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Back from "guide on the side" to "sage on the stage"? Effects of teacher-guided and student-activating teaching methods on student learning in higher education

Fischer, Elisabeth; Hänze, Martin

International journal of educational research. Volume 95: (2019); pp 26-35 -- Elsevier

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  • Title:
    Back from "guide on the side" to "sage on the stage"? Effects of teacher-guided and student-activating teaching methods on student learning in higher education
  • Author: Fischer, Elisabeth;
    Hänze, Martin
  • Found In: International journal of educational research. Volume 95: (2019); pp 26-35
  • Journal Title: International journal of educational research
  • Subjects: Programmes d'études--Evaluation--Périodiques; Éducation--Recherche--Périodiques; Éducation--Évaluation--Périodiques; Education--Periodicals; Program Evaluation--Periodicals; Curriculum evaluation--Periodicals; Education--Evaluation--Periodicals; Curriculum evaluation; Education--Evaluation; Periodicals; Constructivist learning theories--Higher education--Student-activating teaching methods--Teacher-guided teaching methods; Dewey: 370.72
  • Rights: Licensed
  • Publication Details: Elsevier
  • Abstract: Graphical abstract Highlights Student-activating methods are claimed to enhance student learning and motivation. Our study with 80 university courses and 1713 students challenges this statement. Cognitive involvement and learning outcomes increased with teacher-guided methods. Student-activating methods tended to have negative effects. The analyses endorse cognitive involvement as a mediator for learning outcomes. Abstract This field study compares the effectiveness of teacher-guided and student-activating teaching methods. Expert observations of 80 university courses were combined with self-report data from 1713 students attending the courses. Controlling for students' initial interest on the individual level and for course format, homework, and initial interest on the course level, two-level path analyses with the amount of teacher-guided and student-activating methods as predictors, and students' final interest, subjective learning achievement, and perceived development of academic competencies as criteria – all mediated by the students' cognitive involvement – revealed opposing effects of the two methods. Teacher-guided methods were associated with an increase in students' cognitive involvement, interest, learning achievement, and development of academic competencies, whereas student-activating methods tended to show negative effects.
  • Identifier: System Number: ETOCvdc_100081442160.0x000001; Journal ISSN: 0883-0355; 10.1016/j.ijer.2019.03.001
  • Publication Date: 2019
  • Physical Description: Electronic
  • Shelfmark(s): 4542.199800
  • UIN: ETOCvdc_100081442160.0x000001

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