http://hdl.handle.net/11189/489 2026-10-14T23:15:07Z http://hdl.handle.net/11189/10915 Title: Tipping the Scale: bringing the Disequilibrium to the Passive Learning Phenomenon Authors: Pretorius, Lizélle Abstract: The passive learning phenomenon, common in teacher-centred classrooms, persists in classrooms globally despite continuous calls for learner-centred pedagogies. The educational landscape is in dire need of a shift to not only promote learner-centredness but also to move towards autonomy-supportive pedagogical approaches. This paper aims to elucidate and explore the potential of the ‘Altered Flipped Classroom Pedagogy’, a context-specific active learning intervention, to enhance learner engagement and participation in an everyday traditional high school classroom. It originates from Bergman and Sams’ seminal work on the topic. It was, however, ‘altered’ to meet the needs of the South African context, where only an estimated 20,35% of the public high schools in the country have access to technology for teaching and learning purposes. The research is situated within Self-Determination Theory, as the design of the intervention addresses learners’ needs for autonomy, relatedness and competence. Using volunteer sampling, high school teachers self-selected to attend an online training session and received a training manual before implementing the intervention. The primary method of data collection was semi-structured interviews. Method triangulation was achieved through merging three alternative qualitative methods following the thematic analysis process. The primary findings demonstrate the potential of the AFCP to promote learner engagement, participation, and motivation. Further findings suggest that learners experienced greater autonomy and displayed more self-determined behaviors. When learners become more autonomous, they grow their ability to think independently, solve problems and take greater ownership of their learning. 2025-01-01T00:00:00Z http://hdl.handle.net/11189/10914 Title: An active learning intervention for in-service teachers: selfdetermination theory, heutagogy, neuroeducation and the (altered) flipped classroom in practice Authors: Pretorius, Lizélle Abstract: Teachers often find it challenging to make the necessary mind shift to embrace alternative pedagogies, thereby reinforcing passive learning behaviours through an over-reliance on teacher-centred practices. This familiarity with traditional pedagogy has consequently served as a stumbling block for many educational innovations. Developing a context-specific pedagogical intervention that is (i) grounded in contemporary educational theory and (ii) can readily be implemented by everyday in-service teachers is imperative to escape the passive learning landscape. This conceptual paper aims to show how the Altered Flipped Classroom Pedagogy (AFCP) was developed to support in-service teachers with limited resources to explore a more learner-centred approach. The conceptualisation of the AFCP stems from the principles of heutagogy (a theory of learning), Self-determination theory (a macro-theory of motivation), the flipped classroom (an instructional strategy) and the fundamentals of neuroeducation research (an emerging discipline). The interrelation of these four concepts is key to having a better understanding of the importance of learner-centred pedagogies for 21st-century learning. The framework also sheds light on the internal properties necessary to actuate learners’ self-determined behaviours, which in turn combats the passive learning phenomenon and empowers them for future learning paths. 2025-01-01T00:00:00Z http://hdl.handle.net/11189/10913 Title: Changing the Titanic’s trajectory: introducing heutagogy to in-service teachers via the flipped classroom Authors: Pretorius, Lizélle Abstract: The passive learning phenomenon continues to thrive in high school classrooms as traditional teacher-centred pedagogy remains the norm. In this article, I investigate how a learning-centred pedagogic intervention can address learners’ basic psychological need for competency, relatedness, and autonomy (collectively known as self-determined behaviours), thereby initiating a move across the Pedagogy-Andragogy-Heutagogy (PAH) continuum. The pedagogic intervention was implemented by in-service teachers across the Western Cape Province. I drew from four datasets: semi-structured online interviews; feedback questionnaires; a spontaneous response; and research diaries. The analysis reveals three primary factors that can either promote or deter the successful activation of learners’ self-determined behaviours, namely the complex relationship between learner autonomy and teacher control, teachers’ struggle to embrace alternative teaching methods, and learners’ readiness to shift across the PAH continuum. Acquiring self-determined behaviours will assist high school learners to become lifelong learners and will ease the transition from the Further Education and Training Phase to the sphere of Higher Education and Training and will develop critical and necessary 21st-century skills. 2025-01-01T00:00:00Z http://hdl.handle.net/11189/10824 Title: Learning to teach again: navigating pedagogical change in the post-COVID university Authors: Norodien-Fataar, Najwa Abstract: Across the African continent and globally, the COVID-19 pandemic has catalysed significant transformation in higher education. This paper employs the community of inquiry framework to examine how academics at a South African university responded to these challenges during their shift from emergency remote teaching to blended learning. This qualitative paper is based on interviews with 11 academics across six faculties. It provides insight into how academics recalibrated their teaching by introducing new digital practices, reconfiguring student support, and redesigning learning. The findings show the development of a teaching presence and academics’ willingness to adopt digital platforms and multimodal learning environments, which enhanced students’ access to learning. A key finding is that academics constructed blended and student-centred learning approaches and anticipated discussion and dialogue among students; however, students’ engagement was limited, especially in asynchronous spaces. Empathetic presence emerged as an essential dimension, reflecting academics’ care and responsiveness to students’ socioeconomic challenges. Academics adopted more flexible and student-sensitive approaches to sustain meaningful engagement. The paper suggests that post-pandemic pedagogy must move beyond affective responsiveness to embed student voice, agency, and epistemic inclusion. This paper contributes to comparative debates on pedagogical renewal by responding to Mahlaba and Sekano’s (2023) African continental review and Giakoumakis et al.’s (2025) global critique of digital corporatisation, and by calling for internationally compassionate teaching frameworks that support African and Global South universities in building just, dialogic, and connected learning communities. 2025-01-01T00:00:00Z