Learning-Student Methods. Their Effects on Learning Strategies and Approaches to Learning of University Students
Abstract At the university we are in a process of change, from a teaching centered approach to a learning centered approach. It is important to have scientific data about the use of such methodologies to evaluate both its usefulness and its functionality. The aim of this research was to assess whether the application of learning-centered methods would lead to an improvement in students' learning strategies and approaches to learning compared to the control group, which received training with a teaching-centered format. A quasi-experimental cohort design, with a non-equivalent control group. The sample consisted of 243 Pedagogy and Social Education students at the University of Valencia, who were studying a course in their 1st year. The methods we used were seeking the commitment and active participation of students, by using questions, simulations, cooperative work, practical activities, development of a research project, portfolios, etc. The results that we get were positive. The students who received educational intervention with the leaning centered approach improved their learning strategies and increased the deep approach of learning compared to their peers who had studied the same course with traditional methods. These results prove the validity of these methods and can serve to motivate teachers to choose a learning centered approach; moreover, because it is relatively easy to apply these methods in the classroom.
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Arman, M. S. (2018). Student-centered approach to teaching: It takes two to tango. The Ahfad Journal, 35(2), 64-71.
Arroyo, M. A. (2018). A learning-centered approach to remote learning. UNLBest Teaching Practices Expo. 147. https://bit.ly/2NjTuab
Ato, M., y Vallejo, G. (2007). Diseños experimentales en Psicología. Ediciones Pirámide.
Barr, R. B. & Tagg, J. (1995). From Teaching to Learning. A New Paradigm for Undergraduate Education. Change, 27(6), 13-25. https://doi.org/10.1080/00091383.1995.10544672
Biggs, J. (2005). Calidad del aprendizaje universitario. Narcea.
Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2. British Journal of Educational Psychology, 71, 133-149. https://doi.org/10.1348/000709901158433
Blumberg, Ph. (2016). Factors that influence faculty adoption of learning-centered approaches. Innovative Higher Education, 41, 303-315. https://doi.org/10.1007/s10755-015-9346-3
Campbell, D. T., & Stanley, J. C. (1979). Diseños experimentales y cuasiexperimentales en la investigación social. Amorrortu.
Carwile, J. (2007). A Constructivist Approach to Online Teaching and Learning. Inquiry, 12(1), 68-73. https://files.eric.ed.gov/fulltext/EJ833907.pdf
CE. (2007). Comunicado de Londres https://bit.ly/3tSbTe4
CE. (2009). Comunicado de Lovaina. https://bit.ly/3aFAXNL
CE. (2012). Comunicado de Bucarest. https://bit.ly/3sRaF1p
CE. (2015). Comunicado de Yerevan. https://bit.ly/3xs6vR2
Chen, J., Zhou, J., Sun, L., Wu, Q., Lu, H., & Tian, J. (2015). A new approach for laboratory exercise of pathophysiology in China based on student-centered learning. Advances in Physiology Education, 39, 116-119. https://doi.org/10.1152/advan.00143.2014
De La Sablonnière, R., Taylor, D. M., & Sadykova, N. (2009). Challenges of applying a student-centred approach to learning in the context of Education in Kyrgyzstan. International Journal of Educational Development, 29, 628-634. https://doi.org/10.1016/j.ijedudev.2009.01.001
EI-ESU. (2010). Student-Centred Learning. An Insight into Theory and Practice. Education International, European Students’ Union.
Emaliana, I. (2017). Teacher-centered or student-centered learning approach to promote learning? Journal Social Humaniora, 10 (2), 59-70. https://oaji.net/articles/2017/5501-1519102561.pdf
Entwistle, N., & Peterson, E. (2004). Learning styles and approaches to studying. In C. Spielberger (Ed.), Encyclopedia of Applied Psycology, 2 (pp. 537-542). Elsevier.
García-Carpintero, E. (2017). El portafolios como metodología de enseñanza-aprendizaje y evaluación en el prácticum: percepciones de los estudiantes. REDU /Revista de Docencia Universitaria, 15(1), 241-257. https://doi.org/10.4995/redu.2017.6043
García-Valcárcel, A. (1993). Análisis de los modelos de enseñanza empleados en el ámbito universitario, Revista Española de Pedagogía, 194, 27-53. https://bit.ly/3vsHRyC
Gargallo, B. (Coord.). (2017). Enseñanza centrada en el aprendizaje y diseño por competencias en la universidad. Fundamentación, procedimientos y evidencias de aplicación e investigación. Tirant lo Blanch.
Gargallo, B., Cebriá, M. A., Sarriá, B., Benavent, A., y Queralt, A. (2017). Métodos centrados en el aprendizaje en Fisioterapia. Capacidades del alumno y contexto de aprendizaje. REDU. Revista de docencia universitaria, 15 (2), 329-347. https://doi.org/10.4995/redu.2017.7868
Gargallo, B., Garfella, P. R., Sahuquillo, P., Verde, I., y Jiménez, M. A. (2015). Métodos centrados en el aprendizaje, estrategias y enfoques de aprendizaje en estudiantes universitarios. Revista de Educación, 370, 229-254. https://doi.org/10.4438/1988-592X-RE-2015-370-304
Gargallo, B., Morera, I., y García, E. (2015). Metodología innovadora en la universidad. Sus efectos sobre los procesos de aprendizaje de los estudiantes universitarios. Anales de psicología, 31(3), 901-915. https://doi.org/10.6018/analesps.32.1.179871
Gargallo, B., Morera, I., Iborra, S., Climent, M. J., Navalón, S., y García, E. (2014). Metodología centrada en el aprendizaje. Su impacto en las estrategias de aprendizaje y el rendimiento de los estudiantes universitarios. Revista Española de Pedagogía, 259, 415-435. https://bit.ly/3volL0j
Gargallo, B., Sahuquillo Mateo, P. M., Verde, I., Almerich, G. (2018). ¿Qué ocurre cuando los profesores utilizan métodos centrados en el aprendizaje? Efectos en los enfoques de aprendizaje, en las capacidades del alumno y en su percepción del entorno de aprendizaje. Revista de Educación, 382, 163-190. https://doi.org/10.4438/1988-592X-RE-2018-382-396
Gargallo, B., Suárez, J. M., y Pérez, C. (2009). El cuestionario CEVEAPEU. Un instrumento para la evaluación de las estrategias de aprendizaje de los estudiantes universitarios, RELIEVE, 15(2), 1-31. https://www.uv.es/RELIEVE/v15n2/RELIEVEv15n2_5.htm
Gargallo, B., Pérez, C., Verde, I., y García, E. (2017). Estilos de aprendizaje en estudiantes universitarios y enseñanza centrada en el aprendizaje. RELIEVE, 23(2), art. 2. https://doi.org/10.7203/relieve.23.2.9078
Gow, L., & Kember, D. (1993). Conceptions of teaching and their relationship to student learning. British Journal of Educational Psychology, 63, 20-33. https://doi.org/10.1111/j.2044-8279.1993.tb01039.x
Heise, B. A., & Himes, D. (2010). Educational Innovation: The Course Council-An example of student-centered learning. Journal of Nursing Education, 49(6), 343-345. https://doi.org/10.3928/01484834-20100115-04
Jiménez Hernández, D., González Ortiz, J. J., y Tornel Abellán, M. (2020). Metodologías activas en la universidad y su relación con los enfoques de enseñanza. Profesorado. Revista de currículum y formación del profesorado, 24 (1), 76-94. https://doi.org/10.30827/profesorado.v24i1.8173
Kember, D. (2009). Promoting student-centred forms of learning across an entire university. Higher Education, 58, 1-13. https://doi.org/10.1007/s10734-008-9177-6
Kember, D., & Gow, L. (1994). Orientations to teaching and their effects on the quality of student learning. Journal of Higher Education, 65(1), 59-74. https://doi.org/10.2307/2943877
Kember, D., & Kwan, K. (2000). Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science, 28, 469-490. https://link.springer.com/content/pdf/10.1023/A:1026569608656.pdf
Lavoie, D., & Rosman, A. J. (2007) Using active student-centred learning-based instructional design to develop faculty and improve course design, delivery, and evaluation. Issues in Accounting Education, 22(1), 105-118. https://shorturl.at/gpqH5
Li, L. & Guo, R. (2015). A student-centered guest lecturing: A constructivism approach to promote student engagement. Journal of Instructional Pedagogies, 15, 1-7. https://files.eric.ed.gov/fulltext/EJ1060070.pdf
Maclellan, E. (2008). The significance of motivation in student-centred learning: a reflective case-study. Teaching in Higher Education, 13(4), 411-421. https://doi.org/10.1080/13562510802169681
Maya Díaz, C., Iglesias Sigüenza, J. y Giménez, X. (2021). Clase Invertida Síncrona en asignaturas STEM. Revista de Educación, 391, 15-41. https://doi.org/10.4438/1988-592X-RE-2021-391-469
McCoy, L., Pettit, R. K., Kellar, Ch., & Morgan, (2018). Tracking active learning in the medical school curriculum: a learning-centered approach. Journal of Medical Education and Curriculum Development, 5, 1-9. https://doi.org/10.1177/2382120518765135
McCune, V., & Entwistle, N. (2011). Cultivating the disposition to understand in 21st century university education. Learning and Individual Differences, 21(3), 303-310. https://doi.org/10.1016/j.lindif.2010.11.017
Medina, J.L., Hervas, G., y Cairó-i-Céspedes, G. (2021). Aprendizaje del análisis económico de la desigualdad a través del «Team-based learning». Revista de Educación, 391, 43-64. https://doi.org/10.4438/1988-592X-RE-2021-391-470
Motjolopane, I. (2021). Teaching research methodology: student-centerd approach computina education undergraduate course. Emerging Science Journal, 5(1), 34-43. https://ijournalse.org/index.php/ESJ/article/view/365
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 451-502). Academic Press.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://link.springer.com/content/pdf/10.1007/s10648-004-0006-x.pdf
Ruiz Lara, E., Hernández Pina. F. y Ureña Villanueva, F. (2008). Enfoques de aprendizaje y rendimiento institucional y afectivo de los alumnos de la titulación de Ciencias de la Actividad Física y el Deporte. Revista de Investigación Educativa, 26(2), 307-322. https://revistas.um.es/rie/article/view/93941/90581
Samuelowicz, K. & Bain, J. D. (1992). Conceptions of teaching held by academic teachers. Higher Education, 22, 229-249. https://doi.org/10.1007/BF00138620
Samuelowicz, K., & Bain, J. D. (2001). Revisiting academics’ beliefs about teaching and learning. Higher Education, 41, 299-325. https://doi.org/10.1023/A:1004130031247
Serin, H. (2018). A comparison of teacher-centered and student-centered approaches in educational settings. International Journal of Social Sciences & Educational Studies, 5(1), 164-167. https://doi.org/10.23918/ijsses.v5i1p164
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin Company.
Tracy, P. J., & Gutiérrez, A. R. (2019). A situated, learning-centered approach to designing a new faculty program. The Journal of Faculty Development, 33(3), 95-102. https://bit.ly/3gGOWHc
Turner, M. J. & Webster, R. D. (2017). A comparison of delivery formats to encourage student-centered learning in a power engineering technology course. American Journal of Engineering Education, 8(7), 141-156. https://doi.org/10.19030/ajee.v8i2.10071
Yip, M. C. W. (2012). Learning strategies and self-efficacy as predictors of academic performance: a preliminary study. Quality in Higher Education, 18(1), 23-34. https://doi.org/10.1080/13538322.2012.667263
Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into Practice, 41, 64-70. https://doi.org/10.1207/s15430421tip4102_2
Arroyo, M. A. (2018). A learning-centered approach to remote learning. UNLBest Teaching Practices Expo. 147. https://bit.ly/2NjTuab
Ato, M., y Vallejo, G. (2007). Diseños experimentales en Psicología. Ediciones Pirámide.
Barr, R. B. & Tagg, J. (1995). From Teaching to Learning. A New Paradigm for Undergraduate Education. Change, 27(6), 13-25. https://doi.org/10.1080/00091383.1995.10544672
Biggs, J. (2005). Calidad del aprendizaje universitario. Narcea.
Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2. British Journal of Educational Psychology, 71, 133-149. https://doi.org/10.1348/000709901158433
Blumberg, Ph. (2016). Factors that influence faculty adoption of learning-centered approaches. Innovative Higher Education, 41, 303-315. https://doi.org/10.1007/s10755-015-9346-3
Campbell, D. T., & Stanley, J. C. (1979). Diseños experimentales y cuasiexperimentales en la investigación social. Amorrortu.
Carwile, J. (2007). A Constructivist Approach to Online Teaching and Learning. Inquiry, 12(1), 68-73. https://files.eric.ed.gov/fulltext/EJ833907.pdf
CE. (2007). Comunicado de Londres https://bit.ly/3tSbTe4
CE. (2009). Comunicado de Lovaina. https://bit.ly/3aFAXNL
CE. (2012). Comunicado de Bucarest. https://bit.ly/3sRaF1p
CE. (2015). Comunicado de Yerevan. https://bit.ly/3xs6vR2
Chen, J., Zhou, J., Sun, L., Wu, Q., Lu, H., & Tian, J. (2015). A new approach for laboratory exercise of pathophysiology in China based on student-centered learning. Advances in Physiology Education, 39, 116-119. https://doi.org/10.1152/advan.00143.2014
De La Sablonnière, R., Taylor, D. M., & Sadykova, N. (2009). Challenges of applying a student-centred approach to learning in the context of Education in Kyrgyzstan. International Journal of Educational Development, 29, 628-634. https://doi.org/10.1016/j.ijedudev.2009.01.001
EI-ESU. (2010). Student-Centred Learning. An Insight into Theory and Practice. Education International, European Students’ Union.
Emaliana, I. (2017). Teacher-centered or student-centered learning approach to promote learning? Journal Social Humaniora, 10 (2), 59-70. https://oaji.net/articles/2017/5501-1519102561.pdf
Entwistle, N., & Peterson, E. (2004). Learning styles and approaches to studying. In C. Spielberger (Ed.), Encyclopedia of Applied Psycology, 2 (pp. 537-542). Elsevier.
García-Carpintero, E. (2017). El portafolios como metodología de enseñanza-aprendizaje y evaluación en el prácticum: percepciones de los estudiantes. REDU /Revista de Docencia Universitaria, 15(1), 241-257. https://doi.org/10.4995/redu.2017.6043
García-Valcárcel, A. (1993). Análisis de los modelos de enseñanza empleados en el ámbito universitario, Revista Española de Pedagogía, 194, 27-53. https://bit.ly/3vsHRyC
Gargallo, B. (Coord.). (2017). Enseñanza centrada en el aprendizaje y diseño por competencias en la universidad. Fundamentación, procedimientos y evidencias de aplicación e investigación. Tirant lo Blanch.
Gargallo, B., Cebriá, M. A., Sarriá, B., Benavent, A., y Queralt, A. (2017). Métodos centrados en el aprendizaje en Fisioterapia. Capacidades del alumno y contexto de aprendizaje. REDU. Revista de docencia universitaria, 15 (2), 329-347. https://doi.org/10.4995/redu.2017.7868
Gargallo, B., Garfella, P. R., Sahuquillo, P., Verde, I., y Jiménez, M. A. (2015). Métodos centrados en el aprendizaje, estrategias y enfoques de aprendizaje en estudiantes universitarios. Revista de Educación, 370, 229-254. https://doi.org/10.4438/1988-592X-RE-2015-370-304
Gargallo, B., Morera, I., y García, E. (2015). Metodología innovadora en la universidad. Sus efectos sobre los procesos de aprendizaje de los estudiantes universitarios. Anales de psicología, 31(3), 901-915. https://doi.org/10.6018/analesps.32.1.179871
Gargallo, B., Morera, I., Iborra, S., Climent, M. J., Navalón, S., y García, E. (2014). Metodología centrada en el aprendizaje. Su impacto en las estrategias de aprendizaje y el rendimiento de los estudiantes universitarios. Revista Española de Pedagogía, 259, 415-435. https://bit.ly/3volL0j
Gargallo, B., Sahuquillo Mateo, P. M., Verde, I., Almerich, G. (2018). ¿Qué ocurre cuando los profesores utilizan métodos centrados en el aprendizaje? Efectos en los enfoques de aprendizaje, en las capacidades del alumno y en su percepción del entorno de aprendizaje. Revista de Educación, 382, 163-190. https://doi.org/10.4438/1988-592X-RE-2018-382-396
Gargallo, B., Suárez, J. M., y Pérez, C. (2009). El cuestionario CEVEAPEU. Un instrumento para la evaluación de las estrategias de aprendizaje de los estudiantes universitarios, RELIEVE, 15(2), 1-31. https://www.uv.es/RELIEVE/v15n2/RELIEVEv15n2_5.htm
Gargallo, B., Pérez, C., Verde, I., y García, E. (2017). Estilos de aprendizaje en estudiantes universitarios y enseñanza centrada en el aprendizaje. RELIEVE, 23(2), art. 2. https://doi.org/10.7203/relieve.23.2.9078
Gow, L., & Kember, D. (1993). Conceptions of teaching and their relationship to student learning. British Journal of Educational Psychology, 63, 20-33. https://doi.org/10.1111/j.2044-8279.1993.tb01039.x
Heise, B. A., & Himes, D. (2010). Educational Innovation: The Course Council-An example of student-centered learning. Journal of Nursing Education, 49(6), 343-345. https://doi.org/10.3928/01484834-20100115-04
Jiménez Hernández, D., González Ortiz, J. J., y Tornel Abellán, M. (2020). Metodologías activas en la universidad y su relación con los enfoques de enseñanza. Profesorado. Revista de currículum y formación del profesorado, 24 (1), 76-94. https://doi.org/10.30827/profesorado.v24i1.8173
Kember, D. (2009). Promoting student-centred forms of learning across an entire university. Higher Education, 58, 1-13. https://doi.org/10.1007/s10734-008-9177-6
Kember, D., & Gow, L. (1994). Orientations to teaching and their effects on the quality of student learning. Journal of Higher Education, 65(1), 59-74. https://doi.org/10.2307/2943877
Kember, D., & Kwan, K. (2000). Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science, 28, 469-490. https://link.springer.com/content/pdf/10.1023/A:1026569608656.pdf
Lavoie, D., & Rosman, A. J. (2007) Using active student-centred learning-based instructional design to develop faculty and improve course design, delivery, and evaluation. Issues in Accounting Education, 22(1), 105-118. https://shorturl.at/gpqH5
Li, L. & Guo, R. (2015). A student-centered guest lecturing: A constructivism approach to promote student engagement. Journal of Instructional Pedagogies, 15, 1-7. https://files.eric.ed.gov/fulltext/EJ1060070.pdf
Maclellan, E. (2008). The significance of motivation in student-centred learning: a reflective case-study. Teaching in Higher Education, 13(4), 411-421. https://doi.org/10.1080/13562510802169681
Maya Díaz, C., Iglesias Sigüenza, J. y Giménez, X. (2021). Clase Invertida Síncrona en asignaturas STEM. Revista de Educación, 391, 15-41. https://doi.org/10.4438/1988-592X-RE-2021-391-469
McCoy, L., Pettit, R. K., Kellar, Ch., & Morgan, (2018). Tracking active learning in the medical school curriculum: a learning-centered approach. Journal of Medical Education and Curriculum Development, 5, 1-9. https://doi.org/10.1177/2382120518765135
McCune, V., & Entwistle, N. (2011). Cultivating the disposition to understand in 21st century university education. Learning and Individual Differences, 21(3), 303-310. https://doi.org/10.1016/j.lindif.2010.11.017
Medina, J.L., Hervas, G., y Cairó-i-Céspedes, G. (2021). Aprendizaje del análisis económico de la desigualdad a través del «Team-based learning». Revista de Educación, 391, 43-64. https://doi.org/10.4438/1988-592X-RE-2021-391-470
Motjolopane, I. (2021). Teaching research methodology: student-centerd approach computina education undergraduate course. Emerging Science Journal, 5(1), 34-43. https://ijournalse.org/index.php/ESJ/article/view/365
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 451-502). Academic Press.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://link.springer.com/content/pdf/10.1007/s10648-004-0006-x.pdf
Ruiz Lara, E., Hernández Pina. F. y Ureña Villanueva, F. (2008). Enfoques de aprendizaje y rendimiento institucional y afectivo de los alumnos de la titulación de Ciencias de la Actividad Física y el Deporte. Revista de Investigación Educativa, 26(2), 307-322. https://revistas.um.es/rie/article/view/93941/90581
Samuelowicz, K. & Bain, J. D. (1992). Conceptions of teaching held by academic teachers. Higher Education, 22, 229-249. https://doi.org/10.1007/BF00138620
Samuelowicz, K., & Bain, J. D. (2001). Revisiting academics’ beliefs about teaching and learning. Higher Education, 41, 299-325. https://doi.org/10.1023/A:1004130031247
Serin, H. (2018). A comparison of teacher-centered and student-centered approaches in educational settings. International Journal of Social Sciences & Educational Studies, 5(1), 164-167. https://doi.org/10.23918/ijsses.v5i1p164
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin Company.
Tracy, P. J., & Gutiérrez, A. R. (2019). A situated, learning-centered approach to designing a new faculty program. The Journal of Faculty Development, 33(3), 95-102. https://bit.ly/3gGOWHc
Turner, M. J. & Webster, R. D. (2017). A comparison of delivery formats to encourage student-centered learning in a power engineering technology course. American Journal of Engineering Education, 8(7), 141-156. https://doi.org/10.19030/ajee.v8i2.10071
Yip, M. C. W. (2012). Learning strategies and self-efficacy as predictors of academic performance: a preliminary study. Quality in Higher Education, 18(1), 23-34. https://doi.org/10.1080/13538322.2012.667263
Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into Practice, 41, 64-70. https://doi.org/10.1207/s15430421tip4102_2
Barboyon Combey, L., & Gargallo López, B. (2021). Learning-Student Methods. Their Effects on Learning Strategies and Approaches to Learning of University Students. Teoría De La Educación. Revista Interuniversitaria, 34(1), 215–237. https://doi.org/10.14201/teri.25600
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