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Advisor(s)
Abstract(s)
This paper presents findings from two case studies carried out in two Portuguese universities
in order to analyse and understand the implications of two participatory methods of teaching and
learning: portfolio and project led-education. Case 1 involved the use of portfolio as a strategy for
enhancing students’ self-regulated learning. Case 2 was a project-led course (one-year project) during
which students were asked to design and develop a training course for a real/professional context for
a real group of professionals in a given institution. Active and cyclical model of self-regulation
learning occurs according to three phases: forethought, performance (volitional) control, and selfreflection;
development of competencies (disciplinary and non-disciplinary); team work; and articulation
university/professional context are some of the key features of these methods. Findings suggest a better
understanding of teaching and learning dimensions at higher education, namely in regard to processes
and outcomes of learning, skills development, and changes both conceptual and attitudinal. In the
paper, students’ perceptions about participatory methods are discussed, as well as the factors that
contribute to students’ active engagement and ways of promoting the effective use of these kinds
methods. Overall, a number of dimensions were identified: i) the transition from a single towards a
plural perspective; ii) the transition from a teaching-centred approach towards a learning-centred
one; iii) the transition from discourse to action; iv) the transition from a an outcome approach to assessment
towards a continuous and formative one; v) the transition from a disciplinary approach towards
a cross-disciplinary one.
Description
An earlier version of this paper was presented at the 87th Annual Meeting of the American
Educational Research Association (AERA), San Francisco, CA, USA, 7-11th April 2006
Keywords
Student-centred methods Higher education Self-regulated learning Professional development
Pedagogical Context
Citation
VEIGA SIMÃO, A. M. & FLORES, M. A. (2010). Student-Centred Methods in Higher Education: Implications for Student Learning and Professional Development. The International Journal of Learning, 17 (2), 207-218.