Systems Analysis and Design is a second year subject offered as two modules over a year in the Information Technology course at the North-West University. Students struggle with the high volume of work and the fact that the subject is not relying on logical thought such as mathematics and programming. In 2015, it was decided to split the class; students doing the module for the first time and those repeating the module. This allowed instructional design according to the repeating group's needs. In the South African context students face many challenges in their endeavour to obtain a tertiary qualification. Any of these challenges may deter a diligent student in a way that it necessitates the repetition of a subject module. It is therefore accepted that repeating students already have a basic knowledge of the subject matter, which enables scaffolding of deeper knowledge. With this context in mind, all material, tools and support that are available to newcomer students are also available to repeating students. The material may be perceived as repetitive in nature, but aims to support different learning preferences. With this infrastructure, repeating students are left to decide how they need to utilize the material at their disposal to prepare for an interactive class. To support repeating students, but also interrogate the notion of providing material that addresses different learning preferences, it was decided to request the repeating group of students to complete a questionnaire to identify their learning preference. They report on this experience by compiling a learning contract. During the semester students are requested to learn more about their learning preference, and make suggestions for improvement regarding resources addressing their personal needs. This is done by means of an assignment. Later on, during the module following on the module in focus, their experience is interrogated by directing their reflection on the matter. An open-ended questionnaire is utilized in this intervention.
