About this paper

Appears in:
Pages: 5945-5952
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.2401

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

HOW UNIVERSITY STUDENTS PERCEIVE DIFFERENT LEARNING TECHNIQUES: A STUDY IN SPAIN AND ITALY

M. Šerić1, M. Vernuccio2

1University of Valencia (SPAIN)
2Sapienza University of Rome (ITALY)
The purpose of this paper is to provide insights on different learning techniques from the perspective of university students. Upon group discussions conducted with students, 12 learning techniques were identified, which can be gathered in the following four groups:
1) classroom-based learning (learning from theoretical and practical classes, learning from academic and professional guest lecturers, learning from case studies and real-life examples),
2) outdoor learning (learning outside the classroom and firm visits),
3) collaborative learning (group work and intercultural teams) and
4) technology-based learning (e-learning and m-learning).

These techniques were assessed among 309 students of Faculty of Economics from two European universities: University of Valencia in Spain (N=158) and Sapienza University of Rome in Italy (N=151). The fieldwork was conducted at the end of 2017 and beginning of 2018. Results show that learning from real-life examples and practical classes emerged as favourite techniques, followed by learning through firm visits and learning from professional guest lecturers. Instead, learning from theoretical classes, academic guest lectures, and technology-based learning (both e-learning and m-learning) were the lowest scored methods. Several significant differences were obtained when perceptions of students from the Spanish and Italian university were compared, especially in the case of outdoor learning and most of the classroom-based learning techniques. Technology-based learning practices did not show any significant difference between the two examined groups.
@InProceedings{SERIC2018HOW,
author = {Šerić, M. and Vernuccio, M.},
title = {HOW UNIVERSITY STUDENTS PERCEIVE DIFFERENT LEARNING TECHNIQUES: A STUDY IN SPAIN AND ITALY},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.2401},
url = {http://dx.doi.org/10.21125/iceri.2018.2401},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {5945-5952}}
TY - CONF
AU - M. Šerić AU - M. Vernuccio
TI - HOW UNIVERSITY STUDENTS PERCEIVE DIFFERENT LEARNING TECHNIQUES: A STUDY IN SPAIN AND ITALY
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.2401
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 5945
EP - 5952
ER -
M. Šerić, M. Vernuccio (2018) HOW UNIVERSITY STUDENTS PERCEIVE DIFFERENT LEARNING TECHNIQUES: A STUDY IN SPAIN AND ITALY, ICERI2018 Proceedings, pp. 5945-5952.
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