Métodos centrados en el aprendizaje, estrategias y enfoques de aprendizaje en estudiantes universitarios

  1. Gargallo López, Bernardo
  2. Garfella Esteban, Pedro R.
  3. Sahuquillo Mateo, Piedad María
  4. Verde Peleato, Irene
  5. Jiménez Rodríguez, Miguel Ángel
Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2015

Issue: 370

Pages: 229-254

Type: Article

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Abstract

The learner-centered methods seem more appropriate to promote student learning and self-regulation skills. We wanted to assess the impact of learningcentered methodology on learning strategies and learning approaches of three students¿ groups. They were first year students from the degrees of Pedagogy and Social Education at the University of Valencia, in the subject of Educational Theory. The sample consisted of 133 students. A pre-experimental design was used with pretest and posttest measures by means of the CEVEAPEU and CPE questionnaires; besides, the students assessed the methods used by their professors by means of a quantitative questionnaire. Furthermore, qualitative data were collected from the students to provide a more integrated perspective: a focus group was carried out with some students to analyze the methods, and some students from the three groups also assessed them by means of an opened questionnaire. The professors from the three groups agreed the methodology, learner-centered. The teaching methods included expository methodology, questions, classroom discussion, classroom practices, cooperative work, development of a research work and presentation in the classroom, and an evaluation system that made use of training procedures that returned feedback to students (two portfolios, assessment of oral presentations, rubrics, coevaluation, self-assessment and written tests.). Significant improvements in learning strategies and in deep approach scores were found in the posttest. The students positively assessed the methods used compared with more traditional methods. This work is relevant for the positive results due to a more integrative methodological approach than in other studies analyzed.

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