Democratisation of Teaching and Learning: a tool for the implementation of the Tuning Approach in Higher Education?

Iloanya, Jane

doi:10.18543/tjhe-4(2)-2017pp257-276

Cited by 8 publications

(9 citation statements)

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“…Unlike in a general course or a unit in a course, each learning outcome, known as a competency is one single unit. Students acquire one competence at a time by breaking down the larger lesson into small components/competencies and are evaluated on individual competencies only when they must have had a mastery of each unit of competencies [24]. CbA is student-centered.…”

Section: Thementioning

confidence: 99%

The Competency-based Approach in Public Universities in Anglophone Cameroon: Implications for the Tuning Africa Project

Ngwa

Lawyer

2020

AJESS

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The study assessed the Competency-based Approach (CbA) in public universities in Anglophone Cameroon, notably the Universities of Bamenda and Buea (UBa and UB); within the framework of the Bachelor, Masters and Ph.D. (BMP/LMD) system and its implications for the Tuning Africa project. Inspired by Vygotsky’s social constructivism, Dewey’s progressivism and Fullan’s change theories, the study; was guided by three objectives, answered three research questions and tested three hypotheses. The evaluative and descriptive survey designs were applied, and with a structured questionnaire known as the Competency-Based Education Questionnaire (CBEQ), data was collected from 200 persons (staff and students) sampled using the purposive sampling technique. Applying descriptive (frequencies, mean scores and standard deviation) and inferential (Independent T-test) statistics to analyzed data, the results revealed the following: Curriculum planning/design processes in public universities under study were not reflective of CbA (UBa X̅ = 2.9010 & UB X̅ = 2.7595*) and the mean score responses of academic staff and students (3.148 & 2.703 respectively) relating to the adoption of CbA in the curriculum planning/design processes were significantly different (p<0.05) at the 0.05 significance level. Secondly, the two institutions relatively embraced CbA in their teaching-learning processes and the mean score responses from both institutions (UBa = 3.3681* & UB = 3.2354) relating to the teaching-learning processes within the framework of CbA were not significantly different (p>0.05) at the 0.05 significance level. Thirdly, students’ assessment in both institutions significantly reflected CbA (UBa = 3.9028* & UB = 3.5979) and the process in UBa appeared better than that of UB. However, the mean score responses from both universities within the framework of CbA were not significantly different (p>0.05) at the 0.05 significance level. The implication of the results for the Tuning Africa project rested on the necessity to explore possibilities of partnership between the Tuning Africa project and any of these institutions, so as to share ideas and experiences on implementing the CbA in difficult areas of HE practices, and make improvements in areas where successes are already being registered.

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Section: Thementioning

confidence: 99%

The Competency-based Approach in Public Universities in Anglophone Cameroon: Implications for the Tuning Africa Project

Ngwa

Lawyer

2020

AJESS

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“…The identified literature demonstrates that active and collaborative teaching methods are being implemented within all three country contexts, including class discussions (Iloanya, 2017;Kilonzo, Sandfort, and Liu, 2016), projects (Ketlhoilwe and Silo, 2016), presentations (Amoako-Sakyi and Amonoo-Kuofi, 2015; Moalosi et al, 2012), and tutorials (Amoako-Sakyi and Amonoo- Kuofi, 2015). A number of studies explicitly discuss student engagement with or interest in project-, problem-and communitybased learning (Amoako-Sakyi and Amonoo-Kuofi, 2015; Ketlhoilwe, 2016;Kiptoo et al, 2015;Moalosi et al, 2012;Munezero and Bekuta, 2016;Tagoe, 2014).…”

Section: Synergies With the Broader Literature Active And Collaborative Learningmentioning

confidence: 99%

“…Boikhutso et al's (2013) study of undergraduate students in Botswana focuses on incongruent expectations of supervision between lecturers and students as a source of low student motivation. Students expressed a need exploring processes of teaching and learning carmen pon and rebecca schendel an education department initiative in Botswana that used blogs and wikis to communicate with both lecturers and their peers (Iloanya, 2017).4s…”

Section: Student Attitudes and Motivationsmentioning

confidence: 99%

“…Faculty participants in a number of studies (Boikhutso et al, 2013;Hepworth and Duvigneau, 2012;Iloanya, 2017;Kimani, 2015;Mays, 2017) explicitly stated that they needed professional development to help them adapt their teaching to become more learner-centred. For example, academic staff in Gabatshwane and Bose's (2013) study of Education for own work can also motivate them to share these skills with students.…”

Section: Faculty Understanding Of Pedagogical Reformsmentioning

confidence: 99%

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Exploring processes of teaching and learning in African university contexts

Pon

Schendel

2020

IJAHE

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This review examines recent literature about processes of teaching and learning in African higher education, focusing specifically on studies of teaching ‘for critical thinking’ in Kenya, Ghana, and Botswana. The review findings suggest that practices supporting critical thinking in African universities share a number of similarities to those highlighted in the literature published elsewhere in the world. For example, reviewed studies highlight the importance of curricular alignment, academic development, and varied assessment formats, while also acknowledging important limitations related to infrastructure, workload, and faculty and student attitudes. However, the review also exposes a crucial theoretical gap in the existing literature: the continued reliance on theories of teaching and learning that were initially developed based on studies of Western university contexts. As both teaching and learning are cultural processes, this limitation may be preventing this emerging body of literature from fully supporting universities to develop new ways of teaching that may best benefit their student populations.

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“…With this in mind, we set out to explore how an increasing level of virtual online education and collaborative integration within a student-centered environment might contribute to the democratization of EE in Africa. The democratization of EE refers to the provision of inclusive, effective, equal learning and teaching experiences (Iloanya, 2017). By evaluating and comparing the influence of traditional classroom learning versus virtual learning environment entrepreneurship education on the levels of entrepreneurial self-efficacy, intentions, and behaviors of entrepreneurship graduates, this paper aims to conceptualize the potential for the level of online and collaborative integration within a student-centered environment to improve the efficiency, effectiveness, and inclusiveness of EE in Africa.…”

Section: Introductionmentioning

confidence: 99%

Sustainable business model archetypes for the electric vehicle battery second use industry: Towards a conceptual framework

Reinhardt

Christodoulou

García

et al. 2020

Journal of Cleaner Production

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The editors have taken the utmost care to ensure the reliability and completeness of all the published information. However, inaccuracies cannot be precluded. While the greatest possible care was taken during the preparation of these proceedings, there is always the possibility that certain information of sources referred to become(s) outdated or inaccurate over the course of time. Certain references in these proceedings lead to information sources that are maintained by third parties and over which we have no control. The editors and authors therefore do not bear responsibility for the accuracy or any other aspect of the information from these sources. In no way does the mention of these information sources represent a recommendation by the editors or the authors or an implicit or explicit approval of the information. The editors and authors are not responsible for the consequences of activities undertaken on the basis of these proceedings. No part of these proceedings may be reproduced by means of print, photocopies, automated databases or in any other way, without the prior written permission of the corresponding authors. The texts in this publication do not aim to the discriminatory in any way on the basis of race, religion or sex. Wherever it says 'he' in the text, 'she' may naturally be read as well and vice versa.

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Democratisation of Teaching and Learning: a tool for the implementation of the Tuning Approach in Higher Education?

Cited by 8 publications

References 0 publications

The Competency-based Approach in Public Universities in Anglophone Cameroon: Implications for the Tuning Africa Project

The Competency-based Approach in Public Universities in Anglophone Cameroon: Implications for the Tuning Africa Project

Exploring processes of teaching and learning in African university contexts

Sustainable business model archetypes for the electric vehicle battery second use industry: Towards a conceptual framework

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