Students’ Expectations and Their Perception of Student-Centered Learning
Experiences from the Royal Thimphu College, Bhutan
Identifier (Artikel)
Abstract
Studierendenzentriertes Lernen ist deshalb ein so verbreiteter Lehr-Lernansatz, weil er Studierenden in die Lage versetzt, relevante akademische Kompetenzen zu entwickeln und Qualifikationen zu erlangen, die auf dem Arbeitsmarkt gefragt sind. Hochschulen werden zunehmend anhand ihrer direkten Verbindung zu den Ergebnissen der studentischen Lernprozesse und den auf den Arbeitsmarkt anwendbaren Qualifikationen der Absolvent*innen bewertet. Diese Qualifikationen, zu welchen Kompetenzen in Kommunikation, Technologie, Problemlösung und Reflektion gehören, fördern eigenständiges und lebenslanges Lernen. Sie gelten als grundlegende Kompetenzen, deren Erwerb Hochschulen ihren Studierenden ermöglichen sollten. In dieser Studie untersuchen wir die Präferenzen von 46 Studierenden, die in verschiedenen BWL-Programmen am Royal Thimphu College, Bhutan (RTC) eingeschrieben sind, bezüglich Lehrmethoden und Lernumfeld. Die Daten für die Studie wurden mithilfe von Gruppendiskussionen erhoben. Die Ergebnisse zeigen, dass Studierende zugängliche, aufgeschlossene und kompetente Lehrende bevorzugen, die ein sinnvolles Lernumfeld schaffen. Studierende hatten außerdem eine Präferenz für studierendenzentrierte Lehransätze wie Fallbeispiele, Rollenspiele, Gruppearbeit und Aufgaben mit realistischen Anwendungsmöglichkeiten. Solche studierendenzentrierten Ansätze werden am RTC angewendet. Des Weiteren beschäftigt sich dieser Artikel mit der Vielzahl an Herausforderungen für Studierende im ersten Studienjahr und deren hochschulstrategischen Implikationen.
Statistiken
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