Do Student-Centred Learning Activities Improve Learning Outcomes on a BTEC Applied Science Course in FE?

Autor/in	Dear, Denise V.
Titel	Do Student-Centred Learning Activities Improve Learning Outcomes on a BTEC Applied Science Course in FE?
Quelle	In: Journal of Further and Higher Education, 41 (2017) 5, S.717-726 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2016.1177170
Schlagwörter	Learning Activities; Outcomes of Education; Student Centered Learning; Statistical Analysis; Evidence; Teaching Styles; Instructional Effectiveness; Crime; Student Surveys; Pretests Posttests; Intermode Differences; Adult Education; Higher Education; Foreign Countries; College Students; United Kingdom + Suchen Sie Ihr Suchwort? Lernaktivität; Lernleistung; Schulerfolg; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Statistische Analyse; Evidenz; Lehrstil; Unterrichtsstil; Unterrichtserfolg; Crimes; Delict; Delicts; Delikt; Schülerbefragung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Collegestudent; Großbritannien
Abstract	This article provides quantitative evidence on the effect on learning outcomes of contrasting teaching styles applied to a class of Level 3 final-year students on a BTEC Applied Science course within a further education college in the UK. Two topics within a unit were taught using either a student-centred or teacher-centric (instructional) approach. Learning outcomes were monitored via tests aimed at both surface and deeper learning. Analysis showed that there was no significant difference between instructional or student-centred modes of teaching with respect to surface learning outcomes. However, analysis showed that a significant difference (p = 0.025) had occurred in deeper learning outcomes between the two modes of teaching. Interestingly, in this study, deeper learning was significantly improved after instructional teaching as opposed to student-centred teaching. Possible reasons for this are discussed and related to the role of instruction in vocational science education within FE. Preferences for teaching style were also obtained from the students via a survey and this indicated that PowerPoints were considered helpful whereas practical work and research tasks were very helpful to their learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01