Strategies for enhancing student learning experiences in higher education

Abstract

This study examined the use of differentiated instruction as a viable teaching and learning approach for enhancing student learning experiences at a higher education institution. This approach is characterised by strategies that use assessment of each individual student for readiness, interest, and learning preference to modify instruction in one of three ways: by content, process or product. Findings of the study revealed that the majority of participants in the study reported higher levels of intellectual growth as a result of exposure to differentiated instruction. If properly applied, differentiated instruction can enhance not only adult learning but also provide a workable alternative to the pedagogy/andragogy dichotomy.