UGR SOLIDARIA

From the findings, three themes were developed: i) new knowledge base and teaching skill; ii) assessment rules; and iii) subject-based curriculum (Table 4.11). In the following sections, the research questions and themes are discussed. In Table 4.10, the link between the research questions and themes are shown.

Knowledge is virtue, it is therefore important that knowledge base learning encapsulates the knowledge that one already has (experience) and the knowledge that has to be acquired. According to Roessingh (2014), educators are required to understand the three knowledge base domains underlining the proficiency development in learning, namely content, pedagogical, and pragmatic knowledge. The lecturers who participated in this study understand the vitality of knowledge base theory and all agree that their students have some level of CT skills (IQ 1.1.2. & 1.1.3). This is also corroborated by the work of Salisbury and Karasmanis (2011), who state that students learn new skills while refining their existing skills, thereby advancing to more conscious knowledge of what they already know.

Teaching skills may also be a challenge in the learning programme, especially if it is for new content. It is known that if students are taught well, learning can be transformed (classrooms), resulting in enhanced educational outcomes. Although this is argued by some of the scholars, they believe that the absence of prior knowledge comprehension over emphasis on teaching skills may be a consequence of wasted opportunity in students’ new skills engagements (Salisbury & Karasmanis, 2011). The realisation and cultivation of whatever CT skill (element) the students possess is therefore imperative in the teaching and learning process. So the knowledge base can be recognised in findings 1, 2, 3 and 12, while findings 13, 14, 15 and 17 emphasis new skills and teaching methods.

Gamification may be challenging if one does not understand the principles governing the games. Most of the educators find it hard to implement and use the games in the teaching and learning process simply because it requires a different knowledge base and teaching skills(Guerriero, 2014).

5.3.1 Theme 1: New knowledge base and teaching skill

Knowledge is virtue, it is therefore important that knowledge base learning encapsulates the knowledge that one already has (experience) and the knowledge

that has to be acquired. According to Roessingh (2014), educators are required to understand the three knowledge base domains underlining the proficiency development in learning, namely content, pedagogical, and pragmatic knowledge. Hegarty (2000:3) declares “ The teacher is not only the recipient of these diverse knowledge inputs but must draw on his/her own pedagogical knowledge base to incorporate them into an appropriate learning programme”. This implies that teaching is not the same as merely learning a subject content, it requires an immersed knowledge base and continual research intelligence on that appropriate learning programme to be able to transfer effective and efficient knowledge (Hegarty, 2000:13).

The lecturers who participated in this study understand the vitality of knowledge base theory and all agree that their students have some level of CT skills (IQ 1.1.2. & 1.1.3). This is also corroborated by the work of Salisbury and Karasmanis (2011), who state that students learn new skills while refining their existing skills, thereby advancing to more conscious knowledge of what they already know. Teaching skills may also be a challenge in the learning programme, especially if it is for new content. It is known that if students are taught well, learning can be transformed (classrooms), resulting in enhanced educational outcomes. Although this is argued by some of the scholars, they believe that the absence of prior knowledge comprehension over emphasis on teaching skills may be a consequence of wasted opportunity in students’ new skills engagements (Salisbury & Karasmanis, 2011). The realisation and cultivation of whatever CT skill (element) the students possess is therefore imperative in the teaching and learning process. So the knowledge base can be recognised in findings 1, 2, 3 and 12, while findings 13, 14, 15 and 17 emphasis new skills and teaching methods. Gamification may be challenging if one does not understand the principles governing the games. Most of the educators find it hard to implement and use the games in the teaching and learning process simply because it requires a different knowledge base and teaching skills (Guerriero, 2014)

5.3.2 Theme 2: Assessment rules

Assessment rules or regulators are defined as practices regulated, which establish a clear guideline that ensures alignment of assessment strategies to support the achievement of intended learning outcomes effectively (Morgan, 2017; Mugimu & Mugisha, 2017). Determining the progress of newly acquired knowledge and the link to existing knowledge may be the most significant stage in the process of teaching and learning. Evaluation of knowledge base learning may differ from other assessments, since it allows the students to show what they have learned through application, which may include presentations and projects (Hornby, 2012; Mugimu &

Mugisha, 2017). Bilbao and colleagues (2018:29), identify the following attitudes as CT aligned assessment outcomes i) confidence in dealing with complexity, ii) Persistence in working with difficult problems, iii) Tolerance for ambiguity, iv) The ability to deal with open-ended problems, v) The ability to communicate and work with others to achieve a common goal or solution. Three of the interviewees expressed concerns around the formulation of assessment rules. According to Mugimu and Mugisha (2017:29), assessment regulators should evaluate the i) attitudes, ii) skills and iii) knowledge developed in learning. Assessment rules need to have the capability to evaluate the precise skills and competences acquired during the process of teaching and learning. This then is the reason why many lecturers would appreciate an opportunity to be part of evaluating or assessing the competences of their students’ acquired knowledge. Based on the Table 4.9 (Findings 5, 6 & 11), it becomes clear that it is impossible to evaluate what is not taught, and similarly, it is impossible to ascertain the knowledge base presence if progress is not assessed. Compiling knowledge base assessments requires the disciplinary experts, which are the teachers educated in the relevant disciplines (Priestley, 2017).Most of the learning institutions have focused their vigour on the improved academic standards in such a way that they miss some important skills that should be acquired through learning. These skills may include the development of life and social skills given that education is there to develop the student holistically (Hornby, 2012).

Rules are important for any assessment as they guide students on how the university calculates their progress and results. Since gamification (intervention) in this study is used for assessment purposes (Serrano-Laguna et al., 2012:205) (section 3.5.1.1), it is important to show how the competence of gamification in the study is assessed by using those rules (section 3.5.1.2, Table 3.2). Students and lecturers need to know the precise rules of engagement. Assessment regulators do not directly encourage such an approach, as there is a tendency to play safe and not take risks. This however, may be a stumbling block to the holistic development of students’ CT skills (Serrano-Laguna et al., 2012).

5.3.3 Theme 3: Subject-based curriculum

A curriculum is a clear definition of the programme vision that provides holistic and multi-layered knowledge and skills needed during the learning and teaching setting that identifies outcomes and understanding of that programme. Priestley (2017:2) views subject-based curriculum as an approach which identifies the holistic learning outcomes associated with agreed aims and objectives made by specific disciplinary expertise that are typically achieved by the end of a subject phase. This then needs

to be explicit about the degree to the subject matter on the following: i) when it is appropriate; ii) how to integrate IT knowledge to the subject matter; and iii) how it will be integrated into the faculty it belongs to (Priestley, 2017:1). Other scholars urge that subject-based curricula should be designed around the important ideas and skills that need to be acquired. It is encouraged that the subject-based curriculum be constantly reviewed to corroborate the intended quality, execution and the standards of delivery (resources) are accomplished (Kim, Kim, Yoon & Woo, 2019).

I4 commented on a very important teaching technique, which coerces students to apply and analyse subject contextual theoretical principles to complex situations for a possible solution through discussions, namely the case study teaching method. He also explained that this technique has been used on most of the subjects offered in IT. Some scholars agree that the utilisation of such teaching methods allows the scrutiny of students’ problem-solving and CT skills; it also enhances professional skills development (Savery, 2006; Nkhoma et al., 2016).

While it is understood that university students have existing strengths and skills gaps, there is a need to intentionally prepare and design specific tools responding to building their individual thinking capacity (Salisbury & Karasmanis, 2011). Again, the realisation that the knowledge base, assessment regulators and the subject–based curriculum work hand-in-hand is an important factor. The subject-based curriculum specifies and emphasises the exact required and attained content knowledge for the subject and the assessment rules (the type, structure, and frequency) to be observed.