PEDAGOGY OF REFLECTIVE LEARNING AT UNIVERSITY OF TECHNOLOGY IN GAUTENG PROVINCE, SOUTH AFRICA

Abstract Universities’ purpose is broadly seen in the light as being to primarily to impart knowledge and to equip graduates with generic, broad transferable skill set. Long-term being to prepare them for real work or self-sustenance. The purpose of the research is to:  assess the extent to which value proposition is attained. This is achieved through lecture evaluation and to highlight the value that can be obtained by evaluation of lessons delivery. Significance of the research: The results of reflective learning are expected to be used as a tool to enhance the developmental process of lesson offering.  The research will highlight areas where the lecturer needs to pay attention to and what the Institute should do to support the deficiency where there is. Results of the research will be used as a developmental tool if need be Research design and Methodology: The research will follow survey research in which quantitative paradigm is used. First and second year Learners were requested to volunteer their time and if they do to then visit the Student Centre at an appointed time indicated by their respective lecturers to complete a questionnaire. Students were informed that they were no obliged to take part in the survey. Results: The results will be analysed using graphical slides generated from power point computer menu. The analysis will use SPSS tool will be used to analyse data. Cronbach’s Alpha measured reliability.  Validity: Face validity: Students are responsible to indicate through an assessment what they know and what they mastered. Content validity: The questionnaire will assess whether content complies with syllabus. Construct validity: The assessment should be appropriate for the outcomes. Key words: Critical Reflective Learning; ubiquitous Reflective Learning; situated Learning; Reflective Thinking.