Knowledge-transfer and self-directed methodologies in university students' learning.
This study compared the effectiveness of teaching and learning methodologies based on knowledge transfer (lecture) with approaches that emphasized self-directed learning (Problem-Based Learning [PBL] and Reflective Learning [RL]), in a sample of 230 undergraduate students and eight professors. A mix...
| Publicado en: | Reflective Practice Vol. 19; no. 5; pp. 573 - 586 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Oct2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=133674335&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 133674335 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14623943 BCZ jtl: Reflective Practice issn: 14623943 maglogo: N pubinfo: dt: Oct2018 vid: 19 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 133674335 133674335 133674335 10.1080/14623943.2018.1538947 133674335 ppf: 573 ppct: 13 formats: tig: atl: Knowledge-transfer and self-directed methodologies in university students' learning. aug: au: Serdà, Bernat-Carles Alsina, Ángel affil: Department of Health Sciences, University of Girona, Girona, Spain sug: subj: Education, Nursing Learning Methods Reflection Knowledge Management Problem-Based Learning Self-Directed Learning Human Students, Undergraduate Faculty, Health Occupations Schools, Nursing Multimethod Studies Quantitative Studies Qualitative Studies Academic Performance Male Female Adult Adolescence Data Analysis Software Fisher's Exact Test Pearson's Correlation Coefficient Discussion Audiorecording Descriptive Statistics Professional Competence Adult: 19-44 years Adolescent: 13-18 years Male Female ab: This study compared the effectiveness of teaching and learning methodologies based on knowledge transfer (lecture) with approaches that emphasized self-directed learning (Problem-Based Learning [PBL] and Reflective Learning [RL]), in a sample of 230 undergraduate students and eight professors. A mixed-methods study was carried out in a university school of nursing: quantitative methods were used to analyse the outcomes achieved by university students and compared the effectiveness of the various methods based on the students' final examination scores; and qualitative analysis evaluated the factors that affected student learning in each of the three study arms: lecture, PBL and RL. The quantitative results show a better score for RL compared to PBL and the traditional lecture format. Qualitative findings indicate that self-directed methodologies result in higher-quality outcomes in student acquisition of content knowledge. We concluded that simultaneous use of diverse instructional techniques constitutes the best instructional approach. It could be useful in the future to design instruments to evaluate specific skills associated to each technique. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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