La transmisión de conocimientos versus el aprendizaje autónomo y autorregulado: efectos en el aprendizaje de los estudiantes universitarios
A mixed-methods study design was used to compare the effectiveness of teaching and learning methodologies based on knowledge transfer (lecture) and those that emphasize self-directed learning (Problem-Based Learning [PBL] and Reflective Learning [RL], in 238 participants. The quantitative results sh...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/14137 |
| Acceso en línea: | http://hdl.handle.net/10256/14137 |
| Access Level: | acceso abierto |
| Palabra clave: | Aprenentatge basat en problemes Problem-based learning Aprenentatge reflexiu Reflective Learning Aprenentatge actiu -- Ensenyament universitari Active learning -- Study and teaching (Higher) |
| Sumario: | A mixed-methods study design was used to compare the effectiveness of teaching and learning methodologies based on knowledge transfer (lecture) and those that emphasize self-directed learning (Problem-Based Learning [PBL] and Reflective Learning [RL], in 238 participants. The quantitative results show a better score for RL (x=8.32) compared to PBL (x=6.75) and the lecture (x=5.87). Qualitative findings show that self-directed methodologies result in higher acquisition content knowledge |
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