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Comparative evaluation of cooperative and self-directed learning of basic location courses: a case study of geography students
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Esmaeil Daviran   1, Sima Ghayebloo2 |
1- Assistant Professor of Geography education, University of Farahangian, Tehran, Iran. , a.davian@cfu.ac.ir
2- Assistant Professor, Department of Industrial Engineering, Zanjan University, Iran |
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Abstract: (136 Views) |
Purpose: In different levels of education, especially higher education, the way of applying learning patterns is based on the type and practical and theoretical structure of the lessons, which determines the level of sustainability of learning. This research was conducted with the aim of evaluating "participatory learning approach" and "self-directed approach" for location-based courses. This research was conducted with the aim of evaluating "participatory learning approach" and "self-directed approach" for location-based courses. "Participatory learning" is based on discussion-oriented group learning and "self-directed learning" is based on individual study and presentation.
Methodology: The current research is applied and done with analytical-adaptive evaluation method. The current research is applied and done with analytical-adaptive evaluation method. The statistical population of the research includes 75 geography students who used "participatory learning model" and "self-directed model" to learn two types of location-based theoretical and practical course content. The research variables include three components of collaborative learning (feedback, group dynamics and project implementation) and three components of self-directed learning (motivation, self-regulation and metacognition). Data analysis was done using radar models, multivariate analysis of variance (MANOVA), t-test of two independent samples and effect size in SPSS 27.1 software.
Results: The findings show that the effect of "participatory learning model" and "self-directed learning model" in the teaching of university location-based courses is above the average, in which "participatory learning model" for practical courses and "self-directed learning model" for theoretical lessons are desirable. There has been a significant difference between the learning model and the type of lesson content. So that the variables "participatory learning model" and "self-directed learning model" according to the type of lesson (theoretical and practical) have different performance with 95% confidence level and acceptable significance level.
Conclusion: The effect size of the learning approaches in the course content has been evaluated as very strong, in the meantime, the self-directed approach has a stronger effect size than the collaborative approach.
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| Keywords: learning, place-based, lesson content, university |
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Full-Text [PDF 781 kb]
(68 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2024/05/27 | Accepted: 2023/10/2
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