Active learning: Issues and challenges for information systems and technology

Abstract

Changes following South Africa's first democratic election when Nelson Mandela was elected President, have stimulated reviews of many economic, political and social structures including those in national education. One of the many challenges facing tertiary education is the need to transform the classroom into a place of learning rather than merely a place of teaching to ensure our graduating students are competitive in the job market. Many educational methods, including that known as active or deep learning, are available as part of this transformation. Active learning requires students to engage in: · Activities (such as reading, writing, discussing or problem-solving ) and · Higher-order thinking (demonstrated in tasks requiring application, analysis, synthesis or evaluation) to help them develop adaptability, self-sufficiency and problem-solving skills. In this paper, the authors review several studies of active learning and develop a framework outlining practical approaches to active learning. The authors apply this framework to courses currently offered within the Department of Information Systems & Technology at the University of Durban-Westville (UDW), South Africa, and discuss its relevance to the use of active learning therein. Finally, a way forward for further use of the active learning approach is suggested.