate student.
5.3 Institutional policy and procedure Within the office of the Dean: Research and Postgraduate Studies is located the Graduate School with a board consisting the chairpersons of the faculty research committee. This school assumes responsibility for on-going procedural compliance and modification, and adequate funding and other support for individual students.

6. The adequacy of the institutional infrastructure in meeting the desired outcomes of the program:

6.1 Adequacy of staff This was covered in 4 (and 2.1, 2.2 and 2.3 above)

6.2 Existing library support provision Number of relevant own titles
Number of relevant consortium titles
Number of relevant own copies
Number of relevant consortium copies
Number of relevant own periodical subscriptions
Number of relevant consortium periodical subscription
Number of relevant electronic data support agreements
Specified any other:
Item description Number


6.3 Approved library support expansion before or in the 1st year of the programme (if any) Item description Number

6.4 Laboratory provision and use Available fully furnished floor space (in a.s.m)
% use of existing floor space (in 12 hr day)
List of available and necessary equipment:
Equipment description Number

6.5 Approved laboratory expansion before or in the 1st year of the programme (if any) % increase to furnished floor space
List of equipment still to be acquired:
Equipment description Number

6.6 Specify any other approved specialized support infrastructure programme needs Support description Quantity needed Availability date

7. Specify relevance of the program to regional and national need. Provide evidence if possible.

7.1 The nature of the national/regional human resource or skill need:

7.2 The linkage (if any) to the current national/regional development needs:

7.3 National comparative/competitive advantages outcomes (if any) of the programme:

7.4 The existing national/regional human resource supply-demand trends:

8. Show how the programme reflects the institution’s institutional mission and plan.

Mission/plan elements How it relates to program
University of technology
Unlocking community potential
Professional career education and training
Advancing entrepreneurship, innovation and technology
Extending the program-qualification mix in the region
Improving the sustainability of the programme
Improving student access to quality
Advancing student & staff equity

9. Specify whether there is current provision at other institutions If there is, provide reasons why this qualification and programme is needed.

Refer to 7.4: “The existing national/regional human resource supply-demand trends” above.


10. Conclusion




Signature by Vice Chancellor DATE



Contact details of programme sponsors:

Title & name
Primary official responsibility
Telephone number
Fax number
E-mail address


UNIT FIVE: CUT’S ACADEMIC STRUCTURE

Below is CUT’s official policy regarding how modules have to weighted within qualifications. For example, a normal first qualification is equal to 360 credits. CUT policy requires that there have to be at least two ‘majors’ taken cumulatively from NQF level 5 up to 7 (using July 2004, HEQF’s 10 levels) within such a qualification that the smallest module be at least 24 credits while the largest be at least 12. This weighting however will be done in line with prescriptions (sophistication) of the NQF level outcomes as well as those of professional bodies and CUT in particular(Mahlomoholo,2005).

POLICY ON MODULE AND GUIDELINES FOR MODULARIZATION

1. REASON FOR THE POLICY

1.1. Consistent with its revised mission as a university of technology, the Central University of Technology, Free State (hereafter the CUT or the University) decided to recurriculated its current and future instruction programmes into modular form. This policy sets out the guidelines for this important academic paradigm shift and the on-going instructional programme development for the University.

1.2. Also, the University is also required to apply best quality assurance practices in instructional programme development. These guidelines are also recorded to advance this quality assurance aim.

2. DEFINITIONS

2.1. ”Instructional programme” refers to the sequence of instruction activities prescribed for developing the minimum levels of applied and autonomy of learning competencies for the qualification as per the Higher Education Qualifications Framework (hereafter, HEQF) of the Higher Education Quality Committee (hereafter HEQC).

2.2. “Credit” is the equivalent of ten (10) notional hours of learning, where a “notional hour” is as defined by the SA Qualifications Authority (SAQA).


2.3. “Academic year” consists of 120 credits or 1200 notional hours of learning.

2.4. “Module” is a structured set of learning engagements or experiences leading towards the development of a stated set of learning outcomes and where assessment is considered integral elements of learning.


2.5. “Course” shall have a similar meaning to “module”.


3. POLICY STATEMENT

3.1. The following credit stipulations will apply to the development of a module within a specific qualification.

3.1.1. The number of credits assigned per module should be 12
to coincide with the minimum twelve (12) weeks of
instruction per semester.

3.1.2. For each qualification and each level of study on the
HEQF within the qualification there must be at least four (4)
12-credit modules in the primary fields of study.

3.1.3. The following module configurations per HEQF level would
be possible using the criteria 3.1 and 3.2.

No. OF MODULES IN PRIMARY FIELDS OF STUDY No. OF MODULES IN ANCILIARY FIELDS OF STUDY
10 0
8 2
6 4
4 6

3.2. The learning and assessment activities for each module must be specific in its educational outcomes in terms of all the following matrix of basic factors.

3.2.1. Level specific: The educational outcomes of the module must be consistent to the generic outcomes prescribed for the specific level on the HEQF;

3.2.2. Complementarity within qualifications: The educational outcomes of the module must complement the educational outcomes of the other modules prescribed for a qualification so that all the generic prescribed outcomes, specific to the level on the HEQF, can be achieved;


3.2.3. Admission: The learning experiences and assessment strategies developed for the module must take into consideration the prior learning experiences and generic competencies of students who should successfully participate in the activities and achieve the predetermined educational outcomes.

(Prepared by Prof T Schultz 2005)

4. DELEGATIONS
To give effect to this policy it is the delegated responsibility of:

4.1. The Programme Heads, under the guidance of the faculty board AND THE Director: Curriculum Development, to ensure compliance with these policy guidelines.

4.2. Timetabling and Space Management Committee of Senate, under the guidance of Senate, to ensure that:

4.2.1. Every academic year conforms to the minimum teaching time requirements of the definition; and

4.2.2. In consultation with the faculty boards, every module/course is assigned the minimum instructional time consistent with its credit assignments.


5. ACCOUNTABLE OFFICER

The accountable officer for this policy is the Deputy Vice-Chancellor: Academic.

CONCLUSION:
This step by step exposition of the recurriculation process at CUT has to be closely used in conjunction with CUT’s manual for Teaching and Learning. Many ideas will only come to fruition when complemented by ideas from the latter.

INDUCTION FOR PART TIME LECTURERS (12)

UNIT THREE: WHAT TYPE OF PERSONALITY DEVELOPMENT DO PART TIME STUDENTS UNDERGO DURING THEIR YEARS AT UNIVERSITY ?

1. Introduction


In a continuous summary out of a great variety of orientation materials which councillors of the University Free State as well as the former Technikon Free State (read CUT) used since 1995 at the CUT Regional Learning Centres, the following framework is very prominent about changes in students’ values, goals, satisfaction, relationships, aptitudes, skills and adjustment which occur during the university years. The following vectors of development are evident:

1.1 To gain skills:

 Intellectual skills;
 physical skills and dexterity and
 social and interpersonal skills.

1.2 To control emotion:

 Become aware of feelings and
 express feelings.

1.3 To become autonomous:

 Emotional independence;
 instrumental independence and
 interdependence.

1.4 To establish identity:

 Clarifying physical needs;
 clarifying sexual identity and
 clarifying gender-appropriate roles.

1.5 To maintain sound interpersonal relations:

 Relationships of trust, independence and individuality;
 less anxiety;
 less defensiveness;
 friendly, warm and respectful and
 tolerant.

1.6 To clarify goals:

 Determine priorities and plans (career, relaxation and lifestyle).

1.7 To develop integrity: Set inner convictions and
 absolutistic reasoning gives way to relativistic reasoning.

2 Implications for teaching

2.1 The lecturer knows the student and is aware of his or her course of development. The understanding lecturer will succeed in creating an atmosphere beneficial to learning.

2.2 Students must be involved in both academic and non-academic campus activities. Lecturers encourage this involvement and facilitate it through word and deed. Lecturers themselves are involved.

2.3 The university offers personal and developmental counselling, and a developmental curriculum exists alongside the academic curriculum. Attention is also paid to the developmental ecology of the university’s organisational development.

2.4 The lecturer’s conduct reflects higher levels of personality development to be observed and emulated by students.

2.5 Lecturers make use of opportunities to teach developmental concepts and to relate these to learning material.


UNIT FOUR: WHAT ARE THE FORMOST COMPONENTS OF LEARNING IN THE HIGHER EDUCATION SITUATION?

According to the literature on learning, the following components of learning are important in the learning-teaching situation:

 Learning principles.
 Learning approaches.
 Learning styles.
 Learning strategies (Cf. Van Der Merwe, 2005).

These components are briefly discussed below.

1. Learning principles

1.1 Introduction

Although learning is an individual affair and every student is unique, there are nevertheless certain general learning principles applicable to most learning situations. These learning principles lead to certain didactic principles, which lecturers can adopt as guidelines.

1.1.1 Stimulus-response theory.

 The learner must be active: learn by doing.

 Dispersed repetition, i.e. periodic repetition and practice must be applied.

 Reinforcement: Accurate responses must receive the necessary reinforcement (reward) through feedback. Positive reinforcement is preferable to negative reinforcement.

 Both generalisation and discrimination must be applied – practice in both processes is necessary.


 Originality must be pursued: inter alia, different models are to be applied under different circumstances.

 Incentives, namely motivation and involvement, must be present.

 Conflict and frustration must be present and accepted as part of the problem-solving process.

1.1.2 Cognitive theory:

 Learning material must be presented in such a way that it promotes observation.

 Organisation of knowledge: Work from simple wholes to complex wholes.

 Learning with understanding is more permanent and communicable than pure memorisation.

 Cognitive feedback is necessary: both knowledge and incorrect learning are rectified in this way.

 Formulation of lecturing outcomes: Success and failure determine expected performance standards and goals to be pursued in the future.

 Divergent thought: New ideas and development based on personal initiative and originality.

 Convergent thought: The ability to make logical and accurate deductions.

1.1.3 Motivation, personality and social psychology:

 The learner’s abilities are important when it comes to explaining slow, fast and special understanding.

 Postnatal development can only be understood if inherent maturity factors and environmental influences are taken into account.

 Cultural influences are relative, but culture and subculture may influence learning.

 Anxiety levels can be beneficial or detrimental to learning: the nature and origin of anxiety must be investigated. The nature of encouragement is determined by the nature of anxiety experienced.

 Appropriate motives play an important role in learning: some learners are motivated by affiliation, others by achievement.

 Motives and values are in themselves important, but the most suitable organisation thereof must be found. Long-term goals, for instance, influence short-term activities.

 Learning effectiveness cannot be separated from aspects such as self-thought, self confidence, self-awareness and levels of aspiration.

 The group atmosphere that dominates in a lecture, for instance, can influence learning. Co-operation is more beneficial than competition; a democratic atmosphere better than an autocratic one, and group identification preferable to isolation.

1.3 Implications for teaching.

The learning principles can be directly applied to the teaching situation. A number of teaching principles are derived from the learning principles (Fraser, Loubser & Van Rooy, 1990).

1.3.1 Motivation.

Since motivation has already been discussed, here we will address it only briefly. Klausmeier and Goodwin (in: Fraser et al., 1990: 58) put it as follows (this also applies to tertiary education): “The goal of the school and of the teacher is to organize and manipulate the physical and social environment so that most students want to learn, are confident that they can learn what the teacher desires, and believe that what they learn is worthwhile for them”.

1.3.2 Individualisation.

The lecturer must recognise individual differences between students and take them into account during the teaching process. Amongst other things, this means the following:

 As much personal attention as possible is given to each individual student.

 Mastering-learning is applied: each student progresses at his/her own rate.

 Learning problems are diagnosed and the necessary additional help given.

 Attitudes towards teaching and lecturers are positively restructured.

 Anxiety and depression levels are taken into account.

 Psycho-neurological functioning is taken into account.

Lecturers may direct requests to the Student Counselling Office at the Regional Learning Centres itself. Student groups can then be tested and the results will be provided the lecturer and interpreted. Alternatively, individual students may be referred for a diagnosis of their learning, adjustment and developmental problems, and with their permission, the necessary feedback can be given to the lecturer either verbally or in report form.

1.3.3 Perception.

Observation and sensory perception are prerequisites for learning. In the tertiary education situation, this principle implies that live investigation (experiential learning) be applied. In experiential learning, the emphasis falls on the learner’s feelings, goals and actions. The connection between goals and outcomes is indicated. You should include the following actions in your lecturing approach:

 A structure of investigation in statements, theories, research instruments and data is created as the investigation (study) progresses, rather than a predetermined point of departure or method.

 Interruptions and conflicts are seen as opportunities to investigate existing structures and investigative statements; questions or dilemmas.

 Students are given personal attention.

 An investigative community exists in the learning situation (students feel free to ask questions and even to differ in opinion from lecturers) (Van Der Merwe, 2005).
1.3.4 Activity.

 Students must be given opportunities to apply what has been learned in a tutorial or practical session. Exercises must be assigned continually.

 Students must be encouraged to undertake self-initiated activities; study groups can work together and share tasks.

4.1.3.5 Totality and a holistic vision.

 In the teaching situation, you must continually refer to the relationship between different parts of the subject content.

 Set questions that require integration.

 Apply techniques such as role play, dramatisation, readings, lectures, video and DVD screenings, and computer support.

4.1.3.6 Scientific character.

 You must be familiar with the science of teaching.

 You must be familiar with the science of the psychology of teaching.

 You must be thoroughly familiar with the scientific nature of your profession. This means that experimentation, observation, verification, control of scientific procedures, collection of data, analysis of data, interpretation of data and synthesis of new findings take place (Fraser et al., 1990).

1.3.7 Control.

 You must systematically determine whether the student is completing learning assignments and correctly applying skills.

1.3.8 Planning.

 Plan carefully according to your annual work scheme.

1.3.9 Socialisation.

You must plan your lecturing in such a way that it includes sociable teaching activities by using amongst others, the following strategies:

 Group discussions;
 seminars;
 debates;
 teamwork;
 team games;
 buzz-groups;
 think-tanks and
 group projects.

INDUCTION FOR PART TIME LECTURERS (11)

CONITINUE FROM PREVIOUS BLOG /////////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:

UNIT TWO: WHAT MOTIVATES DISTANCE STUDENTS TO ATTEND PART TIME LECTURES AND LEARN ?

1. Introduction

Learning theorists agree that motivation is a requirement for learning. The preceding qualification plan can be related to motivation. Motivation can, for instance, be influenced by personal-social, career and educational factors, and covers practically the entire field of human functioning.

2. Measuring instrument

The P.M.T. (performance motivation test) is a standardised psychometric questionnaire that measures a number of motivational aspects, namely (Cf. Human, 2000):

Cognitive structure - wants everything answered in detail
Aggression - tends to be aggressive
Scholastic achievement - strives for good results
Affiliation - enjoys being with friends
Perseverance - does not give up easily
Understanding - is interested in logical thought
Exhibition - likes to make an impression
Order - likes to create order
Achievement - tries to maintain high standards
Play - pursues enjoyable activities
Protection - likes helping others
Dominance - tries to control others
Impulsiveness - acts on the spur of the moment
Social recognition - seeks esteem and recognition
Support - would like to be supported
Avoidance of suffering - seeks to avoid pain
Self-humiliation - subject submissive
Sensory pleasure - enjoys sensory perception
Change - enjoys new experiences
Defence - quick to defend against criticism

It is clear that the motivational aspects – either individually or in combination – can have an influence on students’ learning and development. A student’s motivational problems can be reasonably diagnosed with the P.M.T. A student who, for example, achieves a high score in play, sensory pleasure and change may find academic obligations boring and will not be sufficiently dedicated. A student with high scores in cognitive structure and understanding will be more likely to apply deep-level learning than someone focused on scholastic achievement.


3. Implications for lecturing

3.1 Facilitating motivation

(a) Psychometric testing, counselling and guidance

To ensure retention and throughput, the CUT’s student councillors are conducting Academic Scholastic Apprehension Tests at the Regional Learning Centres. Also for selection to comply with the numbers that the DOE allows. The prospective student as well as the enrolled student must be helped to make a realistic career and course choice that coincides with his abilities, interests, values, needs and personality traits. Through a process of psychometric testing, feedback and results and a decision-making process, the student determines his career, academic and life goals and actions. Career planning guidance and counselling is provided by a registered psychologist, but the lecturer can contribute by providing information.

(b) Eliminating confusion

In the process of personality deployment, the student is often confused and plagued by emotional problems. Many students need personal counselling to help them eliminate confusion so that they are once again able to work according to clear goals and actions.

(c) The lecturer’s role

General hints for lecturers when it comes to motivating students:

 Know the student.

• Determine the student’s learning approach and style and adapt teaching accordingly.
• Determine each student’s faults and learning problems.
• Diagnostic tests can prove very useful.
• Build on students’ existing interests.

 Involve the student in decision making.

• Explain to students why the course is required.
• By means of examples, demonstrate how the course can have value for them and which career possibilities exist.
• Indicate why you yourself find the course interesting.
• Find out from students which topic holds the most
interest for them (but keep in mind that their judgement may be less sound).
• Include optional or alternative sections.
• Make provision for a variety of learning approaches. The learning cycle approach, for instance, may be followed. According to this approach, the discussion method, the lecture method and the self-discovery method can be used alternately.

 Exhibit a positive attitude towards students by doing the following:

 Be enthusiastic about your subject.
 Make it clear that you want to help your students to learn.
 Use humour.
 Try to improve students’ self-confidence and self-expectations.
 Be generous with praise, but not excessively so.
 Try not to use fear and threats about failure.
 Create curiosity and creativity by creating the opportunity for discovery and self-expression.

 Outcomes:

 Set clear learning outcomes in a concrete and behavioural format.
 Help students to set realistic goals.
 Failure to achieve unrealistic goals can result in disappointment and frustration.
 Speak to students about what is expected of them, and negotiate on this.

 Communicate effectively: Explain things clearly and to the point.
 Be available to help students individually.
 Create open communication channels. Try to understand what students are saying and check to make sure that you understood them correctly.
 Utilise students’ curiosity by asking them questions or allowing them to guess the outcome of an experiment.
 Make the lecture enjoyable, but do not turn it into a sideshow.

 Utilise your knowledge about motivation in the learning situation:

 Combine extrinsic and intrinsic motivational techniques.
 Give each student the opportunity to experience success.
 Use both competition and co-operation.
 Encourage students to give their personal best, without comparing them self with others.
 Try to improve students’ performance motivation by allowing them to determine their own goals, needs and motives. Provide information on performance motivation.
 Give public recognition to achievers, but don’t publicly identify underachievers.
 Encourage self-competitiveness: Emphasise progress and not the achievement of marks or results.
 Motivation should not be too intense, since this would be detrimental to performance. Use support rather than threats. Give specific, pointed, quick and direct feedback:

 Give informative feedback by keeping students informed about their progress.
 Give constructive criticism by, for example, writing appropriate comments on assignments.
 Use tests and grading continually and test what students have learned and not simply ready knowledge.
 Both positive and negative comments can stimulate, but positive comment is more effective.
 Negative feedback should never be given on its own. Positive feedback improves a student’s self-confidence.
 Give the rationale behind decisions that have been taken in respect of the allocation of marks. Never direct feedback to the individual personally – rather to the work assignment.
 Give recognition to honest attempts, even if the results are not very good.
 Help students to evaluate their own progress, criticise their own work and determine their own strong and weak points.
 Give feedback as soon as possible - return tests and assignments as soon as possible.

 Utilise lecturer-student interaction:

 Maintain sound relations with students so that they can have positive feelings towards you.
 Be active and lively in your class presentations.
 Encourage discussion hours and display understanding and encouragement.
 Vary your techniques: try different methods.
 Vary roles according to the learning cycle by, for instance, providing active guidance and sometimes reflective support.
 See to it that communication channels between you and each student remain open.
 Maintain a balance between too much guidance, which leads to opposition or blind adherence, and too little guidance and structure, which leads to frustration.
 Create a pleasant atmosphere free from factors that cause anxiety and stress.
 Be consistent in your behaviour towards students.
 Develop the ability to convince because your opinions are respected. Be a model of integrity, hard work, insight and originality for your students.
 Be fair but flexible, adaptable and tolerant.

 Utilise the benefits of self-discovery:

 Set penetrating and “open” questions.
 Apply the Gibbons principle: try to get the students themselves to first debate and consider the issue before offering them the learning material (Gibbons, 2000).
 Emphasise understanding and insight before facts.
 Create opportunities for the application of lateral thought in the classroom and during individual learning: this encourages new ideas (a one-hour session per week is sufficient).
(d) The part time lecturer’s personality.

The lecturer’s personality and conduct can be a powerful means of motivating students. In the student counselling profession, students often tell of how they are academically motivated by the personality dynamics of certain lecturers. Lecture orientation materials of the University Free State, (1999) emphasize that teaching is a communication process during which interpersonal communication takes place continuously.

The following aspects of communication are highlighted:

Listening - listen effectively to what the student is really
saying;
feedback - respond in depth to what the student is saying;
reflection - help students to understand what, why and
how;
paraphrasing - repeat to the student what has been said and
meant;
clarification - help students to understand more clearly;
decision making - lead students through the decision-making
process;
empathy - reflect an attitude of understanding;
confrontation - investigate circumstances openly and
honestly;
directivity - be direct without creating an impression of
domination;
tolerance - learn to handle stress and remain positive
despite pressure and circumstances and
trust - create an atmosphere of open communication
by means of a mutual sense of trust.

To be able to play the motivational role described above, and to be
capable of healthy interpersonal relations and communication, the lecturer
must herself/himself have a mature personality structure.

This involves the following:

Tolerance:

Self-awareness and self-knowledge: The lecturer is aware of his own personality development and the influence that this can have.

Responsibility:

The part time lecturer is as accountable to quality lecturing as a full time lecturer.

Emotional control:

Personal behaviour in conflicts and personality clashes.


Distance:

The lecturer is not over-involved in students’ problems.

Patience:

Accepting that mistakes will be made and setbacks will occur.

Flexibility:

Lecturers must be as open-hearted and flexible as possible.

Leadership:

The lecturer has effective leadership skills.

Role models:

The lecturer is a role model of creativity, enthusiasm and maturity.

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:

CONTINUE IN NEXT PUBLICATION

INDUCTION FOR PART TIME LECTURERS (9)

UNIT SIX: HOW TO FACILITATE LEARNING

On the basis of what is known about learning and the learning needs of students, the question arises as to what the lecturer can do to maximally facilitate or encourage learning amongst students. (Cf Venter, 2001)

It would also be a dangerous simplification to recommend that lecturers should only heed the aforementioned prerequisites and skills for meaningful learners and the problems faced by learners. What then, for instance, would be the appropriate lecturer methods and strategies, and in which learning milieu can these important but difficult requirements be met and these skills be best attained?

One important issue that should be noted is that effective teaching is directly related to the learning outcome the lecturer wishes to attain. Consequently, one cannot say that a lecturer who uses a particular lecturing method is a “better” lecturer. Similarly, one particular method is not always the best for all students. Therefore, instead of asking which lecturers are most effective, one should rather ask which lecturers are the most effective in respect of which learning outcomes and for which students (context).

Briefly, the most important points to keep in mind are the following:

 It is possible to be a good lecturer in different ways.

Being a successful lecturer demands firstly a great deal of motivation, and secondly professional, teaching and learning experience, combined with the important demands of each specific situation.

In any given situation, certain teaching methods and techniques or combinations thereof may be more effective than others, but situations vary with regard to the following:

 The specific group of students, e.g., at the respective Regional Learning Centres.

 The level/year of learning and learner readiness in which the students find themselves.

 The specific learning outcomes to be achieved in the subject field.

 The lecturer’s personality traits and experience, as well as attitude towards students.

Even if the lecturer has certain limitations, and even if most of these limitations are related to personality traits that are difficult to change, there is a good chance that teaching tasks and situations can be found in which enthusiastic lecturers can rely on their strong points to achieve a fair amount of success.

UNIT SEVEN: HOW TO IMPROVE LECTURING

Quality lecturing can only be achieved when a lecturer is prepared to be evaluated by her/his students. Self evaluation questionnaires are a great help to determine the strong and weak points of a lecturer. Subsequently the compilers of this induction material for part time lecturers included a scientific questionnaire which lecturing staff can use to measure themselves. The following questionnaire is also part of quality assurance at the CUT:


CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE
SENTRALE UNIVERSITEIT VIR TEGNOLOGIE, VRYSTAAT

Questionnaire: Student evaluation of teaching & module content (Van Der Merwe,BC,2005/6).
Vraelys: Studente-evaluering van onderrig & module inhoud
KN RN
1. The aim of this questionnaire is to determine the effectiveness of the teaching process, as it is experienced by you as a student./
Die doel met die vraelys is die bepaling van die effektiwiteit van die onderrigproses, soos dit deur u as student ervaar word.
2. The questionnaire is completed anonymously. / Die vraelys word anoniem voltooi.
3. Answer codes are provided with each question. Only one answer is allowed. / Antwoordkodes word voorsien met elke vraag. Slegs een antwoord per vraag word toegelaat.

A:
1 Faculty / Fakulteit
2 Department;School / Departement;Skool
3 Lecturer / Dosent
4 Subject/Module / Vak/Module :
Please complete the following / Voltooi asseblief die volgende
5 Diploma Encircle response / Omkring antwoord 1
Degree / Graad 2
6 Compulsory subject / Verpligte vak
Encircle response / Omkring antwoord
Yes/Ja No/Nee
1 2
7 Fulltime / Voltyds
Encircle response / Omkring antwoord
Yes/Ja No/Nee
1 2
8 Study year / Studiejaar Encircle response / Omkring antwoord
1 2 3 4
9 Gender / Geslag
Encircle appropriate response /
Omkring toepaslike antwoord
Male / Manlik 1
Female / Vroulik 2
10 Age in years / Ouderdom in jare Indicate in the blocks / Dui aan in blokkies

11 First Language / Eerste Taal Afrikaans 1
English / Engels 2
Sotho 3
Tswana 4
Xhosa 5
Other language / Ander taal 6
12 Language in which the subject/module is presented
Taal waarin die vak/module aangebied word English/ Engels
1
Afrikaans
2
Both English and Afrikaans /
Beide Engels en Afrikaans 3

13. Please encircle the appropriate response Omkring asseblief die toepaslike antwoord:

Give your total assessment of the content of this subject /
Dui u totale assessering aan van die inhoud van hierdie vak. Uitstekend
Excellent
Goed
Good Gemiddeld
Average Swak
Poor
75 – 100% 60 – 74% 50 – 59% 0 - 49 %

B: Student evaluation of teaching/facilitation / Studente evaluering van onderrig/fasilitering

Please encircle the appropriate response: e.g. 4 3 2 1
Omkring asseblief die toepaslike antwoord:
Answer codes 4 = Almost always 3 = Frequently 2 = Sometimes 1 = Hardly ever
Antwoordkodes 4 = Byna altyd 3 = Dikwels 2 = Somtyds 1 = Byna nooit

My lecturer: Almost always/ Byna altyd Frequently /
Dikwels Sometimes/
Somtyds Hardly ever /
Byna nooit My dosent:
1. communicates effectively (verbally) 4 3 2 1 kommunikeer effektief (verbaal)
2. makes clear explanations 4 3 2 1 gee goeie verduidelikings
3. has a good command of English 4 3 2 1 praat goeie Engels
4. has a good command of Afrikaans 4 3 2 1 praat goeie Afrikaans
5. has a style of presentation that allows me to take adequate notes when necessary 4 3 2 1 het 'n aanbiedingstyl wat my die geleentheid gee om genoeg notas te maak
6. uses teaching materials effectively (black/ white boards, overhead projector, videos, MS PowerPoint) 4 3 2 1 gebruik onderrigmateriaal effektief (swart/wit borde, oorhoofse projektor, videos, MS PowerPoint)
7. uses other resources (library, internet, group work) to facilitate the learning process 4 3 2 1 gebruik ander bronne (biblioteek, internet, groepwerk) om die leerproses te fasiliteer
8. shows how this subject relates to other subjects in my course 4 3 2 1 wys hoe die vak verband hou met ander vakke in my kursus
9. explains the learning outcomes before the beginning of each lecture 4 3 2 1 verduidelik die leeruitkomste voor die begin van elke lesing
10. uses practical examples to explain the study material 4 3 2 1 gebruik praktiese voorbeelde om studiemateriaal te verduidelik
11. encourages students to ask questions 4 3 2 1 moedig studente aan om vrae te vra
12. provides a good mixture of lectures and class discussions 4 3 2 1 voorsien ‘n goeie kombinasie van lesings en klasbesprekings
13. encourages students to express ideas 4 3 2 1 moedig studente aan om hul eie idees te gee
14. treats students with respect irrespective of race or gender 4 3 2 1 behandel studente met respek ongeag ras of geslag
15. is available for individual help when needed 4 3 2 1 is beskikbaar vir individuele hulp wanneer nodig
16. grades assignments fairly 4 3 2 1 merk werkopdragte regverdig
17. marks and hands back assignments within a reasonable timeframe 4 3 2 1 merk en gee opdragte terug binne 'n redelike tydsverloop

C: Student evaluation of subject/module content Studente evaluering van vak/module inhoud
The aim of this part of the questionnaire is to determine the effectiveness of the subject/module content, as it is experienced by you as a student./ Die doel met hierdie deel van die vraelys is die bepaling van die effektiwiteit van die vakinhoud, soos dit deur u as student ervaar word.
Please encircle the appropriate response: e.g. 4 3 2 1 Omkring asseblief die toepaslike antwoord:
Answer codes / 4 = Almost always 3 = Frequently 2 =Sometimes 1 = Almost never
Antwoordkodes 4 = Byna altyd 3 = Dikwels 2 = Somtyds 1 = Byna nooit
A. Content Almost always/
Byna altyd Frequently /
Dikwels Sometimes /
Somtyds Almost never/
Byna nooit Inhoud
1. There was an appropriate balance between theory and practice. 4 3 2 1 Daar was 'n toepaslike balans tussen teorie en praktyk.
2. Current developments in this field were highlighted. 4 3 2 1 Huidige ontwikkelings in hierdie veld is uitgelig.
3. The material was covered at the right level for my needs. 4 3 2 1 Die materiaal is aangebied op die regte vlak volgens my behoeftes.
B. Organisation Organisasie
4. Lectures and/or tutorials/practicals were appropriately linked with regard to content. 4 3 2 1 Lesings en/of tutoriale/praktika is toepaslik gekoppel met die inhoud.
5. Different activities (e.g. groupwork) were well organised. 4 3 2 1 Verskillende aktiwiteite (bv. groepwerk) is goed georganiseer.
6. The order of the material developed logically over the semester/year. 4 3 2 1 Die orde van die materiaal het logies gedurende die semester/jaar ontwikkel.
C. Teaching materials Onderrigmateriaal
7. Overall the teaching materials (handouts, study guides) were of high quality. 4 3 2 1 Oor die algemeen was die onderrigmateriaal (uitdeelstukke, studiegidse) van hoë kwaliteit.
8. The recommended textbook(s) provided useful information in this field of study. 4 3 2 1 Die aanbevole handboek(e) het nuttige inligting in die vakgebied voorsien.
9. Study guides assisted my learning. 4 3 2 1 Studiegidse het die leerproses ondersteun.
D. Practical work (where applicable) Praktiese werk (waar toepaslik)
10. Learning experience outside the lecture hall (eg. field work, clinical work) took place. 4 3 2 1 Leerervarings het plaasgevind buite die lesinglokaal (bv. veldwerk, kliniese werk)
11. Practical sessions were well organised 4 3 2 1 Praktiese sessies is goed georganiseer.
12. Laboratory/practical sessions were a valuable component of this subject. 4 3 2 1 Laboratorium/praktiese sessies was 'n waardevolle komponent van die vak.
13. There was adequate time to complete practical exercises. 4 3 2 1 Daar was voldoende tyd om die praktiese oefeninge te voltooi.
14. The laboratory sessions introduced important practical skills. 4 3 2 1 Die laboratoriumsessies het belangrike praktiese vaardighede teweeggebring
E. Assessment (tests, examinations, assignments) and feedback Assessering (toetse, eksamens, opdragte) en terugvoer
15. The assessments/assignments were a fair test of my knowledge. 4 3 2 1 Die assesserings/opdragte was 'n regverdige toetsing van my kennis.
16. Assessment criteria were clearly defined. 4 3 2 1 Assesseringskriteria was duidelik gedefinieer.
17. Assessment tasks reflected the outcomes stated as specified in the studyguide. 4 3 2 1 Assesseringstake het die uitkomste soos gestel in die studiegids gereflekteer.
18. The assessments were a useful learning exercise. 4 3 2 1 Die assesserings was 'n nuttige leeroefening
19. I understood the assessment questions 4 3 2 1 Ek het die assesseringsvrae goed verstaan.







D: Learning outcomes Leeruitkomste


The following skills and competencies were addressed in the subject/module: Yes/ Ja No/
Nee Die volgende bekwaamhede en vaardighede word aangespreek deur die vak/module
1 Problem-solving skills: Identifying and solving problems 1 2 Probleemoplossingsvaardighede: Identifisering en oplossing van probleme
2 Team work: Working effectively with others in a team/group 1 2 Spanwerk: Effektiewe samewerking met ander in ‘n span/groep
3 Organising and managing oneself: To manage yourself and your activities responsibly 1 2 Organisering en selfbestuur: Om jouself en jou aktiwiteite selfstandig te bestuur
4 Research skills: To collect, analyse, organise and evaluate information 1 2 Navorsingsvaardighede: Die versameling, analisering, organisering en evaluering van inligting
5 Communication skills: To communicate effectively in oral and written mode 1 2 Kommunikasievaardighede: Om effektief op ‘n verbale of geskrewe wyse te kommunikeer
6 Technological literacy: To use science and technology effectively 1 2 Tegnologiese geletterdheid: Om wetenskap en tegnologie effektief te gebruik
7 Holistic approach: To demonstrate an understanding of the world as a set of related systems 1 2 Holistiese benadering: Om die wêreld as ‘n stel verbandhoudende stelsels waar te neem

E: Student evaluation of Teaching Facilities
Studente evaluering van Onderrigfassiliteite

The aim of this section is to determine the effectiveness of the teaching facilities, as it is experienced by you as a student./
Die doel met hierdie afdeling is die bepaling van die effektiwiteit van die onderrigfassiliteite, soos dit deur u as student ervaar word.

Please encircle the appropriate response: e.g. 4 3 2 1 Omkring asseblief die toepaslike antwoord:
Answer codes / 4 = Almost always 3 = Frequently 2 =Sometimes 1 = Almost never
Antwoordkodes 4 = Byna altyd 3 = Dikwels 2 = Somtyds 1 = Byna nooit





The lecture hall/laboratory Almost always /
Byna altyd Frequently /
Dikwels Sometimes /
Somtyds Almost never /
Byna nooit Die lesinglokaal/ laboratorium
1. The lighting of the lecture hall is adequate 4 3 2 1 Die beligting van die lesinglokaal is voldoende
2. The audio-visual equipment (overhead projector, etc) is in good working order 4 3 2 1 Die oudiovisuele toerusting(oorhoofse projektor, ens.) is in ‘n goeie toestand
3. Lecture halls are sufficiently flexible to enable various teaching approaches to be used. The physical arrangement of chairs support group work. 4 3 2 1 Lesinglokale is genoegsaam aanpasbaar om verskeie onderrig metodes moontlik te maak. Die fisiese rangskikking van stoele ondersteun groepwerk.
4. The lecture halls are neat and clean 4 3 2 1 Die lesinglokale is netjies en skoon
5. There is enough seats in the lecture hall 4 3 2 1 Daar is genoeg sitplekke in die lesinglokaal.
6. The temperature in the lecture hall enhance a learning atmosphere 4 3 2 1 Die temperatuur in die lesinglokaal bevorder 'n leer atmosfeer
7. I can hear the lecturer clearly 4 3 2 1 Ek kan die dosent duidelik hoor
8. I am able to concentrate on lectures without undue noise and other distractions from the corridor 4 3 2 1 Ek is in staat om te konsentreer sonder onnodige geraas en ander afleidings buite in die gang



F: Open ended questions
Ope vrae


The following are questions where you may give your own opinion / recommendation:
Die volgende is vrae waar u eie opinie / aanbeveling gegee kan word:

20. Suggested ways to improve subject/module content and the teaching Voorgestelde maniere om die vak/module inhoud en onderrig te verbeter.--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
21. Any other general comments? / Enige ander algemene kommentaar?-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
22. Your experience of outcomes-based education, where lecturers are facilitators of learning and students active participants in the learning process - for example: discussions in class; student presentation and groupwork. / U ervaring van uitkomsgerigte onderrig, waar dosente die fasiliteerders van leer is en studente die aktiewe deelnemers aan die leerproses – byvoorbeeld: besprekings in die klas; aanbiedinge deur studente en groepbesprekings.




Dankie vir die tyd wat u bestee het met die voltooing van die vraelys/

Thank you for your time in completing this questionnaire