Working Paper Article Version 1 This version is not peer-reviewed

Active Methodologies in Higher Education: Frequency of Use (Perception) and Appropriateness of Use (Opinion) as Evaluated by Professors and their Students in the Teaching-Learning Process

Version 1 : Received: 2 July 2019 / Approved: 5 July 2019 / Online: 5 July 2019 (04:46:25 CEST)

A peer-reviewed article of this Preprint also exists.

Crisol-Moya, E., Romero-López, M. A., & Caurcel-Cara, M. J. (2020). Active Methodologies in Higher Education: Perception and Opinion as Evaluated by Professors and Their Students in the Teaching-Learning Process. Frontiers in psychology, 11, 1703. https://doi.org/10.3389/fpsyg.2020.01703 Crisol-Moya, E., Romero-López, M. A., & Caurcel-Cara, M. J. (2020). Active Methodologies in Higher Education: Perception and Opinion as Evaluated by Professors and Their Students in the Teaching-Learning Process. Frontiers in psychology, 11, 1703. https://doi.org/10.3389/fpsyg.2020.01703

Journal reference: Frontiers in psychology 2020, 11, 1703
DOI: 10.3389/fpsyg.2020.01703

Abstract

The goal of this study is both to determine the opinion that professors and students at the University of (details removed for peer review) have of active methodologies and to describe the perception and opinion of the modes of organization, methodological focuses, and evaluation systems that define the teaching-learning process. On surveying the professors and the students in their classes, we found significant differences in 32 of the 92 variables in common. The content of these results shows that professors and students are believe they are making progress toward a learning-centered model, that implementation of active methodologies implies new functions in their teaching practice.

Subject Areas

active methodology; higher education; professor; student; perception; opinion; learning process

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