Leading a horse to water: An intervention to encourage student-centred learning by transitioning first-year engineering students

Face-to-face delivery has been the foundation of transitioning students' pre-tertiary pedagogical experiences. The introduction of blended, online and flipped delivery at tertiary level has resulted in the reduction of face-to-face contact hours. Because of competition by subjects for students' time, the time-poor amongst them continuously battle to keep focusing on subjects/topics that have percolated to the top of their priority list. The increased requirement for student-centred learning has become the logical compensation for the disappearing contact hours. Transitioning first-year engineering students experience difficulties with their exposure to student-centred learning. Identifying the success of interventions aimed at remedying their approach to learning at tertiary level can be extremely challenging.