Publicação
Student-Centred Methods in Higher Education: Implications for Student Learning and Professional Development
| Resumo: | This paper presents findings from two case studies carried out in two Portuguese universities in order to analyse and understand the implications of two participatory methods of teaching and learning: portfolio and project led-education. Case 1 involved the use of portfolio as a strategy for enhancing students’ self-regulated learning. Case 2 was a project-led course (one-year project) during which students were asked to design and develop a training course for a real/professional context for a real group of professionals in a given institution. Active and cyclical model of self-regulation learning occurs according to three phases: forethought, performance (volitional) control, and selfreflection; development of competencies (disciplinary and non-disciplinary); team work; and articulation university/professional context are some of the key features of these methods. Findings suggest a better understanding of teaching and learning dimensions at higher education, namely in regard to processes and outcomes of learning, skills development, and changes both conceptual and attitudinal. In the paper, students’ perceptions about participatory methods are discussed, as well as the factors that contribute to students’ active engagement and ways of promoting the effective use of these kinds methods. Overall, a number of dimensions were identified: i) the transition from a single towards a plural perspective; ii) the transition from a teaching-centred approach towards a learning-centred one; iii) the transition from discourse to action; iv) the transition from a an outcome approach to assessment towards a continuous and formative one; v) the transition from a disciplinary approach towards a cross-disciplinary one. |
|---|---|
| Autores principais: | Veiga Simão, Ana |
| Outros Autores: | Flores, Maria Assunção |
| Assunto: | Student-centred methods Higher education Self-regulated learning Professional development |
| Ano: | 2010 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório da Universidade de Lisboa |
| _version_ | 1866811285783445504 |
|---|---|
| author | Veiga Simão, Ana |
| author2 | Flores, Maria Assunção |
| author2_role | author |
| author_facet | Veiga Simão, Ana Flores, Maria Assunção |
| author_role | author |
| contributor_name_str_mv | Repositório Científico de Acesso Aberto da ULisboa |
| country_str | PT |
| creators_json_txt | [{\"Person.name\":\"Veiga Simão, Ana\",\"Person.identifier.orcid\":\"0000-0003-3652-5573\"},{\"Person.name\":\"Flores, Maria Assunção\"}] |
| datacite.contributors.contributor.contributorName.fl_str_mv | Repositório Científico de Acesso Aberto da ULisboa |
| datacite.creators.creator.creatorName.fl_str_mv | Veiga Simão, Ana Flores, Maria Assunção |
| datacite.date.Accepted.fl_str_mv | 2010-01-01T00:00:00Z |
| datacite.date.available.fl_str_mv | 2012-03-13T16:45:54Z |
| datacite.date.embargoed.fl_str_mv | 2012-03-13T16:45:54Z |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| datacite.subjects.subject.fl_str_mv | Student-centred methods Higher education Self-regulated learning Professional development |
| datacite.titles.title.fl_str_mv | Student-Centred Methods in Higher Education: Implications for Student Learning and Professional Development |
| dc.contributor.none.fl_str_mv | Repositório Científico de Acesso Aberto da ULisboa |
| dc.creator.none.fl_str_mv | Veiga Simão, Ana Flores, Maria Assunção |
| dc.date.Accepted.fl_str_mv | 2010-01-01T00:00:00Z |
| dc.date.available.fl_str_mv | 2012-03-13T16:45:54Z |
| dc.date.embargoed.fl_str_mv | 2012-03-13T16:45:54Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | http://hdl.handle.net/10451/5552 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | Common Ground Publishing |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| dc.subject.none.fl_str_mv | Student-centred methods Higher education Self-regulated learning Professional development |
| dc.title.fl_str_mv | Student-Centred Methods in Higher Education: Implications for Student Learning and Professional Development |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_6501 |
| description | This paper presents findings from two case studies carried out in two Portuguese universities in order to analyse and understand the implications of two participatory methods of teaching and learning: portfolio and project led-education. Case 1 involved the use of portfolio as a strategy for enhancing students’ self-regulated learning. Case 2 was a project-led course (one-year project) during which students were asked to design and develop a training course for a real/professional context for a real group of professionals in a given institution. Active and cyclical model of self-regulation learning occurs according to three phases: forethought, performance (volitional) control, and selfreflection; development of competencies (disciplinary and non-disciplinary); team work; and articulation university/professional context are some of the key features of these methods. Findings suggest a better understanding of teaching and learning dimensions at higher education, namely in regard to processes and outcomes of learning, skills development, and changes both conceptual and attitudinal. In the paper, students’ perceptions about participatory methods are discussed, as well as the factors that contribute to students’ active engagement and ways of promoting the effective use of these kinds methods. Overall, a number of dimensions were identified: i) the transition from a single towards a plural perspective; ii) the transition from a teaching-centred approach towards a learning-centred one; iii) the transition from discourse to action; iv) the transition from a an outcome approach to assessment towards a continuous and formative one; v) the transition from a disciplinary approach towards a cross-disciplinary one. |
| dirty | 0 |
| eu_rights_str_mv | openAccess |
| format | article |
| fulltext.url.fl_str_mv | https://repositorio.ulisboa.pt/bitstreams/bf4a32d3-4016-4b5d-8c3d-1e6ab645c76f/download |
| id | ul_177f24184783bf4e4839c19ca50c29ee |
| identifier.url.fl_str_mv | http://hdl.handle.net/10451/5552 |
| instacron_str | ul |
| institution | Universidade de Lisboa |
| instname_str | Universidade de Lisboa |
| language | eng |
| network_acronym_str | ul |
| network_name_str | Repositório da Universidade de Lisboa |
| oai_identifier_str | oai:repositorio.ulisboa.pt:10451/5552 |
| organization_str_mv | urn:organizationAcronym:ul |
| person_str_mv | Veiga Simão, Ana Veiga Simão, Ana https://www.ciencia-id.pt/3816-04FD-C6E5 3816-04FD-C6E5 http://orcid.org/0000-0003-3652-5573 0000-0003-3652-5573 Flores, Maria Assunção |
| publishDate | 2010 |
| publisher.none.fl_str_mv | Common Ground Publishing |
| reponame_str | Repositório da Universidade de Lisboa |
| repository_id_str | urn:repositoryAcronym:ul |
| service_str_mv | urn:repositoryAcronym:ul |
| spelling | engCommon Ground PublishingporThis paper presents findings from two case studies carried out in two Portuguese universities in order to analyse and understand the implications of two participatory methods of teaching and learning: portfolio and project led-education. Case 1 involved the use of portfolio as a strategy for enhancing students’ self-regulated learning. Case 2 was a project-led course (one-year project) during which students were asked to design and develop a training course for a real/professional context for a real group of professionals in a given institution. Active and cyclical model of self-regulation learning occurs according to three phases: forethought, performance (volitional) control, and selfreflection; development of competencies (disciplinary and non-disciplinary); team work; and articulation university/professional context are some of the key features of these methods. Findings suggest a better understanding of teaching and learning dimensions at higher education, namely in regard to processes and outcomes of learning, skills development, and changes both conceptual and attitudinal. In the paper, students’ perceptions about participatory methods are discussed, as well as the factors that contribute to students’ active engagement and ways of promoting the effective use of these kinds methods. Overall, a number of dimensions were identified: i) the transition from a single towards a plural perspective; ii) the transition from a teaching-centred approach towards a learning-centred one; iii) the transition from discourse to action; iv) the transition from a an outcome approach to assessment towards a continuous and formative one; v) the transition from a disciplinary approach towards a cross-disciplinary one.application/pdfporStudent-Centred Methods in Higher Education: Implications for Student Learning and Professional DevelopmentPersonalVeiga Simão, AnaDSpacehttp://dspace.org/items/f67b94cb-c09e-4ee8-b70b-fb1433d73e4eDSpacehttp://dspace.org/items/f67b94cb-c09e-4ee8-b70b-fb1433d73e4eVeiga SimãoAnaCiência IDhttps://www.ciencia-id.pt3816-04FD-C6E5ORCIDhttp://orcid.org0000-0003-3652-5573Researcher IDhttps://www.researcherid.comN-1121-2016Scopus Author IDhttps://www.scopus.com54974120700Scopus Author IDhttps://www.scopus.com57729809400Flores, Maria AssunçãoHostingInstitutionOrganizationalRepositório Científico de Acesso Aberto da ULisboae-mailmailto:repositorio@reitoria.ulisboa.ptrepositorio@reitoria.ulisboa.ptISSNIsPartOf1447-94942012-03-13T16:45:54Z20102010-01-01T00:00:00ZHandlehttp://hdl.handle.net/10451/5552http://purl.org/coar/access_right/c_abf2open accessStudent-centred methodsHigher educationSelf-regulated learningProfessional development1673790 bytesliteraturehttp://purl.org/coar/resource_type/c_6501journal articlehttp://purl.org/coar/access_right/c_abf2application/pdffulltexthttps://repositorio.ulisboa.pt/bitstreams/bf4a32d3-4016-4b5d-8c3d-1e6ab645c76f/downloadThe International Journal of Learning207218Champaign, Illinois |
| spellingShingle | Student-Centred Methods in Higher Education: Implications for Student Learning and Professional Development Veiga Simão, Ana Student-centred methods Higher education Self-regulated learning Professional development |
| status | SINGLETON |
| subject.fl_str_mv | Student-centred methods Higher education Self-regulated learning Professional development |
| title | Student-Centred Methods in Higher Education: Implications for Student Learning and Professional Development |
| title_full | Student-Centred Methods in Higher Education: Implications for Student Learning and Professional Development |
| title_fullStr | Student-Centred Methods in Higher Education: Implications for Student Learning and Professional Development |
| title_full_unstemmed | Student-Centred Methods in Higher Education: Implications for Student Learning and Professional Development |
| title_short | Student-Centred Methods in Higher Education: Implications for Student Learning and Professional Development |
| title_sort | Student-Centred Methods in Higher Education: Implications for Student Learning and Professional Development |
| topic | Student-centred methods Higher education Self-regulated learning Professional development |
| topic_facet | Student-centred methods Higher education Self-regulated learning Professional development |
| url | http://hdl.handle.net/10451/5552 |
| visible | 1 |