A recent study in South Africa examined the challenges of implementing active‑learning methods in classrooms where traditional “chalk and talk” approaches still dominate. Conducted by Lizélle Pretorius, a lecturer in education at Cape Peninsula University of Technology, the research aimed to help teachers incorporate active‑learning activities into their daily routines.
The study found that many teachers face both internal and external pressures that hinder the adoption of 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. In addition, teachers often struggle with deeply rooted habits and mindsets that prioritize control and conventional teaching techniques.
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 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. Participants attended online training and received a teacher manual containing practical examples of how to implement the altered flipped classroom. Results showed that teachers who adopted this approach reported increased motivation and observed learners taking greater responsibility for their own learning.
The findings highlight the need for teachers to challenge traditional methods and embrace active‑learning approaches. By doing so, learners can develop essential skills—critical thinking, problem‑solving, and collaboration—that are crucial 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. Providing teachers with the support and resources needed to adopt active‑learning methods can help learners become independent, motivated, and purposeful individuals. Ultimately, this shift can address the mismatch between education policy and practice, ensuring that learners receive a high‑quality education that prepares them for success.
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