The Instructor’s Role in Providing a Worthwhile Student Learning Experience
Nishani Harinarain and Ferdinand Fester
DOI: https://doi.org/10.64755/BICB8803
Keywords: Active Learning, Designers, Instructors, Pedagogy, Student Engagement.
ABSTRACT
PURPOSE
This paper explores the critical role instructors play in enhancing the quality of the student learning experience, particularly within professionally oriented disciplines such as construction education. Amidst increasing demands for student-centred learning and curriculum relevance, the paper examines how instructors interpret and enact their pedagogical roles beyond the delivery of content.
DESIGN / APPROACH / METHODOLOGY
The study adopts a qualitative research approach. Semi-structured interviews were conducted with seven academic staff members in a construction programme at a South African higher education institution. Participants reflected on their teaching strategies, student engagement approaches, and perceived challenges in delivering meaningful learning experiences. The data was analysed thematically, allowing for inductive coding and the identification of recurring patterns across individual accounts.
FINDINGS
The findings revealed that instructors view their role as multifaceted, comprising learning designer, facilitator, mentor, and reflective practitioner. Key themes emerging from the data include the importance of real-world relevance and responsiveness to diverse student needs.
RESEARCH LIMITATIONS
This study is limited to one South African higher education institution and due to the small qualitative sample, the findings cannot be generalised.
ORIGINAL / VALUE
The study underscores the necessity of institutional frameworks that empower instructors to design and deliver worthwhile learning experiences. The findings contribute to ongoing debates on improving the quality of teaching and learning in higher education, with specific relevance to applied disciplines such as construction.
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