Student-Centred Methods in Higher Education: Implications for Student Learning ...

• Autor(es): Simão, Ana Margarida Veiga ; Flores, Maria Assunção
• Data: 2010
• Identificador Persistente: http://hdl.handle.net/10451/5552
• Origem: Repositório da Universidade de Lisboa
• Assunto(s): Student-Centred Methods; Higher Education; Self-Regulated Learning; Professional Development
• Tipo de Documento: Artigo
• Idioma: Inglês

Descrição

An earlier version of this paper was presented at the 87th Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA, USA, 7-11th April 2006 This paper presents findings from two case studies carried out in two Portuguese universities in order to analyse and understand the implications of two participatory methods of teaching and learning: portfolio and project led-education. Case 1 involved the use of portfolio as a strategy for enhancing students’ self-regulated learning. Case 2 was a project-led course (one-year project) during which students were asked to design and develop a training course for a real/professional context for a real group of professionals in a given institution. Active and cyclical model of self-regulation learning occurs according to three phases: forethought, performance (volitional) control, and selfreflection; development of competencies (disciplinary and non-disciplinary); team work; and articulation university/professional context are some of the key features of these methods. Findings suggest a better understanding of teaching and learning dimensions at higher education, namely in regard to processes and outcomes of learning, skills development, and changes both conceptual and attitudinal. In the paper, students’ perceptions about participatory methods are discussed, as well as the factors that contribute to students’ active engagement and ways of promoting the effective use of these kinds methods. Overall, a number of dimensions were identified: i) the transition from a single towards a plural perspective; ii) the transition from a teaching-centred approach towards a learning-centred one; iii) the transition from discourse to action; iv) the transition from a an outcome approach to assessment towards a continuous and formative one; v) the transition from a disciplinary approach towards a cross-disciplinary one.