Students’ likes and dislikes regarding student-activating and lecture-based educational settings: Consequences for students’ perceptions of the learning environment, student learning and performance

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 studentactivating 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.

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

“…Furthermore, when taught by PBL it increased even more the positive way students perceived their educational context. This is different from a previous study in which lecture-taught students’ perceptions were positive, but perception of activating methods was very variable with extremely positive and negative opinions [37]. An analysis of the differences between the three curricula highlighted the following points.…”

Characterizing Student Perceptions of and Buy-In toward Common Formative Assessment Techniques

“…Some studies found positive student reactions (Huxham, 2005; Ernst and Colthorpe, 2007) or comparable satisfaction between courses using FA techniques and those using traditional lecture methods (Crouch and Mazur, 2001; Van Dijk and Jochems, 2002; Machemer and Crawford, 2007). Others determined that student course satisfaction declined after FA techniques were incorporated (Goodwin et al ., 1991; Lake, 2001; Struyven et al ., 2008). However, these studies using general course evaluation measures failed to link student attitudes to particular FA methods and neglected to probe student perceptions regarding the different dimensions in which FAs support learning.…”

Traditional Lectures and Team-Based Learning in an Occupational Therapy Program: A Survey of Student Perceptions

“…Problem-based learning is an active approach that involves students learning in small groups to problem solve a realistic scenario and develop appropriate treatments for the client (Seruya, 2007). Students' perceptions vary regarding preference for a specific learning strategy (Lake, 2001;Machemer & Crawford, 2007;Struyven, Dochy, & Janssens, 2008).…”

“…Research suggests that active learning strategies play a role in the development of critical thinking and problem solving skills necessary for effective clinical reasoning and decision making abilities (Hill, 2002;Lake, 2001;Schaefer & Zygmont, 2003;Stringer, 2002). Active learning strategies are increasingly being implemented in higher education, yet research is mixed regarding student preference for active learning compared to LBI (Covill, 2011;Lake, 2001;Machemer & Crawford, 2007;Struyven et al, 2008).…”