Undergraduates’ Satisfaction and Perceptions of Learning Outcomes Across Teacher- and Learner-Focused Pedagogies

Document Type

Peer-Reviewed Article

Publication Date

7-2019

Abstract

With the marketisation of higher education, student satisfaction and perceived learning outcomes have become popular measures of the quality of education. Significant pressure is placed on faculty to increase these measures by delivering engaging and effective classes. The current study compares four different learner-focused pedagogies (problem based, service learning, flipped classroom, and project based) to lecture (teacher-focused pedagogy) with regard to student satisfaction and perceived learning outcomes. Undergraduate business students from a northeastern university in the U.S. assessed their learning on four outcomes: knowledge acquisition, problem solving, critical thinking, and self-directed learning, as well as their overall satisfaction with a particular pedagogy. Of the four learner-focused pedagogies, only project based learning was perceived to have a significant impact on problem solving and knowledge acquisition as compared to lecture. Project based learning did not significantly impact critical thinking or self-directed learning compared to lecture. There were no significant differences in perceived learning outcomes between all other pedagogies compared to lecture. Additionally, students indicated no significant differences in satisfaction across lecture, problem based learning, service learning, and flipped classroom. Student satisfaction was significantly higher with project based learning.

DOI

10.1016/j.ijme.2019.03.004

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