Naslov
Student-centred learning: Effects on graduates' satisfaction with study programmes

Autori
Tecilazić, Ana

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
EDULEARN22 ; the 14th annual International Conference on Education and New Learning Technologies / - Palma de Mallorca : EDULEARN22, 2022

ISBN
978-84-09-42484-9

Skup
14th Annual International Conference on Education and New Learning Technologies (EDULEARN22)

Mjesto i datum
Palma de Mallorca, Španjolska, 04.07.2022. - 06.07.2022

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
student-centred learning, teaching, learning, assessment, teaching modes

Sažetak
The paper examines satisfaction of higher education graduates in Croatia with the study programmes where more student-centred learning approach has been applied, in comparison to those where more traditional modes of teaching and learning have been used. The concept of student centred-learning has been grounded in the theory of social constructivism and is structured in three major conceptual approaches that emphasise student freedom of choice and the consequent responsibility, student active engagement in the process of learning and construction of knowledge, and the shift in power from the expert teacher to the student learner. Practical implications of the student-centred learning approach may be observed in curriculum design and teaching, learning and assessment practices where we distinguish traditional teaching modes, such as lectures, oral and written students’ assignments, from more problem-based learning and teaching modes that include research projects, work-based learning. The objective of the paper is to test the hypothesis that graduates from those study programmes that are designed in a more problem- based learning and teaching manner are more satisfied with their learning experience and would choose the same study programme at the same institution, rather than graduates that studied at programmes with more traditional approach where traditional teaching modes have been applied to a larger extent. The analysis is conducted on self- assessment of a sample of BA and MA graduates from higher education institutions in Croatia, graduated in the academic year 2016/2017, involved in the EUROGRADUATE 2019 pilot survey. The factor analysis is first applied on the set of variables that correspond to different teaching modes, resulting with two factors distinguishing traditional from non-traditional teaching modes. Secondly, the factor analysis is applied to the perception of graduates on usability of their study programmes being a good basis for further developments. Logistic regression is finally applied to examine the hypothesis, controlling for other variables that are gender, type of institution, qualification level, field of study and graduates’ assessment of to what extent their study programmes presented a good basis for further professional, academic and personal developments. The results of the analysis support the hypothesis. In consequence, this analysis contributes to proving the assumption that the teaching, learning and assessment modes, based on student-centred learning approach, result with higher level of graduates’ satisfaction with their studying experience.

Izvorni jezik
Engleski

Znanstvena područja
Ekonomija, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

POVEZANOST RADA