HELPING MILLENNIAL STUDENTS LEARN WITH GUSTO. WHAT THEY THINK THEY HATE
HELPING MILLENNIAL STUDENTS LEARN WITH GUSTO. WHAT THEY THINK THEY HATE
Author(s): Mihaela ArseneSubject(s): Language studies, Language and Literature Studies, Foreign languages learning, Economic history, Higher Education
Published by: EDITURA ASE
Keywords: Economic history; student engagement; enhanced learning; students as creators of knowledge; active learning;
Summary/Abstract: The paper explores the process of content exploration and discovery as well as student self-discovery that a course in economic history afforded once the teaching methodology encouraged student learning by discovery, exploration, collaboration, and use of technology. The anatomy of the two superpowers of the19th and the 20th century, respectively, came alive with student engagement and personalized projects, as the students- turned-researchers became actively involved in the course content creation and were able to develop puzzles and problem-solving activities for their peers. Apart from the ensuing student engagement and their newly found gusto in handling economic history issues, although originally perceived as holding little excitement and intellectual promise to the students, the approach was also found to generate increased knowledge retention, as demonstrated by the end-of-course exam.
Journal: Synergies in Communication
- Issue Year: 1/2017
- Issue No: 1
- Page Range: 9-18
- Page Count: 10
- Language: English
