Creating an environment that nurtures deep learning
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Date
2019-05
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ResearchGate
Abstract
The paper sought to explore the lecturers’ experiences concerning their teaching strategies and students’
learning approaches at the National University of Lesotho (NUL). Thus, the paper analysed these practices
mainly from the lecturers’ perspectives. The growing media negative views about the quality of the
teaching and learning practices at NUL necessitated research on the matter. Departing from an interpretive
paradigm, the study adopted a qualitative design. Date were gathered through semi-structured interviews
with lecturers across the seven faculties of NUL. The population consisted of 300 lecturers. However,
participants were purposively selected, and 14 (two from each of the seven faculties) participated in
this study. The assessment papers provided by the interviewed lecturers were analysed. The findings
indicate that lecturers are frustrated by the lack of a clear teaching and assessment policy. This situation
is exacerbated by inadequate training in teaching and assessment. In addition, the findings suggest
that there is a high prevalence of memorisation, reproduction of class notes and plagiarism among the
students. The paper proposes that the institution addresses these shortcomings through clear teaching,
learning and assessment policies as well as the establishment of comprehensive staff development and
student support programmes.
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Keywords
Deep learning, quality teaching, quality assessment, student motivation, academic integrity, institutional factors