The Relevance of Learning Methods in Realising Student-Centred Transformative Learning

Mariana Simanjuntak, Merry Meryam Martgrita, Juli Yanti Damanik, Monalisa Pasaribu

Abstract


This research aims at determining the most appropriate learning method in one cluster of students enrolling in the courses of SPD and EABP. For the data analysis, a survey was performed on the STEM cluster. The sample comprised the students of SPD and EABP, two courses in bioprocess engineering. The sample was determined on the basis of the clustering groups. The next procedures were FGD, interview, and questionnaire distribution. The quantitative data were analyzed with a systematic review. The result showed that the course-learning outcomes were achieved to the maximum percentage with PBL and PrBL. Moreover, the results discussed how students experience learning in SPD and EABP courses, where the activities included collaborative learning in a cluster mode. Learning methods in the bioprocess-engineering study program have been transformed from the traditional model (educator, or supervisor-centred learning) into Student-Centred Learning (SCL). Learning conduct and the characteristics of PBL and PrBL increase students’ motivation in self-directed learning; while educators or supervisors as instructors allow students to focus on their own learning; and they are not heavily reliant on their educators to give them instructions. PBL and PrBL in SCL promote students’ role as the core of the learning, in which the students themselves investigate and explore the process and design their own learning. This research contributes to STEM-clustering application with student-centred transformative learning in bioprocess engineering.

https://doi.org/10.26803/ijlter.21.3.19


Keywords


strategies; clustering; learning method; assessment method

Full Text:

PDF

References


Abdelhadi, A. (2017). Selecting teaching style based on group technology philosophy. Journal of Applied Research in Higher Education, 9(4), 521-529. http://doi.org/10.1108/jarhe-02-2017-0014

Alexiou, A., & Paraskeva, F. (2020). Being a student in the social media era: Exploring educational affordances of an ePortfolio for managing academic performance. The International Journal of Information and Learning Technology, 37(4), 121-138. http://doi.org/10.1108/ijilt-12-2019-0120

Backlund, F., & Sundqvist, E. (2018). Continuous improvement: Challenges for the project-based organization. International Journal of Quality & Reliability Management, 35(7), 1306-1320. http://doi.org/10.1108/ijqrm-12-2016-0229

Barrane, F. Z., Ndubisi, N. O., Kamble, S., Karuranga, G. E., & Poulin, D. (2020). Building trust in multi-stakeholder collaborations for new product development in the digital transformation era. Benchmarking: An International Journal, 28(1), 205-228. http://doi.org/10.1108/bij-04-2020-0164

Belwal, R., Belwal, S., Sufian, A. B., & Al Badi, A. (2020). Project-based learning (PBL): Outcomes of students’ engagement in an external consultancy project in Oman. Education + Training, 63(3), 336-359. http://doi.org/10.1108/et-01-2020-0006

Cambra-Fierro, J., Gao, L., & Melero-Polo, I. (2021). The power of social influence and customer–firm interactions in predicting non-transactional behaviors, immediate customer profitability, and long-term customer value. Journal of Business Research, 125, 103-119. http://doi.org/10.1016/j.jbusres.2020.12.013

Chen, X., & Latham, G. P. (2014). The effect of priming learning vs. performance goals on a complex task. Organizational Behavior and Human Decision Processes, 125(2), 88-97. http://doi.org/10.1016/j.obhdp.2014.06.004

Cui, G., Laugsand, J. B., & Zheng, W. (2021). A survey of Norwegian nursing students' responses to student-centered small group learning in the study of human anatomy and physiology. SAGE Open Nursing (???), 7, 1-8. http://doi.org/10.1177/23779608211045879

Haber-Curran, P., & Tillapaugh, D. W. (2014). Student-centred transformative learning in leadership education. Journal of Transformative Education, 13(1), 65-84. http://doi.org/10.1177/1541344614559947

Hains, B. J., & Smith, B. (2012). Student-centered course design: Empowering students to become self-directed learners. Journal of Experiential Education, 35(2).

Jennings, D. (2002). Strategic management: an evaluation of the use of three learning methods. Journal of Management Development, 21(9), 655-665. http://doi.org/10.1108/02621710210441658

Jian, Q. (2019). Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcomes. The Electronic Library, 37(5), 842-859. http://doi.org/10.1108/el-02-2019-0024

Konrad, T., Wiek, A., & Barth, M. (2021). Learning processes for interpersonal competence development in project-based sustainability courses – insights from a comparative international study. International Journal of Sustainability in Higher Education, 22(3), 535-560. http://doi.org/10.1108/ijshe-07-2020-0231

Latham, G. P., & Locke, E. A. (2006). Enhancing the benefits and overcoming the pitfalls of goal setting. Organizational Dynamics, 35(4), 332-340. http://doi.org/10.1016/j.orgdyn.2006.08.008

Liu, B., Xue, B., Meng, J., Chen, X., & Sun, T. (2020). How project management practices lead to infrastructure sustainable success: An empirical study based on the goal-setting theory. Engineering, Construction and Architectural Management, 27(10), 2797-2833. http://doi.org/10.1108/ecam-08-2019-0463

Locke, E. A. (2016). The case for inductive theory building†. Journal of Management, 33(6), 867-890. http://doi.org/10.1177/0149206307307636

Locke, E. A., & Latha, G. P. (2006). New Directions in Goal-Setting Theory. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE.

Locke, E. A., & Latham, G. P. (2020). Building a theory by induction: The example of the goal-setting theory. Organizational Psychology Review, 10(3-4). http://doi.org/10.1177/2041386620921931

Luth-Hanssen, N., Fougner, M., & Debesay, J. (2020). Well-being through group exercise: Immigrant women’s experiences of a low-threshold training program. International Journal of Migration, Health and Social Care, 16(3), 293-305. http://doi.org/10.1108/ijmhsc-06-2019-0059

Maran, T. K., Bachmann, A. K., Mohr, C., Ravet-Brown, T., Vogelauer, L., & Furtner, M. (2021). Motivational foundations of identifying and exploiting entrepreneurial opportunities. International Journal of Entrepreneurial Behavior & Research, ahead-of-print (ahead-of-print). http://doi.org/10.1108/ijebr-05-2020-0291

Martínez Casanovas, M., Ruíz-Munzón, N., & Buil-Fabregá, M. (2021). Higher education: The best practices for fostering competences for sustainable development through the use of active learning methodologies. International Journal of Sustainability in Higher Education, ahead-of-print (ahead-of-print). http://doi.org/10.1108/ijshe-03-2021-0082

Megheirkouni, M. (2016). Leadership development methods and activities: content, purposes, and implementation. Journal of Management Development, 35(2), 237-260. http://doi.org/10.1108/jmd-09-2015-0125

Neubert, M. J., & Dyck, B. (2016). Developing sustainable management theory: goal-setting theory based on virtue. Management Decision, 54(2), 304-320. http://doi.org/10.1108/md-05-2014-0312

O'Brien, E., McCarthy, J., Hamburg, I., & Delaney, Y. (2019). Problem-based learning in the Irish SME workplace. Journal of Workplace Learning, 31(6), 391-407. http://doi.org/10.1108/jwl-10-2018-0131

Pan, G., Seow, P.-S., Shankararaman, V., & Koh, K. (2020). Essence of partnership management in project-based learning: Insights from a university’s global project programme. Journal of International Education in Business. http://doi.org/10.1108/JIEB-04-2020-0031

Perander, K., Londen, M., & Holm, G. (2020). Supporting students' transition to higher education. Journal of Applied Research in Higher Education, 13(2), 622-632. http://doi.org/10.1108/jarhe-01-2020-0005

Sabah, S., & Du, X. (2018). University faculty’s perceptions and practices of student=centred learning in Qatar. Journal of Applied Research in Higher Education, 10(4), 514-533. http://doi.org/10.1108/jarhe-11-2017-0144

Saghafi, M. R. (2020). Teaching strategies for linking knowledge acquisition and application in the architectural design studio. Archnet-IJAR: International Journal of Architectural Research, 15(2), 401-415. http://doi.org/10.1108/arch-01-2020-0005

Silva, A. B. D., Bispo, A. C. K. d. A., Rodriguez, D. G., & Vasquez, F. I. F. (2018). Problem-based learning. Revista de Gestão, 25(2), 160-177. http://doi.org/10.1108/rege-03-2018-030

Singer-Brodowski, M., Grossmann, K., Bartke, S., Huning, S., Weinsziehr, T., & Hagemann, N. (2018). Competence-oriented education for sustainable development. International Journal of Sustainability in Higher Education, 19(7), 1299-1316. http://doi.org/10.1108/ijshe-12-2017-0223

Soini, K., Korhonen-Kurki, K., & Asikainen, H. (2019). Transactional learning and sustainability co-creation in a university – business collaboration. International Journal of Sustainability in Higher Education, 20(6), 965-984. http://doi.org/10.1108/ijshe-11-2018-0215

Stanca, L., Dabija, D.-C., & Pãcurar, E. (2021). Community of practice: Converting IT graduate students into specialists via professional knowledge sharing. Kybernetes. http://doi.org/10.1108/K-10-2020-0711

Toledano-O’Farrill, R. (2019). Practice-based learning in the Tequila industry: The business school goes out of the classroom. Higher Education, Skills and Work-Based Learning, 9(3). http://doi.org/10.1108/HESWBL-07-2018-0078

Vänttinen, M., & Pyhältö, K. (2009). Strategy process as an innovative learning environment. Management Decision, 47(5), 778-791. http://doi.org/10.1108/00251740910960114

Wang, B., Wang, G., Wang, Y., Lou, Z., Hu, S., & Ye, Y. (2021). A K-means clustering method with feature learning for unbalanced vehicle fault diagnosis. Smart and Resilient Transport, 3(2), 162-176. http://doi.org/10.1108/srt-01-2021-0003

Wu, Q., Zhan, C., Wang, F. L., Wang, S., & Tang, Z. (2016). Clustering of online learning resources via minimum spanning tree. Asian Association of Open Universities Journal, 11(2).

Yi, X., Fu, X., Lin, V. S., & Xiao, H. (2021). Integrating authenticity, well-being, and memorability in heritage tourism: A two-site investigation. Journal of Travel Research. http://doi.org/10.1177/0047287520987624

Yu, A. T. W. (2017). Using jigsaw method to enhance the learning of research and consultancy techniques for postgraduate students. Engineering, Construction and Architectural Management, 24(6), 1081-1091. http://doi.org/10.1108/ecam-03-2016-0080

Xu, R., King, I., & Wunsch, D. C. (2008). Recent advances in cluster analysis. International Journal of Intelligent Computing and Cybernetics, 1(4), 484-508. http://doi.org/10.1108/17563780810919087

Zadok, Y. (2020). Project-based learning in robotics meets junior high school. VINE Journal of Information and Knowledge Management Systems, 18(5).

Zhang, M., Du, X., Rice, K., Hung, J.-L., & Li, H. (2021). Revealing at-risk learning patterns and corresponding self-regulated strategies via LSTM encoder and time-series clustering. Information Discovery and Delivery, ahead-of-print (ahead-of-print). http://doi.org/10.1108/idd-12-2020-0160


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493