AFPD, learning facilitated by instructors: a methodology for cooperative learning based on team work
DOI:
https://doi.org/10.20453/spirat.v1i1.4318Keywords:
cooperative learning, undergraduate education, teaching methodAbstract
Objective: The AFPD methodology and the percentage of students’ satisfaction in two undergraduate Biology classes are described. We discuss the factors that play an important role in learning while using AFPD and the instructor’s required competences when applying it.Case: AFPD is a methodology that promotes peer- based learning, allowing students to transition from individual study sessions to cooperative ones. It promotes deeper learning through discussions in teams. AFPD creates opportunities for students to check their knowledge, learn from their mistakes, share their interpretations and explain concepts to each other, improving their learning strategies while developing social and interpersonal skills. The results of applying AFPD in two Biology courses suggest that this methodology has been positively evaluated by students. Surveys show that ~85% of students considered AFPD as an excellent/ good methodology, while ~95% of students considered that instructors’ performance was excellent/good; 93% of students considered that the course’s demands were appropriate for freshman level, and more than 90% of students were satisfied/very satisfied with the course. Conclusion: AFPD has been successfully applied in undergraduate Biology courses and the methodology contributes to the development of a comprehensive Education in students.Downloads
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