Lecture-Based and Project-Based Approaches to Instruction, Classroom Learning Environment, and Deep Learning
Inthira Paleenud
,
Krittika Tanprasert
,
Sakulkarn Waleeittipat
Institutions of higher education generally employ both lecture-based and project-based approaches to instruction. This study aims to investigate which.
- Pub. date: April 15, 2024
- Pages: 531-539
- 141 Downloads
- 170 Views
- 2 Citations
Institutions of higher education generally employ both lecture-based and project-based approaches to instruction. This study aims to investigate which aspects of lectures and project-based instructional environments contribute to “deep” and “surface” approaches to student learning. We collected and compared survey data from undergraduate students taking a civil engineering course in which they were assigned to a section taught with lecture-based instruction (n = 181) or with project-based instruction (n = 142). Data analysis was performed after controlling for the effects of the motivational goal orientations of students. A positive correlation can be found between deep learning and higher levels of investigative culture and student involvement in the project-based classroom. Additionally, we found that higher levels of task orientation in the project-based classroom had an inverse correlation with a “surface approach”. We discussed the value of an investigative and participatory learning atmosphere for student approach to learning and its curricular implications for the design of project-based and lecture-based instruction.
Keywords: Approaches to learning, classroom learning environment, deep learning, project-based learning.
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