A Study on the Research and Operation Trends of Learner Centered Teaching Methods : Focusing on Flipped Learning

2020 ◽  
Vol 32 (1) ◽  
pp. 194-202
Author(s):  
Ju-Young JUNG ◽  
Mi-Hwa LEE
Keyword(s):  
Teaching Methods ◽  
Flipped Learning ◽  
Learner Centered

scholarly journals Perceptions of the Prospective Teachers Regarding the Opinion Development Technique

2019 ◽  
Vol 7 (3) ◽  
pp. 232
Author(s):  
Burcu Duman
Keyword(s):  
21St Century ◽  
Prospective Teachers ◽  
Teaching Methods ◽  
21St Century Skills ◽  
Case Study Design ◽  
Learner Centered ◽  
Study Results ◽  
Training Institutions ◽  
Structured Questionnaire

The opinion development technique is one of the learner centered teaching methods. In the study, it has been aimed at identifying the metaphorical perceptions of the prospective teachers about the opinion development technique. The case study design has been used in the study. 77 prospective teachers have taken place in the study group. The metaphors of the prospective teachers about the opinion development technique have been identified by a semi-structured questionnaire. The data has been analyzed through content analysis. 65 valid metaphors have been produced by the prospective teachers. Chameleon is the most repeated metaphor. Tree, sea, fingers of one hand, democracy, plane and war has followed it. Metaphors have been classed in 8 categories. These categories are dissimilarity (f: 26), change (f: 19), variety (f: 11), interaction (f: 6), integrity and comprehensiveness (f: 5), eternity (f: 4), freedom (f: 4) and sharing (f: 2). According to the results of the study, perceptions of the prospective teachers about the opinion development technique are positive. The study results suggest that opinion development technique can be effective to develop 21st century skills such as invention, flexibility and adaptation and critical thinking. Opinion development technique can be used at the teacher training institutions more widely because it contributes various skills to develop especially the 21st century skills. Studies can be carried out to identify the metaphorical perceptions of the prospective teachers about various methods and techniques.

scholarly journals The Influence of existentialism on teaching methods

2017 ◽  
Vol 9 (3) ◽  
pp. 354-363
Author(s):  
Davood Yahyaei ◽  
Fakhteh Mahini
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Fundamental Problem ◽  
Qualitative Content Analysis ◽  
Self Concept ◽  
Individual Growth ◽  
Humanistic Psychology ◽  
Human Beings ◽  
Learner Centered ◽  
Teachers And Students

Existential theories and Humanistic psychology are widely used in education. According to existentialists, fundamental problem of philosophy is Valuation and choice. Making existential methods in the classroom requires a balance in which both teachers and students as human beings preserve its identity. Existentialist philosopher and humanist psychologists advocate the kind of teaching and learning methods that focus on the learner and Care about individual differences. The research objective was identifying the teaching methods and the characteristics of each one supported by this approach. This research was done using qualitative content analysis and reviewing literature on the subject was published. The method of data analysis was thematic coding by using deductive category application. The results showed that the existentialists emphasized on the relation "I - you" between teacher and student thus support the teaching methods that consider individual patterns and indirect instructions. These methods cause growth of efficient relations and positive self-concept. Such methods are dialogue; Learner-centered method and developing positive self-concept. existential education goals cannot be predetermined and cannot the teacher and the educational system impose to students. Everyone assumes responsibility for its education. So, the teaching methods which develop concepts related to individual growth or focus on the learner are supported by this sect.  Keywords: existentialism, existential Education, dialogue, Learner-centered method, Positive self-concept;

scholarly journals Teaching Methods and Quality of Business Studies Textbook in Secondary Schools in Kenya

2021 ◽  
Vol 2 (5) ◽  
pp. 19-29
Author(s):  
Sarah Getahun Bekele ◽  
Paul Odundo Amollo ◽  
John Kamau Mwangi ◽  
Ganira Khavugwi Lilian
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Exploratory Research ◽  
Chi Square ◽  
Design Data ◽  
Intended Curriculum ◽  
Business Studies ◽  
Learner Centered ◽  
Cross Tabulation

Well-structured business studies textbook provides enjoyable episodes of knowledge creation which promotes achievement learning outcome for sustained academic results. Business textbook represents potentially implemented curriculum as its vehicle through which intended curriculum is availed to learner encouraging achievement of learning objectives. However, adopting methodology that does not facilitate achievement of specific objectives may limit knowledge construction degrading learner’s mean score. The study adopted is exploratory research design. Data collected were both quantitative and qualitative. Quantitative data were analyzed through counts, percentages, means, standard deviations and Chi square tests while Qualitative data were analyzed using content analysis. Cross tabulation results further indicated that teaching methods significantly influence quality of textbook implying that appropriate teaching methods supports achievement of learning. It was also found that presentation, visuals and differentiated instruction influence quality of instruction content encouraging learning. Therefore, it is recommended that teaching method selected should be learner centered to accelerate learning.

The Acrobatics of Flipping

2017 ◽  
pp. 48-72
Author(s):  
David Starr-Glass
Keyword(s):  
Collaborative Learning ◽  
Subject Matter ◽  
Learning Experience ◽  
Learning Activities ◽  
Flipped Learning ◽  
Flipped Instruction ◽  
Structure And Dynamics ◽  
Learner Centered ◽  
The Subject ◽  
Active Learner

The flipped learning experience provides learners with pre-class activities that allow them to understand subject matter. This understanding is subsequently use during the class to develop higher-level appreciations of the subject through problem-based and collaborative learning activities. The reoriented roles and dynamics of learning afforded by flipping provide opportunities for active learner-centered learning; however, these opportunities are sometimes not considered or underappreciated. This chapter rethinks the structure and dynamics of flipped courses and explores the instructional possibilities offered. In particular, it considers the opportunities and challenges of flipped instruction and examines the author's experience in flipping an Introduction to Accounting course. The chapter provides suggestions on how instructors and learners can best take advantage of the opportunities created when the learning experience is flipped.

Modified use of team-based learning in an ophthalmology course for fifth-year medical students

2014 ◽  
Vol 38 (1) ◽  
pp. 46-48 ◽  
Author(s):  
Levent Altintas ◽  
Ozgul Altintas ◽  
Yusuf Caglar
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Time Allocation ◽  
Teaching Strategy ◽  
Traditional Teaching ◽  
Learner Centered ◽  
Traditional Teaching Methods ◽  
Team Based Learning ◽  
Class 1 ◽  
Short Time

Team-based learning (TBL) is an interactive and analytic teaching strategy. TBL is a learner-centered strategy that uses a very structured individual and group accountability process and requires small groups to work together to solve problems. This study served to investigate whether the TBL concept could be modified and adopted to the fifth-year cornea module of an ophthalmology course. Questionnaires (using a Likert scale of 1–5) were distributed to 169 fifth-year medical students attending the cornea module applied as TBL in an ophthalmology course. The questionnaire consisted of two categories: the TBL format (7 items) and an open-ended question about the class (1 item). Feedback was then evaluated. The majority of students felt that modified TBL sessions were better at fulfilling learning objectives (121 students, 71.59%), enabled better understanding (134 students, 79.28%), were more interesting (146 students, 86.39%), ensured greater student participation (123 students, 72.78%), and involved greater effort on the part of students (148 students, 87.57%) compared with traditional teaching methods. Most of the students (129 students, 76.33%) agreed that more such sessions should be organized in the future. In conclusion, after adjustments to improve weaknesses, such as the short time allocation and students' lack of prior background, the outcomes of this modified TBL approach on the cornea module of an ophthalmology course provide a good basis for its continuation.

scholarly journals LEARNER-CENTERED APPROACH IN DEVELOPING A FOREIGN LANGUAGE LEXICAL COMPETENCE

2021 ◽  
pp. 141-165
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Language Teachers ◽  
Educational Technologies ◽  
Experimental Program ◽  
Educational Institutions ◽  
Foreign Language Teachers ◽  
Higher Educational Institutions ◽  
Learner Centered ◽  
Higher Educational

The purpose of this research article is to explore the possibility of developing foreign language lexical competencies of students of higher educational institutions specialized in studying languages on the basis of a learner-centered approach. All over the world, at educational and research institutions scientific research has been carried out on the development of educational content and teaching methods, educational technologies, objectivity of control, learner-centered approach and continuity of modern teaching methods, training of qualified specialists based on the best practices. At the same time, special attention is paid to the development of foreign language competencies of future foreign language teachers on the basis of a learner-centered approach, improving the system of training foreign language teachers in information educational technologies. Pedagogical experiment was carried out at three higher educational institutions: Termez State University (TerSU), Jizzakh State Pedagogical Institute (JizDPI), and Uzbekistan State World Languages University (UzSWLU) with the 1st and 2nd year of the bachelor faculties, in language aspects communicative lexical module and was applied at practical lessons on the basis of an experimental program. A total of 463 students of foreign languages and literature (English) faculty at higher educational institutions: 177 students of TerSU, 179 students of JDPI, 107 students of UzSWLU took part in the experiment. The study used a questionnaire developed by the author to collect information about the approach of students to the process of a language learning at universities in Uzbekistan. The survey helped to determine the extent to which students in all groups developed autonomous, independent learning skills and the formation of self-critical assessment skills. The averages collected through the survey were analyzed using inferential statistical methods. Students in the experimental group used lesson plans developed by the author during the academic year. According to the results of the study, the statistical analysis showed that the experimental work carried out to determine the level of effectiveness of the experiment was productive.

The Acrobatics of Flipping

2015 ◽  
pp. 74-98
Author(s):  
David Starr-Glass
Keyword(s):  
Collaborative Learning ◽  
Subject Matter ◽  
Learning Experience ◽  
Learning Activities ◽  
Flipped Learning ◽  
Flipped Instruction ◽  
Structure And Dynamics ◽  
Learner Centered ◽  
The Subject ◽  
Active Learner

The flipped learning experience provides learners with pre-class activities that allow them to understand subject matter. This understanding is subsequently use during the class to develop higher-level appreciations of the subject through problem-based and collaborative learning activities. The reoriented roles and dynamics of learning afforded by flipping provide opportunities for active learner-centered learning; however, these opportunities are sometimes not considered or underappreciated. This chapter rethinks the structure and dynamics of flipped courses and explores the instructional possibilities offered. In particular, it considers the opportunities and challenges of flipped instruction and examines the author's experience in flipping an Introduction to Accounting course. The chapter provides suggestions on how instructors and learners can best take advantage of the opportunities created when the learning experience is flipped.

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