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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.

Item Type:	Refereed Article
Keywords:	traditional teaching, constructivist learning, student engagement, teaching method.
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Curriculum and pedagogy theory and development
Objective Division:	Education and Training
Objective Group:	Learner and learning
Objective Field:	Learner and learning not elsewhere classified
UTAS Author:	Khan, U (Mr Umar Khan)
ID Code:	139969
Year Published:	2020
Deposited By:	Seafaring and Maritime Operations
Deposited On:	2020-07-21
Last Modified:	2021-01-06
Downloads:	15 View Download Statistics