Conceptions of Learning and Teaching: Impact on the Perceptions of Quality

The research on different theories and practice of learning present different views on how to make the delivery of learning and teaching activities more responsive to the complex and changing demands of the different stakeholders. Improving the quality of learning and teaching continues to drive institutions and governments to transform education. The concept of quality in education is complex and multidimensional and has been defined in a variety of ways in different contexts by different stakeholders. Although what constitutes high quality learning and teaching varies in different contexts, it continues to be an outcome aimed for by the unprecedented calls for change in education (UNESCO, 2003). Defining what quality means in higher education is hindered by the complexity of educational theory and practice. In addition, different stakeholders, from practitioners and students to professional bodies and society in general have broad and competing views as to how they perceive quality to be (Bornman, 2004). This paper reviews earlier research and recent ones about conceptions and approaches to teaching and learning which clearly demonstrate that the aim to improve the quality of learning and teaching is still unabated. This paper postulates that one can surmise that conceptions on teaching and learning by both tutors and students have a great deal of influence in trying to enhance the quality of the learning experience and outcomes of the students.