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Exploring an experience of active learning in higher education
Eduardo Mondlane University, Faculty of Education, Maputo, Mozambique .
Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
2014 (English)In: Journal of education and training, ISSN 2330-9709, Vol. 1, no 2, 1-14 p.Article in journal (Refereed) Published
Abstract [en]

This article presents a subjective experience of attending a pedagogical training course for higher education teaching staff at Umea University, in Sweden. A participant observation was carried out based on an inductive approach. Data were collected through reports done in form of narratives at the end of eachsession. The analysis was done by critical reflection and the narratives were selected and thematically grouped according to the activities carried out during the course. Further, the analysis was supported by relevant literature related to educational theories that sustain student’s accountability in learning and interactive classes. The results of the study conclude that the role ofthe teacher is crucial to make students active, motivated and self-regulated. However, students’ active learning also depends on other factors such as contextual, social and psychological aspects. In addition, the communication involved in the process of teaching and learning develops confidence, empathy and achievement of good academic results.

Place, publisher, year, edition, pages
Macrothink Institute , 2014. Vol. 1, no 2, 1-14 p.
Keyword [en]
active learning, communication, experience, higher education, self-regulation
National Category
Educational Sciences Social Sciences
URN: urn:nbn:se:umu:diva-87302DOI: 10.5296/jet.v1i2.5153OAI: diva2:708606
Available from: 2014-03-28 Created: 2014-03-28 Last updated: 2014-10-08Bibliographically approved
In thesis
1. Developing teaching and learning in Mozambican higher education: a study of the pedagogical development process at Eduardo Mondlane University
Open this publication in new window or tab >>Developing teaching and learning in Mozambican higher education: a study of the pedagogical development process at Eduardo Mondlane University
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis analyses the implementation of a student-centred learning approach at the Eduardo Mondlane University (UEM), in the context of the current curricular reform. The main objective of the thesis is to gain understanding of the implementation of a student-centred learning approach and how the innovation is related to the acquisition of teachers’ pedagogical competence at the above mentioned university. A sociocultural approach and more specifically Cultural Historical Activity Theory is used as a theoretical framework given that it provides a view of learning as a context based social activity. A qualitative approach based on document analysis, classroom observations and semi-structured interviews with different actors in the process of teaching, learning and teacher training was used. The findings of the three studies carried out and presented in four articles in the thesis show that the lecturers do not feel ownership of the curriculum reform introducing the new pedagogical approach, and revealed a conflict of interests in the process of implementation of the reform. Students appear to be unclear about the significance of the new approach and they cannot judge if it is correctly implemented. Contextual factors such as a high number of students in the classroom, poor infrastructure and inadequate access to educational resources also affect the students’ performance in their learning. The university teachers expressed a need for training and the creation of adequate material conditions in order to be able to apply the innovations. However, signs of positive attitudes towards this approach were also revealed by the informants, which demonstrates the existing potential of the reform. It was found that the role of the teacher is crucial in making students active, motivated and self-regulated. Moreover, the students’ active learning depends on several factors, such as contextual, social and psychological aspects of the process. In relation to the acquisition of teachers’ pedagogical competence, a comparative study of the official documents of Eduardo Mondlane University and Umeå University explicitly shows a focus on the development of pedagogical competence for all categories of teachers. However, due to significant differences in historical pre-conditions, cultural contexts and educational artefacts the findings revealed many differences in the corresponding collective activity systems. In conclusion, the thesis indicates that the implementation of student-centred learning at UEM depends on the availability of good educational infrastructure and also the development of human resources. Furthermore, less hierarchical communication at the university could accelerate the process.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2014. 34 p.
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 56
Cultural Historical Activity Theory, curriculum reform, higher education, student-centred learning, teacher professional development
National Category
Social Sciences Educational Sciences
urn:nbn:se:umu:diva-93954 (URN)978-91-7601-130-0 (ISBN)
Public defence
2014-10-30, N410, Naturvetarhuset, Umeå, 10:00 (English)
Available from: 2014-10-09 Created: 2014-10-02 Last updated: 2014-12-12Bibliographically approved

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Mendonça, MartaFrånberg, Gun-Marie
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