Interweaving Activities, Feedback and Learner Model in a Learner Centered Learning Environment

2020 ◽  
pp. 280-283
Author(s):  
Agoritsa Gogoulou
Keyword(s):  
Learning Environment ◽  
Learner Model ◽  
Learner Centered

How People Learn with Computer Simulations

2010 ◽  
pp. 485-504 ◽  
Author(s):  
Douglas L. Holton
Keyword(s):  
Learning Environment ◽  
Educational Research ◽  
Computer Simulations ◽  
Careful Consideration ◽  
Effective Learning ◽  
Learner Centered ◽  
How People Learn ◽  
And Training

Using the four lenses of the How People Learn (HPL) framework, this chapter reviews research on the use of computer simulations for pedagogical purposes. Deciding when and how to support effective learning with simulations requires careful consideration of learner-centered, assessment-centered, knowledge-centered, and community-centered issues. By reviewing educational research on simulations from these four perspectives, one may then be better equipped to incorporate simulations into instruction and training in a manner that can align and balance all four perspectives, resulting in a more effective learning environment.

The Effects of Technology-Mediated TBLT on Enhancing the Speaking Abilities of University Students in a Collaborative EFL Learning Environment

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Kate Tzu-Ching Chen
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Foreign Language ◽  
University Students ◽  
Cell Phone ◽  
English As Foreign Language ◽  
Learner Centered ◽  
Post Test ◽  
Collaborative Learning Environment ◽  
English Speaking

AbstractThe purpose of this study was to investigate the effects of technology-mediated TBLT (Task based language teaching) tasks where students must collaborate within an English as Foreign Language (EFL) course created to develop their English speaking abilities. A total of 25 students participated in this study and were assigned to groups of 4 to 6. Each group was asked to create seven five-minute video productions in English using their cell phone camera about topics assigned to them by the teacher over the course of one semester. The results of the pre-test and post-test indicated that the tasks were effective in improving students’ English speaking abilities. Class observations and students’ Facebook posts showed predominately positive perceptions towards the task of video making with their respective groups using technology tools. The bi-weekly video productions and the end-of-term survey revealed that the participants believe that technology-mediated TBLT in a collaborative learning environment was beneficial in increasing their English speaking abilities, which highlights the need to shift from teacher-centered activities to learner-centered activities within a collaborative learning environment.

Preparing students to participate in an active learning environment.

1996 ◽  
Vol 270 (6) ◽  
pp. S69 ◽  
Author(s):  
H I Modell
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Mental Models ◽  
Personal Experience ◽  
Formal Models ◽  
Passive Learning ◽  
Learner Centered ◽  
School Career ◽  
Traditional Roles

Most students have spent the majority of their school career in passive learning environments in which faculty were disseminators of information, and students were required to memorize information or use specified algorithms to "solve problems." In an active learning environment, students are encouraged to engage in the process of building and testing their own mental models from information that they are acquiring. In such a learner-centered environment, faculty become facilitators of learning, and students become active participants, engaging in a dialogue with their colleagues and with the instructor. To create a successful active learning environment, both faculty and students must make adjustments to what has been their respective "traditional" roles in the classroom. For the instructor who is committed to promoting active learning, the challenge lies in helping students understand the necessity of becoming active colleagues in learning. This process can be facilitated if the curriculum includes exercises to direct students' attention to a number of issues that impact their learning. This paper describes four such exercises designed to help students form appropriate course expectations, recognize the need for seeking clarification when communicating, recognize the role of personal experience in building mental models, and become familiar with study aids for building formal models.

Obstacles Encountered by Learners, Instructors, Technical Support, and Librarians

2011 ◽  
pp. 306-319 ◽  
Author(s):  
Badrul H. Khan ◽  
Laura J. Cataldo ◽  
Ruth Bennet ◽  
Salvatore Paratore
Keyword(s):  
Learning Environment ◽  
Support Services ◽  
Learning System ◽  
Design Development ◽  
Flexible Learning ◽  
Learner Centered ◽  
Library Support ◽  
Development Evaluation ◽  
High Level ◽  
Goals And Objectives

To create a successful flexible learning system, one with a flexible learning environment where learning is actively fostered and supported, a systematic process of planning, design, development, evaluation, and implementation is needed. A flexible learning system should be meaningful not only to learners, but also to all stakeholder groups, including instructors and support services staff. For example, a flexible learning system is meaningful to learners when it is easily accessible, well designed, learner centered, affordable, and efficient and has a facilitated learning environment. When learners display a high level of participation and success in meeting a course’s goals and objectives, this can make learning meaningful to instructors. In turn, when learners enjoy all available technical and library support services provided in the course without any interruptions, it makes technical and library support services staff happy as they strive to provide easy-to-use, reliable services.

Using Lotus Learning Space to Enhance Student Learning of Data Communication

2011 ◽  
pp. 163-171
Author(s):  
Michael W. Dixon ◽  
Johan M. Karlsson ◽  
Tanya J. McGill
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Data Communication ◽  
Teaching Material ◽  
The Internet ◽  
Viable Option ◽  
Learning Space ◽  
Online Delivery ◽  
Learner Centered ◽  
Enhance Student Learning

Online delivery of courses has become a viable option because of the Internet. This paper describes how we deliver and manage part of a postgraduate degree in telecommunications. We aim to foster learner-centered education while providing sufficient teacher centered activities to counter some of the known concerns with entirely learner-centered education. We use the Internet as the communication infrastructure to deliver teaching material globally and Lotus LearningSpace to provide the learning environment.

Sign in / Sign up

Export Citation Format

Share Document