Active learning effects on students’ performance: A methodological proposal combining cooperative approaches towards improving hard and soft skills

Registro completo de metadados
MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversidade Estadual Paulista (Unesp)-
Autor(es): dc.creatorBressane, Adriano [UNESP]-
Autor(es): dc.creatordos Santos Bardini, Vivian Silveira [UNESP]-
Autor(es): dc.creatorSpalding, Marianne [UNESP]-
Data de aceite: dc.date.accessioned2022-02-22T00:53:21Z-
Data de disponibilização: dc.date.available2022-02-22T00:53:21Z-
Data de envio: dc.date.issued2021-06-25-
Data de envio: dc.date.issued2021-06-25-
Data de envio: dc.date.issued2020-12-31-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.1504/IJIL.2021.112993-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/208411-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/208411-
Descrição: dc.descriptionEmpirical evidences on the benefits of cooperative learning at the higher education a still limited. This paper aims at verifying the hypothesis of improvement from the cooperative learning to students’ performance. Firstly, the Fast-300 based learning is introduced as a methodological proposal combining cooperative approaches. From a case study, analysis of variance was carried out comparing scores, before and after the application of Fast-300. Moreover, students’ perception of effect on theoretical understanding, communication, logical reasoning, and leadership, were collected using Likert-type scale. Then, an index was generated to measure the effect based on this perception. The results showed that the students’ performance after the application of Fast-300 had a statistically significant improvement. In addition, the students’ perception indicated enhancement of the skills evaluated. In conclusion, the Fast-300 can be considered a promising alternative for improving both hard and soft-skills. Future studies may evaluate the effects on cognitive permanence, emotional effects, among other skills.-
Descrição: dc.descriptionEnvironmental Engineering Department Institute of Science and Technology São Paulo State University (UNESP), Eng. Francisco José Longo Avenue-
Descrição: dc.descriptionEnvironmental Engineering Department Institute of Science and Technology São Paulo State University (UNESP), Eng. Francisco José Longo Avenue-
Formato: dc.format154-165-
Idioma: dc.languageen-
Relação: dc.relationInternational Journal of Innovation and Learning-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subject21st-century skills-
Palavras-chave: dc.subjectEducational research-
Palavras-chave: dc.subjectEngineering education-
Palavras-chave: dc.subjectFast-300 method-
Palavras-chave: dc.subjectHigher education-
Palavras-chave: dc.subjectInnovative education-
Palavras-chave: dc.subjectStudent engagement-
Palavras-chave: dc.subjectStudent skill-
Palavras-chave: dc.subjectStudentcentred learning-
Palavras-chave: dc.subjectTBL method-
Título: dc.titleActive learning effects on students’ performance: A methodological proposal combining cooperative approaches towards improving hard and soft skills-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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