Students perceptions of efficacy and preference for two lecture formats

South African Journal of Psychology

Volumn 37, Issue 2, 2007, Pages 361-367

  Greenop, Kirston ^a  

^a UNIVERSITY OF THE WITWATERSRAND   (South Africa)

Author keywords

Collaborative learning; Constructivism; Participation; Student perceptions

Indexed keywords

EID: 34548026513     PISSN: 00812463     EISSN: None     Source Type: Journal    
DOI: 10.1177/008124630703700212     Document Type: Article

References (25)

1. Agar, D. (1990). Non-traditional students: Perceptions of problems which influence academic success. Higher Education, 19, 435-454.
2. Biggs, J. (1999). Enhancing teaching through constructive alignment. Higher Education, 32, 347-364.
3. Biggs, J. (1996). Teaching for quality learning at university: What the student does. Buckingham: Open University Press.
4. Bitzer, E. (2001). Understanding co-operative learning: A case study in tracingrelationships to social constructivism and South African socio-educational thought. South African Journal of Higher Education, 15(2), 98-104.
5. Bloom, B. S. (1956). Taxonomy of educational objectives, handbook 1: Cognitive domain. New York: McKay.
6. Bridgland, A., & Blanchard, P. (2001). Flexible delivery/flexible learning: Does it make a difference? Australian Academic and Resource Libraries, 32(3), 177-192.
7. Brown, S. (1997). Making your lectures more interesting. Academic Development, 3(1), 123-129.
8. Chee, Y. S. (1997). Toward social constructivism: Changing the culture of learning in schools. Proceedings of ICCE 97 -International Conference on Computers in Education, Malaysia (pp. 81-88). Charlottesville, VA: Association forthe Advancement of Computing in Education.
9. Dewey, J. (1963). Experience and education. 1938. Reprint. New York: Macmillan.
10. Edward, N. S. (2001). Evaluation of a constructivist approach to student induction in relation to student learning styles. European Journal of Engineering Education, 26(4), 429-440.
11. Enerson, D. M., Johnson, R. N., Milner, S., & Plank, K. M. (1997). Learning to teach: Teaching to learn. University Park, PA: Centre for Excellence in Learning and Teaching.
12. Felder, R. (1997, June 15-18). Beating the numbers game: Effective teaching in large classes. Paper presented at ASEE Annual Conference, Milwaukee, WI. Retrieved January 11, 2005, from http://www.ncsu.edu/felder-ublic/Papers/ Largeclasses.htm
13. Felder. R., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44, 43-47.
14. Felder, R., & Brent, R. (2003). Learning by doing. Chemical Engineering Education, 37(4), 282-283.
15. Gibbs, G. (1992). Improving the quality of student learning. London: Technical and Educational Services.
16. Gravett, S., & Henning, E. (1998). Teaching as dialogic mediation: A learning-centred view of higher education. South African Journal of Higher Education, 12(2), 60-68.
17. Holt-Reynolds, D. (2000). What does the teacher do? Constructivist pedagogies and prospective teachers' beliefs about the role of a teacher. Teaching and Teacher Education, 16, 21-32.
18. Mason, M. (2000). Teachers as critical mediators of knowledge. Journal of Philosophy of Education, 34(2), 343-352.
19. McLeod, J. (2003). An introduction to counselling. Buckingham: Open University Press.
20. McKinnon, T. (1997). Five good reasons for avoiding active learning. Teaching and faculty support centre, University of Arkansas, TFSC Newsletter (March). Retrieved May 14, 2007, from http://www.uark.edu/misc/tfscinfo/ newsletter/1997/1997_03.html
21. Oakley, B., Felder, R., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9-34.
22. Pickworth, G. (2001). Developing an instrument to identify MBChB students' approaches to learning. South African Journal of Higher Education, 15(2), 140-145.
23. Sadker, M., & Sadker, D. (1993). Ensuring equitable participation in college classes. New Directions in Teaching and Learning, 49, 49-56.
24. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
25. Wenger, E. (1999). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.