Research on the Student-centered Learning in Mass Media Reading Course

2017 ◽  
Vol 7 (3) ◽  
pp. 227
Author(s):  
Xue Zheng
Keyword(s):  
Mass Media ◽  
Course Design ◽  
Classroom Performance ◽  
Student Centered ◽  
Student Centered Learning ◽  
English Reading ◽  
New Information ◽  
Teachers And Students ◽  
Push Forward ◽  
The University

With China’s impressive development in all fields, the need for all-round talents is becoming increasingly eminent. The society and our country demand that university students should not only be an expert in their own specialization, but also they be able to communicate cross cultures. Mass Media Reading course, as an integral part of the university English courses, is designed to serve that purpose. Through this course, students are supposed to broaden their minds and push forward the frontiers of knowledge by learning the culturally-loaded information embedded in the foreign news. They are also expected to sharpen their minds by exchanges of ideas and by comparing different perspectives. They are to hone their skills in English reading, speaking and translation through this course. The current course design is not successful in fulfilling all the purposes, and previous classroom performance shows the students are reluctant to receive new information and know the outside world through newspaper reading which they think is beyond their reach. However, studies and papers analyzing this issue are lacking. Therefore, research on how to improve students’ enthusiasm and motivation in this course should be conducted. This paper tries to shed some light on the modes of student-centered learning that arouse students’ interest in and enthusiasm for this course. Hopefully, this will be helpful to the teachers and students learning this course.

scholarly journals The Importance of Identifying Learning Styles in Medical Education

2018 ◽  
Vol 42 (3) ◽  
pp. 189-193
Author(s):  
Cynthia Caetano ◽  
Roseli Luedke ◽  
Ivan Carlos Ferreira Antonello
Keyword(s):  
Medical Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Essential Information ◽  
Passive Learning ◽  
Teachers And Students

ABSTRACT Learning is a complex construct that involves several factors, mainly the interaction between teachers and students in the process of teaching and learning. Understanding how students learn and which factors influence academic performance is essential information for lesson planning and evaluation, in addition to allowing a better use of students’ learning potential and outcomes. The ability to constructively modify one’s behavior depends on how well we combine our experiences, reflections, conceptualizations, and planning to make improvements. This seems particularly relevant in medical education, where students are expected to retain, recall, and apply vast amounts of information assimilated throughout their training period. Over the years, there has being a gradual shift in medical education from a passive learning approach to an active learning approach. To support the learning environment, educators need to be aware of the different learning styles of their students to effectively tailor instructional strategies and methods to cater to students’ learning needs. However, the space for reflection on the process of teaching is still incipient in higher-education institutions in Brazil. The present article proposes a critical review of the importance of identifying students’ learning styles in undergraduate medical education. Different models exist for assessing learning styles. Different styles can coexist in equilibrium (multimodal style) or predominate (unimodal style) in the same individual. Assessing students’ learning styles can be a useful tool in education, once it is possible to analyze with what kind of learning students can better develop themselves, improving their knowledge and influencing positively in the process of learning. Over the last century, medical education experienced challenges to improve the learning process and curricular reform. Also, this has resulted in crucial changes in the field of medical education, with a shift from a teacher centered and subject based teaching to the use of interactive, problem based, student centered learning.

TECHNOLOGY MAJORS’ METHODOLOGY EDUCATION: COMPARING APPROACHES FROM TWO COURSES

2021 ◽  
Author(s):  
Antti Rissanen ◽  
◽  
Kalle Saastamoinen ◽  
Keyword(s):  
Student Evaluation ◽  
Learning By Doing ◽  
National Defense ◽  
Military Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Technology Students ◽  
Technical Students ◽  
Master Level ◽  
The University

The National Defense University (NDU) trains officers to develop their academic and professional skills. To accomplish this, the university offers two mandatory courses on methodological training for military technology students for master level education. The first course was theoretically oriented, and the second course was practically oriented. These both master-level methodology courses emphasize practice oriented mathematical skills, which officers use in their operative decision-making and statistical analysis. This study focuses on student-centered learning methodologies linked to teachers’ observations from current and previous course implementations. Results in this study described the outcome from the first run of the revised curriculum. We collected data from students’ course reports and the university’s standard student evaluation of teaching (SET). According to the SET, the course 2 which was practically oriented course, where groups worked on more significant projects gained higher value among students. In conclusion, we recommend that teachers continue using student-centered learning methodologies to technical students as much as possible. Theoretically underscored courses should also contain more practical examples. Keywords: distance education, flipped learning, learning by doing, research methodology, student-centered learning

Dino Lab

2021 ◽  
pp. 395-428
Author(s):  
Kirsten R. Butcher ◽  
Madlyn Runburg ◽  
Roger Altizer
Keyword(s):  
Critical Thinking ◽  
Student Centered ◽  
History Museum ◽  
University Of Utah ◽  
Domain Specific ◽  
Simulation Based ◽  
Teachers And Students ◽  
Specific Rule ◽  
High Level ◽  
The University

Dino Lab is a serious game designed to explore the potential of using games in scientific domains to support critical thinking. Through collaborations with educators and scientists at the Natural History Museum of Utah (NHMU), game designers and learning scientists at the University of Utah, and Title I middle school teachers and students, the authors have developed a beta version of Dino Lab that supports critical thinking through engagement in a simulation-based game. Dino Lab is organized around four key game stages that incorporate high-level goals, domain-specific rule algorithms that govern legal plays and resulting outcomes, embedded reflection questions, and built-in motivational features. Initial play testing has shown positive results, with students highly engaged in strategic game play. Overall, results suggest that games that support critical thinking have strong potential as student-centered, authentic activities that facilitate domain-based engagement and strategic analysis.

Teaching a ‘Managing Innovation and Technology' Course

2016 ◽  
Vol 6 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda
Keyword(s):  
Teaching And Learning ◽  
Working Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Entrepreneurial Skills ◽  
Management Of Innovation ◽  
Innovation And Technology ◽  
Inductive Methods ◽  
The University ◽  
The Impact

In the last few years an increasing emphasis on developing entrepreneurship has been evident in many universities in an effort to prepare students to integrate effectively into the competitive working environment of the 21st century. A key question is how to do this. This work examines the impact of Student Centered Learning (SCL) introduced in a multidisciplinary undergraduate course of Management of Innovation and Technology at the University of Nicosia. It examines students' and lecturer experiences, benefits and challenges of implementing SCL, and gives recommendations to lecturers for designing a SCL based curriculum, incorporating inductive methods. The findings may be useful for academics who teach entrepreneurship related topics and seek ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial skills and thinking.

scholarly journals Radical Togetherness: African-American Literature and Abolition Pedagogy at Parchman and Beyond

Humanities ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 49
Author(s):  
Patrick Elliot Alexander
Keyword(s):  
African American ◽  
American Literature ◽  
Learning Environments ◽  
African American Literature ◽  
Student Centered ◽  
Student Centered Learning ◽  
Conception Of Teaching ◽  
Prison Studies ◽  
The University ◽  
Educational Deprivation

This article makes the case that the student-centered learning paradigm that I have aimed to establish at Parchman/Mississippi State Penitentiary as a member of a college-in-prison program represents a prison abolition pedagogy that builds on Martin Luther King and Angela Y. Davis’s coalitional models of abolition work. Drawing from Davis’s abolition-framed conception of teaching in jails and prisons as expressed in her autobiography and her critical prison studies text Are Prisons Obsolete?, I argue that the learning environments that I create collaboratively with students at Parchman similarly respond to incarcerated students’ institution-specific concerns and African-American literary interests in ways that lessen, if only temporarily, the social isolation and educational deprivation that they routinely experience in Mississippi’s plantation-style state penitentiary. Moreover, I am interested in the far-reaching implications of what I have theorized elsewhere as “abolition pedagogy”—a way of teaching that exposes and opposes the educational deprivation, under-resourced and understaffed learning environments, and overtly militarized classrooms that precede and accompany too many incarcerations. As such, this article also focuses on my experience of teaching about imprisonment in African-American literature courses at the University of Mississippi at the same time that I have taught classes at Parchman that honor the African-American literary interests of imprisoned students there.

scholarly journals The Use of Clinical PBL in Primary Care in Undergraduate Medical Schools

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Gustavo Salata Romão ◽  
Reinaldo Bulgarelli Bestetti ◽  
Lucélio Bernardes Couto
Keyword(s):  
Medical Students ◽  
Knowledge Retention ◽  
Student Centered ◽  
Student Centered Learning ◽  
Critical Reasoning ◽  
Five Dimensions ◽  
Unified Health System ◽  
Effective Option ◽  
The University

Abstract: Introduction: Problem-based learning (PBL) is a collaborative student-centered learning method for small groups, based on the mobilization of previous knowledge and on critical reasoning for problem solving. Although it has been used predominantly in the classroom, when applied in clinical studies, PBL can increase the intrinsic motivation and long-term knowledge retention. In addition, Clinical PBL represents a more effective option to learn from practice considering the students’ overload in clinical clerkships in the Unified Health System (UHS). This study aimed to assess the students’ perception of a Clinical PBL model implemented in Primary Health Care (PHC) clerkships during the first four years of the Medical Course at the University of Ribeirão Preto (UNAERP) in 2017. Method: The primary outcome was assessed by the DREEM (Dundee Ready Educational Environment Measure) tool, which contains 50 items distributed in five dimensions. The questionnaire was applied to 374 medical students, corresponding to 78% of the total number of medical students from the first to the fourth year. Results: For most of the evaluated items, the students’ perceptions were “positive”, including the dimensions “Perception of Teachers”, “Perception of Academic Results” and “Perception of the General Environment”. For the dimensions “Perception of Learning” and “Perception of Social Relationships” the evaluation was “more positive than negative”. The DREEM total score was 124.31, corresponding to 62.15% of the maximum score, which indicates a perception that is “more positive than negative” regarding the Clinical PBL. The internal consistency given by Cronbach’s alpha was 0.92. Conclusion: The use of Clinical PBL in PHC qualifies learning from practice, is well accepted by medical students and offers a useful option to the students’ overload in the clinical clerkship during the first four years of the Medical School.

scholarly journals Memperkuat Islam Moderat Melalui Metode Pembelajaran Demokrasi di Madrasah Ibtidaiyah

2021 ◽  
Vol 20 (2) ◽  
pp. 181-194
Author(s):  
Roihan Imamul M ◽  
Ujon Sujono ◽  
Yuri A Fathallah
Keyword(s):  
Learning Styles ◽  
Social Life ◽  
School Curriculum ◽  
School Level ◽  
Literature Study ◽  
Remote Communication ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teachers And Students ◽  
Democratic Learning

This paper aims to promote the implementation of the concept of strengthening moderate Islam through democratic learning in Islamic elementary schools. The ease of internet access and remote communication, as the effect of globalization in the field of technology, can be used to gain any information needed, including the Islamic knowledge that can be freely learned without teachers. A literature study was employed to describe the data related to the internalization of moderate Islam and democratic learning. The findings demonstrate that moderate Islam (tawasuth) is a life principle that upholds justice in social life. The values of moderate Islam can be internalized in the school curriculum as a reinforcement starting from the elementary school level through implementing democratic learning. This application can be carried out through various methods such as discussion, question and answer, group work, and simulation. The implementation of democratic learning encourages communicative relationships between teachers and students, fosters friendship, and enhances the value of ‘ukhuwah’ (good relations). Furthermore, these methods emphasize student-centered learning. This study also illustrates that democratic learning provides a wide array of opportunities for students to creatively and critically express their ideas and thoughts in their own learning styles.

scholarly journals Technology and Inquiry-Based Instructional Methods: A Design Case in Student-Centered Online Course Design

2021 ◽  
Vol 12 (2) ◽  
pp. 93-110
Author(s):  
Mary Jo Dondlinger
Keyword(s):  
Course Design ◽  
Instructional Methods ◽  
Online Course ◽  
Master's Program ◽  
Graduate Course ◽  
Online Course Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
Regional University ◽  
Design Case

Although online course design is no longer new, few design cases describe the development of entire courses based on principles of student-centered learning design. This design case chronicles the context, design challenges, and successes and failures of a graduate course on Technology & Inquiry-based Instructional Methods for an online master’s program in educational technology at a regional university in the southwestern United States.

scholarly journals (144) ePortfolios: A Philosophy for Improving Education in Horticulture

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1044B-1044
Author(s):  
Michael E. Reinert ◽  
Dan T. Stearns
Keyword(s):  
Career Planning ◽  
Computer Applications ◽  
Project Work ◽  
Program Outcomes ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Work ◽  
Academic Communities ◽  
Digital Format ◽  
The University

ePortfolios are gaining popularity in academic communities worldwide. Purposes of ePortfolios include: converting student work from paper to digital format, thereby allowing it to be centrally organized, searchable, and transportable throughout their academic lives and careers; promoting student centered learning and reflection; improving advising; and career planning and resume building. Pennsylvania State University is investing in the use of ePortfolios in course work throughout the university system. To facilitate these efforts, the university provides all students and faculty with 500 MB of hosted web space to create and share their portfolios. One of the courses using ePortfolios is Horticulture 120, Computer Applications for Landscape Contracting, in the Landscape Contracting program. Outcomes of implementing ePortfolios include increased availability of student work to potential employers, enhanced recruiting through displays of student work, and enabled reflection on completed work. Students showed improved quality in project work because their projects would be publicly available through the Internet to potential employers, faculty, family, and other students.

Teaching a ‘Managing Innovation and Technology' Course

2020 ◽  
pp. 1075-1093
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda
Keyword(s):  
Teaching And Learning ◽  
Working Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Entrepreneurial Skills ◽  
Management Of Innovation ◽  
Innovation And Technology ◽  
Inductive Methods ◽  
The University ◽  
The Impact

In the last few years an increasing emphasis on developing entrepreneurship has been evident in many universities in an effort to prepare students to integrate effectively into the competitive working environment of the 21st century. A key question is how to do this. This work examines the impact of Student Centered Learning (SCL) introduced in a multidisciplinary undergraduate course of Management of Innovation and Technology at the University of Nicosia. It examines students' and lecturer experiences, benefits and challenges of implementing SCL, and gives recommendations to lecturers for designing a SCL based curriculum, incorporating inductive methods. The findings may be useful for academics who teach entrepreneurship related topics and seek ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial skills and thinking.

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