IT skills and language challenges hindering student-centred learning: A case of a rural Eastern Cape University in South Africa

Abstract

The student-centred learning approach seeks to place the student at the centre of the instruction method to drive learning. The student-centred approach has benefits such as improvements in students’ communication and collaboration skills, advances in students’ ability to think and work independently, better aptitude in problem-solving, and lastly an ignited interest in educational activities. The research study seeks to introduce student-centred learning at a rural university X in the Eastern Cape (EC) province of South Africa to tap into these benefits derived from this learning method. EC province is hugely classified as a rural province and as such is not spared from the challenges such as poor network infrastructure, poor quality of education, poor technology uptake, and a poor quality of life faced by several rural communities in South Africa. The research study adopted a correlational survey design to explore significant relationships between student-centred learning and skills such as IT skills and language aptitude. Data was collected using a closed-ended questionnaire to understand the phenomenon under study. The research found several challenges that hinder the successful implementation of studentcentred learning but the most significant ones, in this case, were observed to be poor IT skills and poor English language aptitude. Also, students’ previous learning background influenced the implementation of student-centred learning as some students tend to rely heavily on their instructor for teaching and learning which can result in students losing their confidence in their abilities.