Remembering, Reflecting, Reframing: Examining Students' Long-Term Perceptions of an Innovative Model for University...

Area of Science:

• Educational Psychology
• E-learning
• Higher Education Pedagogy

Background:

• Blended learning courses utilizing the constructive and collaborative participation (CCP) model were implemented over a decade.
• Previous research has not extensively explored the long-term impact and skill transfer from such courses.

Purpose of the Study:

• To investigate students' long-lasting memories and perceptions of a blended educational psychology and e-learning course.
• To assess the transfer and application of skills and knowledge acquired in the course to post-academic contexts.

Main Methods:

• A self-reported survey was administered to 196 students who participated in the course between 2005 and 2015.
• 96 participants responded, providing data on course memories and skill/knowledge transfer.
• A mixed methods approach was used to analyze survey data, identifying trends over the decade.

Main Results:

• Participants recalled the teaching methodology, particularly collaborative activities like Role Taking and group work.
• Transversal skills (e.g., communication, organization) were most frequently reused in professional settings.
• Approximately 50% of respondents reported reusing course-specific content knowledge.

Conclusions:

• The constructive and collaborative participation (CCP) model fosters significant long-term learning opportunities and positive student memories.
• Blended learning effectively facilitates the transfer of transversal skills crucial for professional development.
• The study highlights the enduring value of specific pedagogical approaches in higher education for personal and professional growth.