Child and youth care students' perceptions of active learning strategies at the Durban University of Technology.

Abstract

This study explored the students' perceptions of active learning strategies in the Child and Youth Care Programme at the Durban University of Technology (DUT), KwaZulu-Natal, South Africa. The key focus of the study was how the participants experienced independent study and in-class active learning strategies. Of interest, too were the participants' ideas of how the roles of their peers and educators could be improved to enhance the active learning process. Data was obtained from questionnaires and focus groups conducted with the third year students. The qualitative research design involved the collection and analysis of the data and a review of the findings in relation to current local and international literature. This research highlights the roles that peers and educators play in independent study and in-class active learning strategies. The findings indicated that students and educators play a number of roles. The roles of peers included enhancing understanding through explanation, providing alternative ways of understanding, increasing quantity of knowledge and providing support. The roles of the educator included providing guidance, feedback, structure, clarification and skills. Recommendations are made for future research as well as improvements of this active learning process within the Child and Youth Care programme. The recommendations for improvement within the programme include assessment of group learning, curriculum development, evaluation of pedagogy and infrastructural support for student learning.