Preliminary communication
STUDENTS’ JUDGEMENT OF THE EFFECTIVENESS OF INTERACTIVE LEARNING
Vesna Buljubašić - Kuzmanović
orcid.org/0000-0003-0039-0697
; Filozofski fakultet, Sveučilište u Osijeku
Abstract
Over the past years we have noticed an explosion of interest
in learning methods covered by the terms interactive learning and student oriented teaching, which focus on the active approach to theoretical knowledge and which put an emphasis on individual learning. However, in the practice of education, there is still a significant lack of understanding of and mistrust about the methodical concept of empirical, experiential, problem, group and cooperative teaching which takes interactive learning as the action principle.
Based on this assumption, we were interested in how far the promotion of interactive learning, through cooperation and individualised working methods, enables students to acquire and demonstrate teaching skills, take advantage of reflexive discussion, and develop their own concept of learning. Interactive learning, organised during lectures and seminar-type didactics classes over a period of 8 months, provided the students with the opportunity to mobilise their existing knowledge and experience, take initiative in the learning process, and promote evaluation, self-evaluation, critical thinking, self-criticism and adaptability to new situations and diversity. The students’ judgments show that individual learning organised in such a way supports reflexive discussion, anticipation and the development of an individual learning concept, contributes to team work and cooperation, and helps put new ideas into practice.
Keywords
interactive learning; anticipation; reflection; self-evaluation; concept of individual learning
Hrčak ID:
23550
URI
Publication date:
20.11.2007.
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