Higher education in general, and more specifically in the South African environment, is under pressure to transform. Although learning is often seen as the main focal point, the education process consists of three equally important pillars that form the triangle of effective education that fits within the intersection of the spheres of the community of inquiry framework. The basic pillars expand to student-centred teaching, blended learning and transformative assessment. This study is a short explanation of how these three pillars form a basic framework for effective theological training. This is a qualitative study, using a philosophical and analytical research design and illuminative evaluation as research method. This is a model for effective higher education in Theology. The triangle of effective education is formed by student-centred teaching, blended learning and transformative assessment. The model fits into the intersection of the spheres identified by the community of inquiry framework of Garrison, Anderson and Archer.
Higher education is shifting in terms of focus, philosophy, methodology and delivery systems (Wells
As society changes, educational practices should change likewise (cf. Pokorny & Warren
In the South African environment, the programme qualification mix is adjusted to address demands and provide qualifications in niche and developing areas but, sadly, often indiscriminately following international trends. The past few years have been traumatic for all who are linked to the higher education sector. The widening gap between basic education (Modisaotsile
In line with the developments in the humanities, the space allocated to Theology in higher education is shrinking (Buitendag
It is beyond the scope of a single article to focus on all of the aforementioned aspects and their complex effects on the higher education environment in South Africa. All of these issues, however, do have an impact on the main focus of this research, namely to propose a model for teaching Theology by promoting student-centred teaching through blended learning and transformative assessment.
This article proposes a model for structuring higher education for theological students that could assist academics with practical pointers towards curriculum design with long-term positive outcomes that go beyond specific subject knowledge and skills. It may also ensure that attending a higher education institution is not only about obtaining a qualification but indeed an experience of growth and development that results in positive and active changes in thinking patterns, world views and behaviour. This will ensure that graduates in Theology become active, productive and positive custodians of knowledge and skills, capable of thriving in the fast-changing and challenging world. They should be able to transfer knowledge and skills in such ways that the communities they live and work in can also benefit from their education.
Firstly, a few comments are made regarding the method used to do the research and to construct the article, followed by a short description of the concept of effective higher education and how the community of inquiry framework (Garrison, Anderson & Archer
Illuminative evaluation was developed by Parlett and Hamilton (
Fraser (
Hunt, Chalmers and Macdonald (
Bransford, Brown and Cocking (
The concept of effectiveness in higher education includes all aspects of the educational process normally labelled ‘teaching and learning’, which also includes assessment. In order to emphasise the importance of assessment to the educational process, it is helpful to list it more explicitly alongside the term ‘teaching and learning’. Effective education is therefore a creative combination of teaching, learning and assessment that results in positive learning outcomes that are in line with the set goals of the programme (Huerta-Macias
Effective learning should occur at the intersection of the three spheres of the community of inquiry framework, developed by Garrison et al. (
The community of inquiry framework of Garrison et al. (
Effective education links the three equally important aspects of education together into a triangle that should form the foundation of curriculum development and teaching practices at higher education institutions. The broad base of the triangle is formed by teaching and learning, with assessment linking these two aspects at the pinnacle to lock the three corner posts into a firm construction, as assessment bridges the gap between teaching and learning (Nasab
The corner posts of effective education are student-centred teaching, blended learning and transformative assessment (cf. Oliver
The biggest challenge for successful student-centred teaching in the South African environment is the student population itself. The student pool is diverse and unequal. Variations in educational standards, language competencies, economic means, access to and the use of technology will presumably keep the student community diverse and unequal for years to come.
Inadequate and deteriorating teacher-centred basic education challenges higher education to expand its operations in order to meet students where they are. Higher education must provide a path towards student-centred teaching, where students are active and take responsibility for self-directed development paths; blended learning, where they need to navigate successfully through multimedia, information overload and different learning modes; and transformative assessment, where it is no longer sufficient to memorise information from textbooks and study guides to obtain a qualification.
Although students are the main stakeholders in higher education, there are at least two other major roleplayers that are key factors in providing effective student-centred teaching: both the institutions and the lecturing staff need to be committed to the concept of student-centredness to ensure that teaching focuses on addressing the needs, talents, career paths and long-term growth and development of individual students. The University of South Africa (Unisa) defines student-centredness as the principle of systematically recognising students’ worldviews and lived experiences as well as prior learning in the development of curricula that will allow students to reach their learning objectives and aspirations (Unisa
Academics are subject specialists and often uncertain about course design using unfamiliar strategies and theories and technology-based communication tools. Again, research, activism and a choice to specialise in teaching with adequate training opportunities, as well as proper recognition for excellence in the field of student-centred teaching, can enhance academics’ abilities and focus on effective student-centred teaching: ‘Effective teaching is an outcome of decision-making that arises from knowing why you are doing what you are doing. Such decision-making starts and finishes with students’ (Hunt, Chalmers & Macdonald
Academic literacy is the suggested path that, intertwined with subject-specific education, must be constructed to guide student-centred teaching in a progressive manner from first-year level to graduateness and eventually to ensure that graduates become positive agents of change and responsible global citizens. Whitelaw et al. (
Firstly, language proficiency (oral, written, auditory and visual) is required to effectively understand, summarise, analyse, evaluate, compare, contrast and synthesise information from different sources. It is needed to communicate newly constructed content and ideas in acceptable academic language and syntax to both peers and general audiences. It is therefore crucial that teaching should be done in such a way that students understand. Theology has an enormous amount of professional terminology that needs to be defined in glossaries and also to be translated to indigenous languages as students need to use these concepts in their native languages and their faith communities.
Secondly, critical thinking is a complex concept, which Moore (
Thirdly, students must be taught to be digitally literate. The term ‘digital literacy’ was coined by Gilster in
Fourthly, educators must ensure that students are able to do proper research. McGreger (
Lastly, subject-specific literacy enables students to become familiar with subject-related terminology, philosophy, methodology, history and practices. The theological department of Northwest University defines theological literacy as the ability to formulate and articulate a Christian worldview based upon and derived from the scriptures and with some awareness of the way the church has formulated such ideas throughout its history (Perkins
Teaching academic literacy is most effective when situated within a specific discipline or department (Pokorny & Warren
Similar to the proposed triangle of effective education, which places teaching and learning together on the bottom axes of the triangle, other scholars also link the components of student-centeredness and blended learning together and advocate that this link could enhance good practice in the higher education environment (Garrison & Kanuka
Blended learning is mostly seen as either a combination of face-to-face and online teaching activities or as a combination of printed and electronic texts used as learning resources. It can also be interpreted as an umbrella term that describes the complex ways in which people learn, unlearn and relearn in all aspects and levels through all stages of life. The development of electronic and digital technology enables education (teaching, learning and assessment) to happen anywhere and anytime, through a wide variety of activities, all of which form part of blended learning (see
Blended learning is complexed and layered (personal design).
Learning literacy, linking with academic literacy, should start with an introduction to the complex nature of blended learning. Both students and educators on the one hand and the institutions (management, administration, policies and activities) on the other hand must understand the complexity of blended learning and its advantages for flexible learning opportunities in higher education, especially in an open and distance learning environment.
Learning literacy must also focus on the aspect of meta-learning as awareness and understanding of the concept of learning and taking control of one’s learning (Biggs
Blended learning, if understood in its comprehensive and layered structure and implemented to include and explore as many options as possible, can provide students and educators with choices and flexibility in the whole educational process, while it also offers increasing and expanding opportunities for recognition of prior learning and learning outside formal structures and for converting these into formal qualifications (especially in the field of Theology within the South African context). The multiple means of engagement with educators, learning content and fellow students can serve as motivation for learning and success (Hall & Stahl
Learning is regarded as the main purpose of education, but assessment determines if learning did occur and if the student is able to apply the learning through cognitive and transferable skills. Therefore, the third pillar of effective education, binding teaching and learning into a triangle, is transformative assessment.
Teaching staff often see assessment as a subdivision of teaching and use it as a grading tool to classify and/or compare students and groups of students with each other (Huerta-Macias
Effective assessment, according to Blumberg (
Transformative assessment is the students’ ability to demonstrate what they can do and create with the knowledge and insight gained from the learning process, on the one hand, and their ability to prove that change as the ultimate goal of education did occur through the learning process, on the other hand. Alternative assessment, which is gaining momentum through the availability of technology, is often focused on what students actually do and create as a result of their learning. This is already a huge step forward from traditional venue-based, timed tests and examinations where students regurgitate information from textbooks and class notes without showing evidence of deep learning or change.
Transformative and alternative assessment provides the student with choices and flexibility on how to present the evidence of achievement of the learning goals. The choice involves the form and content provided in order to answer questions or perform tasks set to demonstrate the achievement of learning objectives. Transformative assessment focuses on the abilities and strengths of students, and even failure can be turned into opportunities to learn and grow through the learning process and not as a final outcome (Educause learning initiative
In alternative assessment models, as the first step towards transformative assessment, there are multiple possible correct answers. Each student has the opportunity to react to and answer the assessment question or task in the way he or she finds it appropriate. This could mean that no two answers are the same. Students are not bound to venues, written reports and time limits and can compile and submit their work on different media, at any time and from anywhere.
Traditional assessment methods can be exchanged for creative alternative and transformative assessment methods that match the demands and expectations of all stakeholders (educators, students and the corporate world), to ensure that graduates are competent and capable to take on the challenges of life and work in the information-based network society of the 21st century (Floridi
Alternative and transformative assessment is a perfect fit for student-centred teaching and blended learning, because it provides both educators and students with choices and flexibility; the use of digital and electronic technology, in addition to traditional educational tools such as language, writing and printed material, allows for creativity and innovation and caters for student diversity and unique preferences. The social nature of education and the role of collaboration and discourse are recognised as important aspects of student development and can easily be incorporated into student-centred teaching, blended learning and transformative assessment.
Although it is widely proclaimed that change should be the ultimate goal of education,
In Theology, emphasis is shifting towards assisting students to become positive change agents as an important assessment outcome. A change agent is a person whose presence and/or thought processes and actions cause an alteration from the traditional or conventional way of handling or thinking about a problem or a controversial issue. In Theology, another dimension is added to the concept of change agency, namely change through faith. Faith integration is the process of combining the Christian faith and religious experience with the rest of one’s life experiences (Cafferky
Undoubtedly, higher education is constantly changing, and in the South African context the demand for change erupted in unrest and violence with major economic repercussions for the whole country.
This article proposes an educational model for effective higher education by recognising the three equally important pillars of education and expanding them into student-centred teaching, blended learning and transformative assessment. This triangle of effective education model functions as an expansion of the Community of inquiry framework. The model is presented for theological teaching. It provides practical pointers towards curriculum design where the focus is on student-centred teaching with the help of blended learning and transformative assessment. Academic literacy development is identified as the way to actively engage with student-centred teaching. The unique circumstances and abilities of individual students can be addressed, while blended learning, with its layered composition and complexity, can also be accommodated. Transformative assessment will assist students to become active citizens who can advocate for Christianity and its practical implications in the public sphere and at all levels of society.
The author declares that she has no financial or personal relationships which may have inappropriately influenced her in writing this article.
‘Competency’ is the proven ability of acquiring knowledge and skills, while ‘capacity’ is the learner’s confidence in his or her competency and, as a result, the ability to take appropriate and effective action in both familiar and unfamiliar and changing settings (Cairns
In the constructivist approach, teaching is based on a partnership: a dialogue between educator and student on the one hand and between the student and the content on the other. The goal is not to interpret the material for the students but rather to provide opportunities for the students to formulate their own questions, to form their own interpretations and opinions of contrasting schools of thought, and ‘to produce their own texts’ (Higgs, Van Niekerk & Van Wyk
Buscaglia (