The Influence of Learning Space and Pedagogy on Learning Effectiveness
Date Issued
2009
Date
2009
Author(s)
Chen, Mei-Di
Abstract
At present, the development of higher education based on constructivism is the main developing trend. Most of the educational research focused on the design of teaching methods. However, in actual learning situation, we often need to integrate multi-faceted consideration, such as course characteristics, pedagogy and learning space to help learners achieve positive learning results. Learning spaces recently constructed by foreign researchers, are mainly student-centered learning environments that emphasized highly on collaboration, learning from doing, information technology support, and interactive learning space for enhancing the learning effectiveness. In addition, pedagogy can be divided into student-centered and teacher-centered. Besides, interaction is a vital factor on learning process and learning effectiveness is a question that all researchers are eager to answer. Because there are still more to still study on how the learning environment influences learning interaction and learning effectiveness, this study tries to observe the difference on both learning interaction and learning effectiveness between two kinds of learning space (traditional learning environment and the student-centered active learning environment) and between two pedagogies (teacher-centered pedagogy and student-centered pedagogy). Also the relationship between learning interaction and learning effectiveness is investigated in different situations. The research methods employed are questionnaires and interviews, which are collect the data related to interaction, learning satisfaction, and academic performance.he results of this study are summarized as follows:. From the study on learning space, it is found that students’ interactions with peer students and environment in the student-centered learning environment are significantly higher than those in the traditional learning environment, and the students’ learning satisfaction in terms of interpersonal relationship and environment in the student-centered learning environment are significantly higher than those in the traditional learning environment. However no significant difference is observed on the students’ academic performance.. From the study on pedagogy, it is found that students’ interaction with peer students in the student-centered pedagogy are significantly higher than that in the teacher-centered pedagogy, and the students’ learning satisfaction with their learning group in the student-centered pedagogy is significantly higher than that in the teacher-centered pedagogy. In addition, the students’ average test score in the student-centered pedagogy is found to be significantly higher than that in the teacher-centered pedagogy.. From the study on different teaching situations, a positive correlation between interaction and learning satisfaction is found, but no correlation is found between interaction and test score.
Subjects
Learning space
Pedagogy
Student-centered
Learning interaction
Learning satisfaction
Learning effectiveness
Type
thesis
File(s)![Thumbnail Image]()
Loading...
Name
ntu-98-R96521610-1.pdf
Size
23.32 KB
Format
Adobe PDF
Checksum
(MD5):76188a4fb1c0bb793ae8a6e214d1df67