La transmisión de conocimientos versus el aprendizaje autónomo y autorregulado: efectos en el aprendizaje de los estudiantes universitarios

A mixed-methods study design was used to compare the effectiveness of teaching and learning methodologies based on knowledge transfer (lecture) and those that emphasize self-directed learning (Problem-Based Learning [PBL] and Reflective Learning [RL], in 238 participants. The quantitative results show a better score for RL (x=8.32) compared to PBL (x=6.75) and the lecture (x=5.87). Qualitative findings show that self-directed methodologies result in higher acquisition content knowledge ​
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