Abstract
Lecturing remains a popular and predominant teaching pedagogy in Higher Education Institutions and Tanzanian universities are no exception. However, due to increase in enrollments, lecturing encounters serious challenges as burgeoning diverse nature of students’ learning needs associated with physiological, psychological, professional and biographic factors. This study employed cross-sectional survey to investigate on undergraduate students’ learning styles and extent lecture pedagogy complements students’ learning needs in inclusive classes during lecture sessions. The study involved 206 undergraduate students to whom semi-structured questionnaires were administered. The quantitative data were analyzed by SPSS, while qualitative data were subjected to content analysis. The results show majority of undergraduate students were accommodators, preferring more to experiment with their concrete experiences. Furthermore, results show that there is significant difference across their academic year, subject major, working experience and students’ exceptionality. The study concludes that lecturing is but a part of teaching pedagogy which has to be flexible to suit the prevailing contexts of inclusive teaching and learning to entail students’ differences including academic year, subject major, work experience and exceptionality characteristics of students in lecture halls. The study recommends more studies on lecturing and learning styles to augment theory and practice of inclusive teaching in universities. Key words: Experiential learning, inclusive class, Kolb’s theory, learning style, lecture.
Highlights
One fundamental characteristic from which knowledge originates is that of being an experience depicted from phronesis or techné (Mbalamula, 2016a; Ulvik and Smith, 2011; Ishumi, 2004; Hunt, 2003)
The results from the showed that about 77.7% (n=160) of the undergraduate students preferred to learn by integrating concrete experience with active experimentation (Mean=3.96, SD=1.14)
This indicates that undergraduate students would prefer practical experiences which engage them in experimenting what is being taught during lectures
Summary
One fundamental characteristic from which knowledge originates is that of being an experience depicted from phronesis or techné (Mbalamula, 2016a; Ulvik and Smith, 2011; Ishumi, 2004; Hunt, 2003). Lecturing is conceptualized from Medieval Latin as “read aloud” where traditionally lecturer as a facilitator of knowledge gives an oral presentation on particular learning experience and learners take notes (Kaur, 2011). To date, lecturing in its different types (Table 1) remains the predominant pedagogical approach used in Higher Education Institutions (HEIs), and universities in Tanzania are no exception
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