DECLARATION OF OWN WORK

Full names and

Phumzile Mogoba
surname:
Student number: 2019681671 Module code: LFSL4810

Declaration

1. I understand what plagiarism entails and am aware of the university and the
Faculty’s policy in this regard.
2. I declare that this essay (eg essay, report, project, assignment etc) is my own,
original work. Where someone else’s work was used (whether from a printed
source, the internet or any other source) due acknowledgement was given and
reference was made according to the requirements of the Faculty.
3. I did not make use of another student’s previous work and submit it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of
presenting it as his or her own work.

P.Mogoba 10 March 2024

Student Date

1
 1. INTRODUCTION

The transition from high school to university is an essential moment in a student's life
characterized by significant challenges and changes. 1 This transition causes mental
stress, anxiety, and low self-esteem to many students as they navigate through the
unfamiliar environment. Navigating through higher education is complicated for first-
generation students who lack the familial experience and support system to ease
their transition into higher education. They find themselves in a disadvantaged
position when compared to their non-first-generation peers due to the lack of higher
education-related capital.2 Addressing these factors is essential for developing an
effective support system and strategies for promoting first-generation student’s
success in higher education.

The purpose of this essay is to analyse how facilitation led by constructivism theory
could provide solutions to challenges encountered by first-generation students in
university, as well as to reflect on various strategies that facilitators could use to
address these challenges. Facilitation guided by constructivist theory can address
challenges encountered by first-generation students in higher education by
promoting active learning, reflection and metacognition, collaboration, and student-
centred learning. Constructivism is a learning theory that emphasizes the active role
of students in constructing their understanding.3 Student reflects on their
experiences, create mental representations, and incorporate new knowledge into
their schemas instead of passively receiving information.

2. HOW FACILITATION GUIDED BY CONSTRUCTIVISM THEORY CAN

OFFER SOLUTIONS
2.1. Student-centred and collaboration learning in higher education

Constructivist facilitation focuses on student’s active engagement in their learning

process and encourages a collaborative learning environment where students come
together to construct and resolve problems. Facilitators guided by the constructivist
theory can offer inventive solutions to teaching approaches by promoting student-
centred learning and collaborative learning. Student-centred learning approach

1
Hicks & Lewis 2015:xi.
2
Ward et al. 2012:132.
3
Mcleod “Constructivism Learning Theory & Philosophy of Education”,
https://www.simplypsychology.org/constructivism.html (accessed on 06 March 2024).

2
encompasses actively learning course-related material and all students are required
to actively participate throughout the class activities. A student-centred approach to
teaching addresses the needs of students by making them personally responsible for
their learning and by restricting their reliance on other students and teachers. 4 Thus,
this progression puts the student at the central point of the learning process as the
main factor in acquiring knowledge while the teacher operates as a facilitator of
learning.

Collaborative learning is an educational approach where students engage in pairs or

trios and work jointly to accomplish agreed objectives while being assessed
individually and team-based.5 Therefore, the most important aspects of collaborative
learning revolve around students learning through interaction instead of learning in a
traditional method. Collaborative learning is different from individual learning
because students engage in groups or teams to capitalize on the combined
resources as well as each member’s skills and knowledge by posing questions and
assessing each other’s information and perspectives. The facilitator plays a crucial
role in the collaborative learning process and must give detailed instructions to
students, structure the session, and maintain contact with the group regularly. 6 In this
approach, the facilitator can identify whether the members of the groups are
underprepared or are not participating in group activities.

2.2. Metacognitive skills for time management and anxiety

Students in their first year of study might not have cultivated strong metacognitive
skills like self-regulation and self-awareness. As a result, constructivist facilitation
encourages students to reflect on their learning process and acquire metacognitive
skills. It values student's individual needs and experiences by encouraging the
development of metacognitive skills such as planning, monitoring, and analyzing
one’s learning.7 Metacognitive awareness includes knowledge of how one creates
knowledge and gains understanding, knowledge of different methods of learning,
knowledge of the expectations of different learning tasks and the skills to plan,
monitor, and assess one’s learnings.8 Facilitators can help students to become

4
Spooner 2015:73.
5
Spooner 2015:51-52.
6
Keevy 2015:459.
7
Blummer & Kenton 2014:92.
8
Anderson & Nashon 2007:200.

3
aware of their learning weakness and strengths through activities that require
students to think about their thinking (metacognitive) and encourage them to make
properly informed decisions on how to effectively allocate their time and resources. 9
Facilitators can help students to feel more in control of their learning process by
focusing on metacognitive skills and encouraging students to take an active role in
their education which can reduce feelings of anxiety and uncertainty.

2.3. Active learning and scaffolding for the language barrier and large
classrooms at higher education level

Constructivism focuses on practical experiential learning where students improve

their understanding of concepts by interacting with the course-related material. 10
Facilitation can provide innovative approaches by promoting active learning and
scaffolding. In a learning environment, active learning engages and broadens
student’s educational experiences by providing opportunities for studying, thinking,
reflection, and interaction.11 This method of instruction enables actual life events to
influence learning in a clear, effective, and easy teaching approach that is based on
a substantial foundation in studies and logical thinking. Facilitators can implement
active learning strategies such as group discussions, problem-solving activities, and
interactive sessions.

Active learning teaching involves several kinds of educational strategies that allow
students to be fully engaged in the learning process while allowing students to use
active strategies to analyze, answer, and evaluate information for understanding. In
this regard, students attend classes more prepared and pay more focus throughout
class activities since they may be requested to participate at any time and students
are more personally engaged in paying attention which contributes to more
questions, discussions, and thinking. Facilitators in large classrooms can help
students to become mindful of their strategies for learning and adapt them to meet
their goals by including reflection activities, self-assessment tools, and opportunities
for students to articulate their understanding.

9
Price-Mitchell “What Is Metacognition? How Does It Help Us Think?”,
https://www.psychologytoday.com/us/blog/the-moment-youth/202010/what-is-metacognition-how-
does-it-help-us-think (accessed on 08 March 2024).
10
Janassen 1994:34-37.
11
Spooner 2015:25.

4
Scaffolding refers to instructional approaches used to increase student’s
understanding and promote their independence during the learning process. 12
Constructivist facilitation provides organized guidance to students as they learn new
concepts and language skills. Facilitators can assist students in learning by breaking
down challenging assignments into smaller, manageable steps, providing clear
instructions and examples, and offering guidance as they work through challenges.
Consequently, this stage of responsibility enables students to improve their language
skills while developing confidence and independence.

3. Conclusion

Facilitation centred around constructivism theory offers a comprehensive and

innovative strategy for supporting first-generation students with their transition from
high school to higher education. Constructivist facilitators encourages students to
spend time going through course-related material and take ownership of their
academic journey by focusing on active learning, collaboration, and metacognitive
skills development. This strategy does not only provide students with essential
academic knowledge, but it also promotes critical thinking, problem-solving abilities,
and effective communication skills which are necessarily needed for success in
university. In addition, constructivist facilitation promotes inclusive and supportive
learning environments where all students can develop and reach their full potential
by addressing challenges such as time management, anxiety, and language barriers
through reflective methods and experiential learning,

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12
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Understanding”,
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5
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