Students' Likes and Dislikes regarding Student-Activating and Lecture-Based Educational Settings: Consequences for Students' Perceptions of the Learning Environment, Student Learning and Performance

Autor/inn/en	Struyven, Katrien; Dochy, Filip; Janssens, Steven
Titel	Students' Likes and Dislikes regarding Student-Activating and Lecture-Based Educational Settings: Consequences for Students' Perceptions of the Learning Environment, Student Learning and Performance
Quelle	In: European Journal of Psychology of Education, 23 (2008) 3, S.295-317 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	Student Attitudes; Educational Environment; Lecture Method; Interest Research; Questionnaires; Teaching Methods; Intermode Differences; Affective Measures; Student Evaluation of Teacher Performance; Active Learning; Quasiexperimental Design; Alignment (Education); Academic Achievement; Educational Psychology + Suchen Sie Ihr Suchwort? Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interessenforschung; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Schulleistung; Erziehungspsychologie; Pädagogische Psychologie
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. (Contains 3 figures, 5 tables, and 1 note.) [Abstract is presented in both English and French.] (As Provided).
Anmerkungen	Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10