Aligning teaching methods to learning outcomes at Can Tho University: Perspectives of undergraduate students
,
,
*
,
,
and
Article Sidebar
Full Text: 
PDF
Main Article Content
Abstract
This study investigates the effectiveness of common teaching methods (TMs) in meeting learning outcomes (LOs) at Can Tho University (CTU) from the students' perspective. A survey was conducted among 373 students across 13 training units to assess their perceptions of the alignment between LOs and TMs. The survey included questions on students' understanding of LOs, the role of lecturers in achieving LOs, and the effectiveness of various TMs in developing specialized knowledge, skills, soft skills, and character. Data were analysed using Excel and SPSS, revealing that students recognize the importance of understanding LOs and appreciate lecturers' efforts in facilitating this through diverse instructional strategies. The findings indicate that practical sessions, use of IT for simulations, and community-based learning are particularly effective in achieving LOs. The study underscores the critical role of aligning TMs with LOs to enhance educational outcomes and suggests that universities should prioritize professional development for lecturers and clear communication of LO to students. Future research should expand the sample to multiple institutions and explore the long-term impact of these TMs on student outcomes. These insights contribute to improving teaching practices and ensuring students acquire the necessary skills and knowledge for their future endeavours.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Adam, S. (2006). An introduction to learning outcomes: A consideration of the nature, function and position of learning outcomes in the creation of the European Higher Education Area. In Bologna Handbook (pp. 1-24). Raabe.
Astin, A. W. (1993). What matters in college? Four critical years revisited. Jossey-Bass.
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347-364. https://doi.org/10.1007/BF00138871
Biggs, J. (2003). Teaching for quality learning at university. Open University Press.
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the student does (4th ed.). McGraw-Hill Education.
Bligh, D. A. (2000). What’s the use of lectures? Jossey-Bass.
Bourner, T., & Flowers, S. (1999). Teaching and learning methods in higher education: A glimpse of the future. Reflections on Higher Education, 10, 77-102.
Brown, G., Bull, J., & Pendlebury, M. (1997). Assessing student learning in higher education. Routledge.
Bui, T. M., Pham, P. T., & Tran L. (2020). Modern teaching theory. CTU Publishing House (in Vietnamese).
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381-391. https://doi.org/10.1080/135406002100000512
Harden, R. M. (2002). Learning outcomes and instructional objectives: Is there a difference? Medical Teacher, 24(2), 151-155. https://doi.org/10.1080/01421590220206889
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Kennedy, D. (2006). Writing and using learning outcomes: A practical guide. University College Cork. https://hdl.handle.net/10468/1613
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities. https://www.aacu.org/node/4084
Lickona, T. (1996). Eleven principles of effective character education. Journal of Moral Education, 25(1), 93-100. https://doi.org/10.1080/0305724960250110
Ministry of Education and Training. (2021). Circular on stipulating the standards for training programs; the development, appraisal, and issuance of training programs for higher education levels (No. 17/2021/TT-BGDĐT). https://vanban.chinhphu.vn/?pageid=27160&docid=203478
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090
Piaget, J. (1970). Science of education and the psychology of the child. Viking.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). Routledge.
Sanger, M. N., & Osguthorpe, R. D. (2013). Modeling as moral education: Documenting, analyzing, and addressing a central belief of preservice teachers. Teaching and Teacher Education, 29, 167-176. https://doi.org/10.1016/j.tate.2012.08.002
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Le, H. T. (2017). Designing learning outcomes in curriculum development. Vietnam Journal of Educational Sciences, 13(144), 5–9 (in Vietnamese).
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.