Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

A student learning perspective on teaching and learning, with implications for problem-based learning.

Michael Prosser1

  • 1Institute for Teaching & Learning, The University of Sydney, Sydney, Australia.

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe
|April 3, 2004
PubMed
Summary

University students' learning outcomes depend less on teaching methods and more on how students perceive their learning context. Understanding student perceptions is key to improving educational approaches like problem-based learning (PBL).

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Problem-based learning: student learning experiences and outcomes.

Clinical linguistics & phonetics·2013
Same author

Student experiences of problem-based learning in pharmacy: conceptions of learning, approaches to learning and the integration of face-to-face and on-line activities.

Advances in health sciences education : theory and practice·2007
Same author

Conceptions of problem-based learning: the perspectives of students entering a problem-based medical program.

Medical teacher·2006
Same author

Confirmatory factor analysis of the Approaches to Teaching Inventory.

The British journal of educational psychology·2006
Same author

Differences in students' perceptions of learning compulsory foundation biochemistry in the health sciences professions.

Advances in health sciences education : theory and practice·2005
Same author

Problem-Based Learning (PBL): Conceptions and Approaches of Undergraduate Students of Nursing.

Advances in health sciences education : theory and practice·2002

Area of Science:

  • Higher Education Pedagogy
  • Educational Psychology

Background:

  • Research over two decades reveals an indirect link between university teaching and student learning outcomes.
  • Student perceptions and approaches to learning significantly mediate the relationship between teaching and outcomes.

Purpose of the Study:

  • To outline key findings on student learning in higher education.
  • To relate these findings to problem-based learning (PBL) in higher education.
  • To emphasize the role of student perceptions in PBL.

Main Methods:

  • Review of research on university student learning.
  • Analysis of the relationship between teaching, student perceptions, and learning outcomes.
  • Application of findings to the context of problem-based learning.

Related Experiment Videos

Main Results:

  • Student perceptions of the learning context are crucial intervening factors.
  • Prior experiences shape students' perceptions and learning approaches.
  • Variations in understanding problem-based learning (PBL) impact student approaches and outcomes.

Conclusions:

  • Student perceptions are fundamental to their learning approaches and outcomes in higher education.
  • Addressing how students perceive and understand problem-based learning (PBL) is essential for effective implementation.
  • Educational strategies should consider the subjective experience of students to enhance learning.