Paper Title
Problem Solving as Teaching Strategy: Promoting Active Learning in South African University

Abstract
The study was investigated the use of problem solving as a teaching strategy with the aim of promoting active learning in South African university. In this study the population consisted of lecturers in one South African university. The research used purposive sampling to select 2 junior lecturers, 2 lecturers, 2 senior lecturers that are most experienced in the university. The study followed qualitative approach with case study as research design. The research paradigm used was interpretive because the study consisted of lecturers’ subjective experience on teaching at university. Data was collected through individual interviews. Thematic approach was used to analyse data by a way of identifying themes from the interviews and discuss. The results of this study have revealed that problem solving teaching strategy is one of the good practice that promote active learning in universities. The study further revealed that problem solving strategy encourages students to be less reliant on lecturers. The study recommended that lecturers be trained on how to use problem solving as a teaching strategy in order to promote deep learning in the University classroom. Keywords - Traditional Teaching; subjective experience; teaching approach; lecturing.