Abstract:

A student centred approach refers to self-directed learning, i.e. what material students learn and how they learn it (Sudderth, 2022). Such an approach is the opposite of a lecturer-driven approach to teaching and learning. Although I have been using a blended learning approach to teaching and learning for over 15 years, lectures have primarily been lecturer-centred.

In 2022, I introduced a student-centred approach to teaching and learning in Cyberlaw, a final year LLB elective module. The primary rationale for the change in approach to teaching and learning was to embed a number of the LLB exit-level outcomes. Students were granted virtual freedom to decide on, inter alia, the assessment methods and he summative assessment questions. Not only did the students fear this "new approach", although it underpins the University of Zululand's Teaching Charter but so did my head of department. This is natural. It is common that change is scary. Also, often the acceptance of change is not easily accepted.

In this paper, I will reflect on my experience with the adoption of the introduction of a student-centred approach to teaching and learning. I will highlight what worked and what did not work with this "experiment". In addition, I will analyse the students' performance in the module (Cyberlaw).

Keywords:

Assessment methods, legal education, student centred learning approach.