A Call for Lecturers to Move Away from Traditional Teaching to Facilitation in the Institutions of Higher Education: Challenges Encountered by Lecturers in the First Year Classes of a Rural University of the Eastern Cape

Abstract

This paper investigated the challenges experienced by lecturers during facilitation of learning in the first year classes at an institution of higher learning in South Africa in the Eastern Cape Province. The aim of the study was to investigate the challenges experienced by facilitators during facilitation of first year classes, with the aim of recommending the best ways of managing such facilitation. The researcher used qualitative research approach in this study with case study research design. Population consisted of lecturers from 2 faculties and focus-group interviews were used to collect data from 15 participants that has less than 5 years working as lecturers. With regard to data analysis, themes were identified and analysed in a qualitative approach. The results of this study revealed that students are unable to cope with facilitation since they are used to traditional teaching approach from their high schools. The study concludes that due to students failing to cope with facilitation, this result into high dropout of first year students. The study therefore, recommends that lecturers should connect teaching and facilitation by gradually introducing and preparing students to move away from traditional learning to facilitation, using small group teaching. The study further recommends intensive use of facilitation rather than teaching, because facilitation prepare students to be critical thinkers and responsible for their learning. Kolb’s model of learning style was also recommended in the concerned rural university so that lecturers may understand how students learn.

DOI: 10.5901/mjss.2014.v5n11p123