Short course curricula for seafarers using a traditional, teacher-focused, instructional pedagogy has resulted in students demonstrating surface-level achievement of learning outcomes and limited development of their critical thinking skills. This paper reports on the introduction of a student-centric pedagogy aiming to develop self-directed learning and critical thinking. The elements included introducing authentic and collaborative learning activities, constructively aligned with the content delivery and assessment. The differences between the current ‘traditional’ approach and a ‘student-centric’ approach was evaluated. This included a pre- and post-test on student assessment, and a set of semi-structured interviews with the students. A thematic analysis identified three themes including: authentic learning, constructivist learning and self-directed learning. The evaluation demonstrated that a student-centric approach promotes critical thinking and active learning in students, improving learning outcomes.
History
Publication title
Journal of Applied Learning & Teaching
Issue
Sp. Iss. 1
Pagination
40-50
ISSN
2591-801X
Department/School
Australian Maritime College
Publisher
Kaplan
Place of publication
Singapore
Rights statement
Copyright 2020 The Authors. Licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/
Repository Status
Open
Socio-economic Objectives
Learner and learning not elsewhere classified; Pedagogy