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Title
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Enhancing students' approaches to learning : the added value of gradually implementing case-based learning
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Author
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Abstract
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| Previous research has shown the difficulty of enhancing students approaches to learning, in particular the deep approach, through student-centred teaching methods such as problem- and case-based learning. This study investigates whether mixed instructional methods combining case-based learning and lectures have the power to enhance students approaches to learning, compared to instructional methods using either case-based learning or lectures. A quasi-experimental research was set up using a pre-/post-test design. Participants were 1,098 first-year student teachers taking a course on child development. Statistical analysis showed that students in a gradually implemented case-based setting, in which lectures gradually made way for case-based learning, scored significantly higher on the scales organised studying and effort management and significantly lower on the surface approach, compared to students in a completely case-based setting. Therefore, students in a gradually implemented case-based setting worked in a better organised way and spent more effort and concentration than students who experienced only case-based learning. Nevertheless, the gradually implemented case-based setting did not encourage students to apply deep approaches that aimed at understanding. Quantitative content analysis revealed that students in the gradually implemented case-based setting especially appreciated the variation in teaching methods and the specific combination of lectures and case-based learning. |
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Language
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English
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Source (journal)
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European journal of psychology of education. - Lisboa, 1986, currens
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Publication
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Lisboa
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2013
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ISSN
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0256-2928
[print]
1878-5174
[online]
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DOI
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10.1007/S10212-012-0116-7
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Volume/pages
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28
:2
(2013)
, p. 315-336
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ISI
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000318367000010
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Full text (Publisher's DOI)
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Full text (publisher's version - intranet only)
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