Perceptions of Teaching in Students and in Teachers' Point of View: Implications on Students' Learning Skills in Higher Education - New Contributions in Information Systems and Technologies - page 241

With the methods centred on the student, the teacher selects materials, provides
guidance and monitoring, creating conditions for the student to independently
participate in the self-discovery process and self-regulation learning process. The
improvement of the understanding and the development of multidimensional skills are
the expected outcomes of such teaching and learning procedure.
Interactive methods and those based on experience lead to the eclectic mix of roles
and foster the interaction among the students, the process of sharing and the exchange
of ideas. They increase the participation of the student, the active learning and the
development of theoretical and practical skills.
Having Higher Education as a field of study, Biggs [4], classifies the activities of
teaching - learning into three categories: teacher-centred, focused on peer and student-
centred. Each of these is distinguished by the different involvement and the student's
results.
In the teaching-learning process focused on the teacher, the teacher takes the
initiative to develop, to distribute tasks to the students and to organize the content to
present on well-structured presentations. The lecture method can be combined with
the Socratic Method or maieutic, which encourages personal research by the student.
The student absorbs and stores the transmitted knowledge, cumulatively. These are
the product or the outcome of the process. This result, however, is no longer
considered sufficient as it does not include other goals and skills.
In the process focused on peer work, the tasks prepared and performed by teachers
are included, but also other, such as proposals done for students to perform. These
activities encourage participation, peer interaction, collaborative work and the
exchange of ideas between students.
Finally, the process of teaching-learning student-centred aims at developing the
autonomy and the self-regulation skills.
In this context, learning is seen as a dynamic process, in which the student
participates actively in the analysis, understanding, discussion and reflection of one or
more activities. It is in fact the student's involvement in the learning process what
best characterizes this type of strategies, as stated [5, p. 225], “active learning is
generally defined as any instructional method that engages students in the learning
process. (...) The core elements of active learning are student activity and engagement
in the learning process”.

1.2 Perceptions of Education

Some analyses to teaching conceptions proceed by dichotomous distinctions and
sets in opposition, for example, the traditional teaching to active learning, teaching
focused on content to learner-centred teaching, the teaching of normative guidance to
personal teaching orientation [6], [7]. However, these distinctions are often simplistic
and reductive, since a small percentage of expository teaching or even an entire
expository session does not necessarily have to be traditional nor the Interactive
Board necessarily favours the personal guidance of students as subjects of their own
training. This depends more on the problem and argumentative nature of the
presentation, the way the contents are structured and communicated and how the