Knowledge PDF Print E-mail

eduk01There are three aspects of disseminating knowledge. First is the content, second the delivery and finally the absorption of the subject matter. Many educators lose sight of the latter two aspects. The quality of teaching and learning is not only multidimensional (Ramsden, 1993)  but also situational (Ramsden, 1979)  and relative (Muller and Funnel, 1993 ; Trigwell and Prosser, 1991) . According to Holmes (1993) , in this connection, the real issue lies at the level of the individual interaction, the “moment of truth” (Carlzon, 1987).

Many believe that the only necessity to the provision of good education is entertaining lecturers, this is a naive assumption. “Teaching as telling” is still the most common way of working in higher education. It is the case in many institutions that lecturers are not qualified to teach or do not see themselves as teachers (Fayter 1998).

eduk02The methodology of delivery in education is vital to its success in all three aspects abovementioned. This does not mean that all education is force-fed through a single channel of delivery but rather to demonstrate a range of proven options available so that a lecturer can find the right mix of delivery. Together with the variations of methods it is vital that effective feedback methods are used to see if the correct mix is employed. There are instances through in which certain minimum standards may be applicable to all methods of delivering knowledge.

The teaching profession must adopt a more professional outlook and focus its certification reproves on the merits of continuing education in teaching methodology.

eduk03The shift of focus from the deliver of the broadcast to the reception of the broadcast coincides with a student centered approach to teaching. Knowledge reception must be the core strategy in the delivery of education. Fountains of knowledge must give way to firehouses. Delivery must be customized to the audience through a system of delivery and feedback that ensures the desired rate of absorption causing the learner potentially to move from a rather passive to an active role in their study, taking more responsibility for learning based on the course objectives. (Fayter 1998)



Methods Used:
  • Tea Sessions [Lectures with leaders of industry]
  • Legal skills
  • Lecture / tutorial nexus
  • Rare
  • It infrastructure
  • Complete materials support
  • Exam step
  • Links to the best resources in the world
  • 24 hour exam support
  • Personalized assistance support
  • Knowledge management
  • Research projects
  • Peripheral education
  • Competition
  • Councils

  1. Ramsden, P. (1993), "What is good teaching in higher education?", in Knight, P.T. (Eds),The Audit and Assessment of Teaching Quality, Standing Conference on Educational Development, Birmingham., .
  2. Ramsden, P. (1979), "Student learning and perceptions of the academic environment", Higher Education, Vol. 8 pp.411-27
  3. Muller, D., Funnel, P. (1993), "Learner perceptions of quality and the learner career", Quality Assurance in Education, Vol. 1 No.1, pp.29-33.
  4. Trigwell, K., Prosser, M. (1991), "Improving the quality of learning: the influence of learning context and the student approaches to learning on learning outcomes", Higher Education, Vol. 22 pp.251-66.
  5. Holmes, G. (1993), "Quality assurance in further and higher education: a sacrificial lamb at the altar of managerialism", Quality Assurance in Education, Vol. 1 No.1, pp.4-8.
  6. Carlzon, J. (1987), Moments of Truth, Ballinger Publishing, Cambridge, MA., .
  7. Fayter (1998), Issues in training lecturers to exploit the internet as a teaching resource; Debra Fayter; Education + Training; Volume 40 No. 8 1998 pp 334-339
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