A recent study in South Africa explored the challenges of implementing active learning methods in classrooms, where traditional “chalk and talk” approaches often dominate. The research, conducted by Lizélle Pretorius, a lecturer in education at Cape Peninsula University of Technology, aimed to help teachers incorporate active learning activities into their daily routines.
The study found that many teachers face internal and external pressures that hinder their ability to adopt active learning methods. These pressures include fear of being judged by colleagues or management for “teaching differently,” uncertainty about changing roles, and concerns about losing control in the classroom. Additionally, teachers often struggle with deep-rooted habits and mindsets that prioritize control and traditional teaching methods.
To address these challenges, Pretorius developed an “altered flipped classroom” approach, which adapts the traditional flipped classroom model to accommodate limited access to technology. In this approach, teachers provide learners with visual representations of material, such as poems, along with guiding questions to prepare at home. In class, learners then share their responses with peers or the whole group, promoting meaningful contributions and participation.
The study involved 31 teachers from public and private schools in the Western Cape province, who attended online training and received a teacher manual with practical examples of how to implement the altered flipped classroom approach. The results showed that teachers who adopted this approach reported increased motivation and learners taking responsibility for their learning.
The findings of this study highlight the need for teachers to challenge traditional teaching methods and embrace active learning approaches. By doing so, learners can develop essential skills, such as critical thinking, problem-solving, and collaboration, which are critical for success in the workforce or further education. As Pretorius notes, change is not always easy, but it is necessary to ensure that learners are equipped with the skills and knowledge required to thrive in an ever-changing world.
The study’s results have significant implications for education policy and practice in South Africa and beyond. By providing teachers with the support and resources needed to adopt active learning methods, educators can help learners develop into independent, motivated, and purposeful individuals. Ultimately, this shift in approach can help address the mismatch between education policy and practice, ensuring that learners receive a high-quality education that prepares them for success.
