Learning environment 88 

According to a study conducted by Waterson et al. (2006:72), students stated that the teaching strategies and classroom environment being created by their tutors had de- motivated them and they had coped by making a noise and sleeping in class.

It is thus recommended that:

• Lecturers should be well prepared, dynamic in their teaching approach, passionate about the subject matter, approachable and student friendly.

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• An award system should be introduced, such as the Head of College award, for the best achieving lecturer in teaching and learning, based on a portfolio of evidence, based mainly on student evaluation.

• Mechanisms should be implemented to evaluate how students perceive their learning environments, as those ultimately influence the approaches that students adopt when learning and subsequently their examination performance. This could be achieved by allowing students to complete an evaluation form anonymously at the end of each class block. Alternatively, there could be an electronic feedback system, or a “suggestion / complaint” box at a central point. This is in support of a study conducted by Entwistle and Peterson (2004:424).

5.3.7.2 Teaching Strategies

The following recommendations are aimed at improving teaching strategies:

• The use of student evaluations could be a valuable method of inducing the transformation of teaching strategies and course design in nursing education, as supported by Hessler and Humphreys (2008:187). Nursing students in the class evaluate the teaching style and not the clinical expertise. This is supported by Polofroni (2008:95), who states that as teachers in the classrooms and the clinical areas, we need to know how our performance reflects on the school at large, influences students, achieves curricular goals, and makes a difference in the graduates we produce. According to Artelt (2005:251), adopting an effective learning strategy depends not just on having cognitive tools (knowing how to learn), but also on having certain attitudes and dispositions (wanting to learn) (Conceptual framework, Bloom's taxonomy (Forehand, 2005:4) and SOLO taxonomy (Biggs, 1995:7).

• New teachers and lecturers should take regular refresher courses on how to teach in a modern, higher education environment, as supported by Kember, Leung and McNaught (2009:44). There should also be an orientation workshop for new lecturers, to introduce them to current teaching strategies and techniques, suitable to the higher education environment and to prepare them for possible challenges that are commonly encountered.

• Strategies to encourage a learner centred approach to teaching must be introduced. This can be brain stormed in a workshop and can be done in the form of in-service training for lecturers. Teaching strategies should be highly focused on when planning a learner centred approach to teaching, as supported

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by Bruce (2002:11). The introduction of electronic learning (e-learning) should be implemented as a matter of urgency.

5.3.7.3 Academic support

The following are recommended to enhance academic support:

• Lecturers should be available for consultation outside of class times and provide adequate contents assistance to take the students’ exploration to another level. This is in support of a study by Chakravarthi, Nagaraja and Judson (2010:219), who recommend that in order to obtain structure and engaging students in the right level of empowerment, relationship boundaries must be flexible, yet firmly established.

• The establishment of a teaching and learning resource centre to support learners with aspects, such as studying methods, use of technology and an electronic library.

5.3.7.4 Information literacy

Information technology (IT) is a compulsory requirement in higher education today. The following are therefore recommended:

• A compulsory engagement with current academic practices through the use of IT, such as the use of fast, interactive, online, course management systems, such as Web based communication (WebCT) and Blackboard activities. These should include assignments, assessments, posting notices onto the electronic calendar and discussions. Submitting assignments through the use of software, such as turn-it-in, will also counteract plagiarism, for example.

• WebCT should be introduced between lecturers and students.

• Liaise with the librarian with regards to the implementation of the Chelsea document, with specific reference to Web search tools (Chelsa, 2010:21). • Technology requirements should be available and easily accessible to lecturers

for use. The introduction of a central depot, providing IT support and the required teaching equipment, such as data projectors and laptops, is essential in a current, academic institution.

• Upgraded lecture halls, with built-in data projectors, computers and internet access facilities, are compulsory requirements in education today.

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• The establishing of student friendly computer laboratories, accessible 24 hours around the clock, with the required IT support, should receive priority in order to enhance the use of technology in nursing education.

• Regular updates and in-service training for academic staff.

5.3.7.5 Physical environment

The physical environment may either enhance learning, or influence students negatively.

The following are therefore recommended:

• Teaching strategies should be introduced on how to manage large classes, especially during activities, such as group work and peer assessment.

• Large classes, especially of first and second year students, must be divided into smaller groups, as it should help improve the academic climate, for example with regards to interaction, teaching strategies and group activities.

5.3.8 Attrition (Questions B 21 – B 22)

Analysis of the data showed that students did not spend sufficient time on their studies per day in their own time (Table 4.9).

To enhance throughput of students, the following are this recommended: