This paper reports numbers about the author’s experience, spanning over 13 academic years, of teaching an introductory course about geographical databases to students of the Master degree in Information Engineering at L’Aquila University (Italy). The first eight editions of the course were delivered according to the teacher-centred approach, while the successive five editions have been delivered according to the student-centred approach. The large student engagement which characterised the last five editions of the course was vital in enhancing the student experience and encouraging deeper learning. Two preconditions that explain the results achieved in terms of classroom attendance and students’ performance.

Teaching geographical databases at the engineering master level: learner-centred approach vs. teacher-centred approach

Di Felice P.
2018

Abstract

This paper reports numbers about the author’s experience, spanning over 13 academic years, of teaching an introductory course about geographical databases to students of the Master degree in Information Engineering at L’Aquila University (Italy). The first eight editions of the course were delivered according to the teacher-centred approach, while the successive five editions have been delivered according to the student-centred approach. The large student engagement which characterised the last five editions of the course was vital in enhancing the student experience and encouraging deeper learning. Two preconditions that explain the results achieved in terms of classroom attendance and students’ performance.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11697/162055
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