TEACHING STYLES

Teaching and learning styles cannot be separated. Although this study is concerned with learning styles, learning styles interact with teaching styles. Teaching styles determine the way information is transmitted to the student (Van Rensburg, 2002). In order to understand teaching and learning processes fully, teaching styles need to be explored. Students respond in varied ways to different teaching styles. As with learning styles, there are different teaching styles.

There should be a relationship between learning styles and teaching styles (Felder & Henrique, 1995; Provitera & Esendal, 2008). Learners always bring some knowledge or experience to the learning situation; this needs to be recognized and acknowledged in order to bring out their desire to acquire new knowledge (Kostovich, Poradzisz, Wood & O’Brien, 2007). Lecturers therefore need to be aware of both learning styles and the teaching styles they are using and how effective they are. They need to vary their teaching styles according to students’ needs and the purpose of the learning activity.

Matching teaching styles with learning styles can play an important role in promoting more effective learning. Evans and Waring (2006) concede that mismatch between learning styles and teaching styles is linked to dropout rates. However, in another study by Kolb (1984), mismatch between learning style and teaching styles was seen as a way of bringing out creativity, since the student has to find a way among learning styles with which he or she is not familiar. Bernades and Hanna (2009) suggest that if a student shows a certain learning style and the teaching style matches this learning style, the student will learn effectively and will succeed.

3.4.1 Grasha’s Teaching Styles

There are different teaching styles (Grasha, 1996). Lecturers can use one of these or use a mixture of teaching styles (Grasha, 1996).

 Expert: This teaching style is based on the transmission of knowledge by the lecturer, who possesses the knowledge and expertise that the students require. The students are required to be prepared to learn and use the information.

 Formal authority: This type of teaching style focuses on the lecturer being responsible for providing and controlling the teaching material, and ensuring that the students receive the information. Students are therefore required to participate in class. Lecturers are not concerned with building relationships with the learners, nor is it important that the students build relationships.

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 Personal mode: The lecturer acts as a role model who coaches, helps and guides students in developing and applying the skills and knowledge acquired in learning. Lecturers with this teaching style encourage and motivate students to learn.

 Facilitator: This type of teaching style focuses on student-centred learning. The lecturer places more responsibility on the students to take the initiative in meeting the demands of learning tasks. Students are encouraged to be independent learners who participate actively in their learning in collaboration with others.

 Delegator: Lecturers with this learning style tend to put control and responsibility for learning on the students themselves. The lecturer’s role thus becomes that of a consultant. Students are encouraged to be independent learners. The lecturer with this teaching style encourages students to work in groups, and to build interpersonal relations with each other.

Students respond to teaching styles which are consistent with their learning styles (Robotham, 1995). Personal model, facilitator and delegator are the teaching styles which are suitable for adult learners in higher education. Adult learners need to take responsibility for their learning, developing and applying the knowledge gained in learning. Students use their strengths in learning because they are encouraged to become self-directed (Robotham, 1995). This requires that each student become aware of his or her learning styles. Students who are aware of their learning styles are empowered to choose the style that is suitable for a particular learning activity (Robotham, 1995).

3.4.2 Pratt’s Teaching Styles

Pratt (1998) studied adult educators, asking questions about teaching, learning, motivation, the goals of education, and the influence of context on their teaching. Pratt (1998) identified five perspectives on teaching:

 Transmission: The teacher focuses on content and determines what and how students should learn.

 Development: Students’ prior knowledge is valued and the teacher aims at developing their problem solving and reasoning skills.

 Apprenticeship: Genuine tasks in real work settings are presented.

 Nurturing: The teacher concentrates on the interpersonal aspects of student learning by responding to students’ emotional and intellectual needs.

 Social reform: The teacher relates ideas to students’ lives.

Pratt’s (1998) teaching styles have implications for adult learning because of their recognition of the value of the prior knowledge which the adult learners possess. Students in higher education are required to possess problem solving and thinking skills; a nurturing teaching style respects and appreciates their individuality.

3.4.3 Henson and Borthwick’s Teaching Styles

Sternberg (1997) identified six teaching styles developed by Henson and Borthwick in 1984.  

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 Task oriented: The lecturer uses planned tasks in conjunction with appropriate materials.  Cooperative planner: In this style the lecturer and the students jointly plan the instructional

venture, although the lecturer controls the overall structure.

 Child centred: The lecturer provides the task structure and the student chooses an option, depending on what is of interest to him or her.

 Subject centred: In this approach the lecturer plans and structures the content, while excluding the students from the process.

 Learning centred: The lecturer shows concern for both the students and the learning material.

 Emotionally exciting: In this teaching style, the lecturer attempts to make the teaching emotionally stimulating.

The Henson and Borthwick (1984) teaching styles are relevant to this study because adult learners are goal oriented, independent and prefer to control the learning environment (Mulalic, Shah & Ahmad, 2009). Task-oriented, cooperative, learning-centred, emotionally exciting and learner- centred teaching styles respond to the needs of the adult learner in the learning situation.

The relationship between learning styles and teaching styles is seen as an important factor in the success of students in institutions of higher learning (Dunn & Griggs, 2000; Hall & Moseley, 2005). Teaching styles and learning styles are interrelated. Lecturers should be able to use their teaching styles to address the students’ learning needs. Just as students have dominant learning

styles, so teachers have dominant teaching styles. However, teachers need to use a mixture of teaching styles in order to address the learning needs of all their students.