Preview

PDF 139969 - Develo...pdf | Download (953kB) | Preview

Abstract

Short course curricula for seafarers using a traditional, teacher-focused, instructional pedagogy has resulted in students demonstrating surface-level achievement of learning outcomes and limited development of their critical thinking skills. This paper reports on the introduction of a student-centric pedagogy aiming to develop self-directed learning and critical thinking. The elements included introducing authentic and collaborative learning activities, constructively aligned with the content delivery and assessment. The differences between the current ‘traditional’ approach and a ‘student-centric’ approach was evaluated. This included a pre- and post-test on student assessment, and a set of semi-structured interviews with the students. A thematic analysis identified three themes including: authentic learning, constructivist learning and self-directed learning. The evaluation demonstrated that a student-centric approach promotes critical thinking and active learning in students, improving learning outcomes.

Item Type:	Article
Authors/Creators:	Khan, U
Keywords:	traditional teaching, constructivist learning, student engagement, teaching method.
Journal or Publication Title:	Journal of Applied Learning & Teaching
Publisher:	Kaplan
ISSN:	2591-801X
DOI / ID Number:	10.37074/jalt.2020.3.s1.15
Copyright Information:	Copyright 2020 The Authors. Licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/
Related URLs:	Google Scholar: Khan, U
Item Statistics:	View statistics for this item

Actions (login required)

Item Control Page