student-centred Vs. lecture-based

Student experience and academic success: comparing a student-centred and a lecture-based course programme

Abstract

Past research has shown that, under certain conditions, student-centred and small-scale course programmes result in more academic success. The present study investigates these conditions in further detail. It is examined whether, in comparison to a course programme that is relatively more lecture-based, a student-centred course programme promotes academic success to a larger extent when students’ experience of these environments is positive, when they show high levels of effort and engagement and spend more time studying. Four hundred seventy-five first-year business administration students from a course programme relatively student-centred and a course programme relatively lecture-based participated in the study. The students completed a questionnaire on experiences, student attitude and time spent studying. Academic success data were obtained from student administration offices. Analyses of variance and linear structural modelling analyses were conducted to answer the research questions. Results show that in the relatively student-centred course programme, feeling at home affected effort as well as engagement. Effort was related to the time spent studying as well as academic success [credits and grade point average (GPA)]. Similarly, in the more lecture-based course programme, feeling at home affected effort and engagement. In this case, effort affects time spent studying which in turn affected academic success in terms of GPA. There are a number of differences between the models: time spent studying, effort and feeling at home seem to play different roles in the student-centred course programme compared to the course programme that is relatively lecture-based. The process that explains academic success in student-centred and small-scale course programmes is different compared to the process in more traditional lecture-based course programmes.

http://link.springer.com/article/10.1007/s10734-014-9820-3

Higher EducationThe International Journal of Higher Education Research201470:9820

DOI: 10.1007/s10734-014-9820-3

Student experience and academic success: comparing a student-centred and a lecture-based course programme

Sabine Severiens¹ , Marieke Meeuwisse¹,  and Marise Born²

(1)

Department of Pedagogical and Educational Sciences, Faculty of Social Science, Erasmus University Rotterdam, PO Box 1738, 3000 DR Rotterdam, The Netherlands

(2)

Department of Psychology, Faculty of Social Science, Erasmus University Rotterdam, Rotterdam, The Netherlands

Sabine Severiens

Published online: 16 October 2014

© Springer Science+Business Media Dordrecht 2014

Paradigm Shift on Education

Morimoto, Y., (2008). E-Portfolios: Theory and Practice (in Japanese). Journal of JSiSE (教育システム情報学会誌) Vol.25 No.2 pp.245–263.

Course Objectives

1)To improve your target language ability using computer related technology/online resources – Language Learning (English or Japanese)

2)To develop understanding of cultural background of both your 1st language and your target language  - Cross-cultural understanding

Grading Policy

 Rates subject to change.

•Presentations 30% (creating slides and share)

•Tasks during class:  20% (comment posting etc.)

•Home assignments:  30% 

   Vocabulary Learning Blog etc. 3 

   Home assignment #1,2,3,4...

•Final report : 20% (Topics to be announced)

TA's profile

 Nara Quintela Begnini is a PhD student at Morita Lab, Department of Information and Physical Sciences, Graduate School of Information Science and Technology, Osaka University. Brazilian, she holds a BS in Industrial Engineering from Amazonas State University, Brazil, and MS in Information and Physical Sciences from Osaka University. During her bachelor’s, she got interested in Operations Research, a field that investigates decision problems and analytical methods to solve them. Such problems are frequent in industrial environments and their practical solutions require computational tools. For this reason, in 2017, she moved to Japan on the Japanese Government (Monbukagakusho) Scholarship and pursued a master degree in a field related to Computer Science in Osaka University. During her master’s, she investigated on logistic problems and heuristics to solve their mathematical models. Her research interests lies on logistic problems, their mathematical models, heuristics algorithms, metaheuristics and machine learning. Her hobbies include hiking, cycling, watching anime and exploring Japan.

Instructor's profile

Noriko Uosaki studied English language and culture and received her Bachelor degree from Kobe City University of Foreign Studies, Kobe Japan. She started her career working at Foreign Exchange Division at Bank of Tokyo, ltd.( Bank of Tokyo-Mitsubishi UFJ after merger).

   She received the MA degree in English studies from the Graduate School, Kobe City University of Foreign Studies and served as an educator at the University of Tokushima as a part-time lecturer. During the time she had an opportunity to study at the University of Illinois at Urbana-Champaign as a visiting lecturer.

She received the Ph.D. degree in educational technology from the University of Tokushima, Tokushima, Japan. Currently she is an associated professor at Center for International Education and Exchange, Osaka University. Her missions include international students' career assistance. She is a coordinator of Career Seminars for International Students held annually organized by CIEE and also in charge of Job Consultation Corner for International Students.
Career Assistance for International Students

Her research interests include MALL (Mobile Assisted Language Learning), Seamless Learning, CALL (Computer Assisted Language Learning), Computer Supported Ubiquitous and Mobile Learning, CSCL (Computer Supported Collaborative Learning) and ICT supported career assistance.


TA: Nara Quintela Begnini