Students’ likes and dislikes regarding student-activating and lecture-based educational settings: criteria that matter.

Katrien Struyven, Filip Dochy, Steven Janssens

Research output: Contribution to journalArticle

35 Citations (Scopus)

Abstract

This paper aims to investigate students' likes and dislikes of the teaching that they have experienced and its effects on students' perceptions of the learning environment, student learning and academic performance. The study compares a lecture-based setting to a student-activating learning/teaching environment, considering both instructional and assessment practices. Data (N=578) were collected using the Course Experience Questionnaire (Ramsden, 1991) and by means of a standardised test. While lecture-taught students' evaluations of the experienced teaching were generally focused and positive, students' perceptions of the activating methods varied widely and both extremely positive and negative opinions were present. Also the consequences of these (dis)likes in instruction for student learning become clear. Moreover, a significant positive linear effect of students' (dis)likes in instruction on students' perceptions of the learning environment (except for appropriate assessment), their learning and their performance was found. This way, the results pinpoint the central role of teaching methods for students' learning and caution against detrimental consequences of students' negative appraisal of the teaching methods that they experience. A matching strategy between a student's teaching tastes and the teacher's instructional interventions provides the best educational prospects.
Original languageEnglish
Pages (from-to)295-317
Number of pages22
JournalEuropean Journal of Psychology of Education
Volume23
Issue number3
Publication statusPublished - Sep 2008

Keywords

  • Student-activating teaching methods
  • Constructivism
  • Course experience questionnaire
  • Instructional preferences
  • Teacher Education

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