Year: 2003
Type: conference-paper
Abstract: The present study compared non-traditional teaching and learning methods (involving project-based learning) with traditional methods, and examined their effect on students' approaches to learning.The study also investigated whether particular teaching, learning and assessment (TLA) methodologies contributed to deeper approaches to learning.Seventy psychology students participated in the study, 50 of whom completed pre-and post-Study Process Questionnaires (SPQ) (Biggs, 1987b) to measure for shifts in deep learning in a traditional and non-traditional course.Seventy participants completed a SPQ in the non-traditional course and rated the effectiveness of six teaching and learning components (field work task, field work supervision, learning group contract, learning group experience, lectures, and peer teaching sessions) and three assessment components (applied essay, peer teaching session, and short answer examination) of the course.Results indicated that non-traditional methods, compared to traditional methods, resulted in an increase in deep motives, deep strategies and deeprelated approaches to learning.In addition, results indicated a trend for surface learners, compared to deep learners, to move toward deep approaches to learning and a significant increase by surface learners in deep strategies for learning.Contrary to hypotheses, however, results indicated that none of the individual TLA methodologies examined in the non-traditional course were, on their own, predictive of deep motives, strategies or approaches to learning.This finding was interpreted as indicating that students perceived all TLA methodologies to be equally effective in facilitating deep learning.Implications for theory and practice of effective teaching in higher education are discussed.
Source: Griffith Research Online
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W45574664