Publication
Title
Enhancing students' approaches to learning : the added value of gradually implementing case-based learning
Author
Abstract
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.
Language
English
Source (journal)
European journal of psychology of education. - Lisboa
Publication
Lisboa : 2013
ISSN
0256-2928
Volume/pages
28:2(2013), p. 315-336
ISI
000318367000010
Full text (Publisher's DOI)
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
External links
Web of Science
Record
Identification
Creation 27.10.2014
Last edited 21.09.2017