Conclusiones de la propuesta

According to Lea et al. (2003:322), there exists evidence that a student-centred approach to teaching is more effective than a teacher-centred approach. In a study which involved student-centred methods and emotional literacy in group-work, Crick, McCombs, Haddon, Broadfoot and Tew (2007:305) observed a significant increase in the students’ attainment of knowledge.

Similarly, Felder, Woods, Stice, and Rugarcia (2000:9) strongly argue that active or student-centred learning is more helpful than passive or encyclopaedic teacher- centred strategies. Students gain information and skills by means of exercise and reflection, not by looking at and listening while others are telling them how to perform activities. Lectures may be effective to support the recall of short-term factual information, but active learning has repeatedly verified its superiority in developing the long-term retention of information, a deep understanding of the content, problem- solving abilities, interest in learning, and curiosity about a subject. Felder et al. (2000:8) also pointed out that in higher education the usual method of teaching is the conventional lecture. The lecturers transmit knowledge while the students passively absorb it. However, research shows that if the goal is to retain information for a long time, to improve the students’ problem-solving abilities, or to initiate their attention on a subject and inspire them to a deep understanding, active learning instruction is more fruitful than the traditional lecture method.

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In line with the above, from different research reports it has become evident that the student-centred teaching method increases the retention of knowledge and a deeper conceptualisation, in contrast to the teacher-centred approach. The student-centred approach also facilitated an appreciation of the course being taught (Felder and Brent, in Lea et al., 2003:323; Michael, 2006:160).

A study done with undergraduate students at the Hong Kong Poly Technique University showed that different forms of active learning (games, role-play, simulations, discussions and debates, student presentations, videos, library exercises, the use of flip charts, and hand-outs), contributed to the development of the students’ critical thinking and problem-solving abilities, which were the learning qualities that the researchers aimed to develop. The students also acquired self- regulated characteristics. In addition, the experience of the students and their participation in real-life situations, such as during learning practice in the industry, could be important to prepare them for their future careers. Furthermore, active learning that helps the students to develop their critical thinking and problem-solving abilities, could be important to assist them in handling the changing roles that they face with regard to their future professions (Sivan, Leung, Woon, & Kember, 2000:388).

In another study, Kim, Sharma, Land, and Furlong (2013:231) created active learning environments with a small group by using real-life activities. They found that those students who had been engaged cognitively in the activities developed high learning and critical-thinking abilities. Furthermore, from a survey and interview data, they gathered that active learning enhanced the students’ engagement in different aspects of critical thinking that were necessary in the field of geo-science, namely applying, analysing, evaluating, and synthesising what they had learnt to address authentic problems. However, the positive learning outcomes that are reported in these studies are also related to other methodological issues. For example, the students reported that small-group learning was important for developing the ability to address a problem from various perspectives, and to apply scientific concepts to

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actual life situations. This is attributed to the fact that such situations provide the students with the opportunity to communicate, reflect, and think about different options and various views. Similarly, Yuen and Hau (2006:288) realised that using previously acquired knowledge in assignments might help to simplify the transfer of knowledge. This is facilitated by a constructivist learning approach.

According to Yuen and Hau (2006: 288), teaching in line with the constructivist philosophy has many advantages in comparison to conventional teacher-centred teaching. Firstly, in their study they found that knowledge gained through constructivist teaching was more effective with regard to critiquing, generating, and retaining knowledge. Secondly, they found that active learning approaches required time for the students to think about and collectively construct knowledge, eased the process of innovative knowledge-construction, created situations for a deeper processing of knowledge, activated the students’ previous knowledge-base, and was more enjoyable for the students than teacher-centred methods. In another study, Kember and Leung (2005:167) observed that students who were involved in different forms of active learning strategies showed more efficiency in their creative abilities than those who had participated in traditional teaching with the use of conventional lectures.

Studies by Lea et al. (2003:331) with undergraduate and postgraduate university students, using focus-group discussions and questionnaires, revealed that though most of the students testified that they were not familiar with the idea of active learning, such a student-centred approach was considered positively as supportive of learning. Nevertheless, some students were also sceptical about student-centred learning, suspecting that the approach was motivated by hidden political agendas. Regarding the interpersonal communications between teachers and students, Kember and Leung (2005:166-167) found that active learning approaches helped to enhance their interpersonal interaction. Strong relationships, in turn, were motivational for teachers to utilise different types of teaching strategies that comprised active student involvement.

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Studies by Lea et al. (2003:323) indicate that the implementation of student presentations, quizzes and continuous assessment, instead of the conventional lecture and final examination-approach, improved the students’ involvement and their interest in learning, and therefore also their results. Felder and Brent (in Lea et al., 2003) also pointed out that a student-centred teaching approach improved the students’ motivation to learn. Similarly, Michael (2006:160) reported that properly- applied student-centred instruction had the capacity to increase the students’ motivation to learn. In addition, Crick et al. (2007:305) indicated that students who learn with teachers who had high student-centred initiatives demonstrated a maximum level of motivation, learning power, and feelings of emotional security in school.

Active learning methods are more pleasant for both the students and the teachers. When using the lecture method, it is difficult to keep a class attentive and interested for the entire class period. As research indicates, in most cases the attention of students starts to decline after 10 to 20 minutes, and they become bored (Felder et al., 2000: 9). At the end of a lecture, the students manage to memorise about 70% of the lesson presented in the first 10 minutes, but only 20% of the lesson that was presented during the last 10 minutes.