Is student-centred teaching and learning being successfully implemented at a leading University of Technology? : a case study of two departments

Abstract

Student-centered learning (SCL) has become a popular topic in higher education. Although the term "student-centered learning" is commonly used at universities, it is surprisingly underdeveloped as an academic construct. Given the foregoing context, the purpose of this research is to look at the experiences of students and staff, as well as the implementation of student-centered learning and the challenges to its success. The study was guided using both Starkey’s 2019 model of student-centered teaching and learning and a service quality dimension model. A mixed sequential exploratory research design - consisting of qualitative and quantitative phases was used to ascertain students’ experiences and the degree of successful implementation of student-centered teaching and learning. The qualitative phase of data was first collected and analysed. This was done by conducting focused group sessions with 20 students, and semi-structured interviews with two staff (Heads of department) before administering the questionnaire. A non-probability snowball sampling method was used for the selection of the participants for the focus group discussion (with students) while purposive sampling was used in the selection of the academic staff (heads of department). The findings were used to drive the development of a quantitative instrument (questionnaire). Strands of data were collected and analysed separately and integrated sequentially to address the research objectives. The quantitative phase, by contrast, uses a probability sampling method in which stratified sampling was applied in the selection of the two departments and students’ levels. A questionnaire was administered to four hundred and eighty-six (486) students. Ethical clearance was obtained from the Faculty Research Ethics Committee (FREC) while written consent was obtained from each participant, who was assured of anonymity and confidentiality. The research identified that while student-centered teaching and learning are embedded in the university’s Envision 2030, it is, however, not clearly communicated nor defined among the university stakeholders. More so, the study identified that the implementation of student-centred teaching and learning at the selected university is occurring piecemeal and in isolated pockets within the university. While the SCL approach recognizes students' strengths and capabilities, allowing them to make decisions about their education and future, the data suggests that several obstacles such as resource constraints, and large student enrolment may be impeding the full application of this learning strategy, limiting the benefits to students that it is intended to provide. Furthermore, the focus group sessions uncovered that students, particularly 1st year, were dissatisfied with the teaching skills of the lecturers, overcrowding of the classrooms, excessive workload, and state of the infrastructure such as bathrooms and lecture venues. The study proposes a student-centered teaching and learning framework that may be implemented in the selected university to fully adopt SCL education. The proposed framework may allow the implementation process to concentrate the efforts on general good administration, allowing students to experience "well-being," autonomy, and empowerment throughout their educational journey.