Effect of Active Learning Techniques on Students' Choice of Approach to Learning in Dentistry: A South African Case Study

Autor/in	Khan, S.
Titel	Effect of Active Learning Techniques on Students' Choice of Approach to Learning in Dentistry: A South African Case Study
Quelle	In: South African Journal of Higher Education, 25 (2011) 3, S.491-509 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Learning Problems; Educational Research; Active Learning; Dentistry; Foreign Countries; Teaching Methods; Learning Strategies; Cognitive Style; Questionnaires; Learning Modules; Concept Teaching; Student Motivation; Learning Motivation; Motivation Techniques; Intervention; Undergraduate Students; Educational Strategies; Instructional Effectiveness; South Africa + Suchen Sie Ihr Suchwort? Lernproblem; Bildungsforschung; Pädagogische Forschung; Aktives Lernen; Zahnmedizin; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; Fragebogen; Learning module; Lernmodul; Schulische Motivation; Motivation for studies; Lernmotivation; Motivationsförderung; Lehrstrategie; Unterrichtserfolg; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The purpose of this article is to report on empirical work, related to a techniques module, undertaken with the dental students of the University of the Western Cape, South Africa. I will relate how a range of different active learning techniques (tutorials; question papers and mock tests) assisted students to adopt a deep approach to learning in this large diverse group of students. They then completed an adapted version of the revised study process questionnaire which focussed on the effects of these active learning techniques and how these learning techniques assisted with a change in approach to learning adopted by them. Results indicated that the active learning techniques led to a better understanding of the concepts covered within the module. It also showed how the new exercises guided them to adopt a deep approach to learning. It can be concluded that with this type of educational research, students' learning difficulties are not just emphasized and highlighted but that these problems are also understood. This research also guided the educator to search for practical solutions to these observed difficulties. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10