13 Evaluation of the Learning Models Using Multi-criteria …
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In this study, we propose use of the Fuzzy PROMETHEE technique, one of
the valuable multi-criteria decision-making techniques, for the analysis of the most
widely used learning methods in education.
13.2 Theoretical Framework
13.2.1 Traditional Framework
Traditional teaching is a method that is led by the teacher and it uses methods such as
direct instruction, question-answer and discussion. Traditional teaching is a teachercentered model in which the teacher decides how to direct the course, the students, and
how to make the assessment (Hannay and Newvine 2006). In traditional classrooms,
the student is seen as an empty slate, and for this reason, it is essential that information
is transferred effectively. There is an understanding that the information transferred
by the teacher is adopted by the student as it is transmitted. The teaching process
that determines what and how much the student has learnt is not taken into account
in the traditional education method. In other words, in the traditional settings, the
task of the student is to wait to be taught and the duty of the teacher is to convey the
necessary information to the students (Thorne 2003).
In the traditional method, the teacher is seen as the only authority in the class.
It is a teaching method that the students accept without questioning and in which
interpretation, personal opinions and creative ideas are not encouraged. Individual
differences between learners and learners’ learning requirements are not considered.
There is excessive dependency on textbooks. Students are not encouraged to perform
research, and they do not make any effort to access the information. During the evaluation phase, the students return the information conveyed to them without adding
any comments (Clayton et al. 2010).
It is stated in the literature that teaching methods based on the constructivist
approach provide more effective learning than the traditional teaching methods
(Muijs and Reynolds 2017; Schwerdt and Wuppermann 2011; Sriarunrasmee et al.
2015; Van Bergen and Parsell 2019).
13.2.2 The Collaborative Learning
Collaborative learning is a learning approach in which students form small groups
in order to help each other learn an academic subject and in which the success of
the group is rewarded in different ways (Slavin 2014). Along with group work in
the collaborative learning process, the strategies applied and the problem-solving
methods help students to see the differences between their own perspectives and the
perspectives of the other students and it enables the students to learn many things
115
In this study, we propose use of the Fuzzy PROMETHEE technique, one of
the valuable multi-criteria decision-making techniques, for the analysis of the most
widely used learning methods in education.
13.2 Theoretical Framework
13.2.1 Traditional Framework
Traditional teaching is a method that is led by the teacher and it uses methods such as
direct instruction, question-answer and discussion. Traditional teaching is a teachercentered model in which the teacher decides how to direct the course, the students, and
how to make the assessment (Hannay and Newvine 2006). In traditional classrooms,
the student is seen as an empty slate, and for this reason, it is essential that information
is transferred effectively. There is an understanding that the information transferred
by the teacher is adopted by the student as it is transmitted. The teaching process
that determines what and how much the student has learnt is not taken into account
in the traditional education method. In other words, in the traditional settings, the
task of the student is to wait to be taught and the duty of the teacher is to convey the
necessary information to the students (Thorne 2003).
In the traditional method, the teacher is seen as the only authority in the class.
It is a teaching method that the students accept without questioning and in which
interpretation, personal opinions and creative ideas are not encouraged. Individual
differences between learners and learners’ learning requirements are not considered.
There is excessive dependency on textbooks. Students are not encouraged to perform
research, and they do not make any effort to access the information. During the evaluation phase, the students return the information conveyed to them without adding
any comments (Clayton et al. 2010).
It is stated in the literature that teaching methods based on the constructivist
approach provide more effective learning than the traditional teaching methods
(Muijs and Reynolds 2017; Schwerdt and Wuppermann 2011; Sriarunrasmee et al.
2015; Van Bergen and Parsell 2019).
13.2.2 The Collaborative Learning
Collaborative learning is a learning approach in which students form small groups
in order to help each other learn an academic subject and in which the success of
the group is rewarded in different ways (Slavin 2014). Along with group work in
the collaborative learning process, the strategies applied and the problem-solving
methods help students to see the differences between their own perspectives and the
perspectives of the other students and it enables the students to learn many things