Knowledge-transfer and self-directed methodologies in university students’ learning

ABSTRACT

This study compared the effectiveness of teaching and learning methodologies based on knowledge transfer (lecture) with approaches that emphasized self-directed learning (Problem-Based Learning [PBL] and Reflective Learning [RL]), in a sample of 230 undergraduate students and eight professors.

A mixed-methods study was carried out in a university school of nursing: quantitative methods were used to analyse the outcomes achieved by university students and compared the effectiveness of the various methods based on the students’ final examination scores; and qualitative analysis evaluated the factors that affected student learning in each of the three study arms: lecture, PBL and RL. The quantitative results show a better score for RL compared to PBL and the traditional lecture format. Qualitative findings indicate that self-directed methodologies result in higher-quality outcomes in student acquisition of content knowledge. We concluded that simultaneous use of diverse instructional techniques constitutes the best instructional approach. It could be useful in the future to design instruments to evaluate specific skills associated to each technique.

KEYWORDS:

• Reflective learning
• higher education
• lecture
• problem-based learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Bernat-Carles Serdà

Bernat-Carles Serdà is a teacher and researcher in the Health Sciences Faculty, (University of Girona, Spain). His research focuses on Quality of Life and chronic malignancies. Nowadays is supervising several thesis using mixing methods in this research field. He has achieved several pre-doctoral and post-doctoral grants for international academic stays.

Ángel Alsina

Ángel Alsina is mathematics education professor at the University of Girona (Spain). His research focuses on the teaching and learning of mathematics in the early ages and the application of realistic-reflexive model in university education. He has published several articles and books on both research lines and has carried out multiple teacher training’ activities.