Using Reflective Online Journals to Create Constructivist, Student-Centered Learning Environments in Undergraduate Social Work Education

2005 ◽  
Vol 11 (1) ◽  
pp. 87-100 ◽  
Author(s):  
Pamela Stowers Johansen
Keyword(s):  
Social Work ◽  
Learning Environments ◽  
Learning Theory ◽  
Constructivist Learning ◽  
Constructivist Learning Theory ◽  
Student Centered ◽  
Student Centered Learning ◽  
Reflective Journal ◽  
Reflective Journals ◽  
Work Education

The purpose of this article is to introduce the use of online reflective journal assignments as a means to develop collaborative, constructivist learning environments in undergraduate social work education. Reflective journals have been used in many academic disciplines as a means to promote critical thinking, to provide feedback to instructors and students, and to integrate theory and practice. The use of technology and constructivist learning theory allows the potential for reflective journal assignments to become part of the development of a student-centered learning community. This article provides an overview of critical thinking concerns, the use of reflective journals, and constructivist learning theory, as well as an example of the specific journal assignment used in an undergraduate child welfare course.

scholarly journals Chinese Learning Through Internet Inspired By Contructivist Learning Theory

2011 ◽  
Vol 5 (1) ◽  
pp. 80
Author(s):  
Huang Yan
Keyword(s):  
Learning Theory ◽  
Constructivist Learning ◽  
Constructivist Learning Theory ◽  
Student Centered ◽  
Network Teaching ◽  
Chinese Learning ◽  
Chinese Teaching ◽  
Teaching Chinese

With the changing concept of education, there is growing emphasis on “student-centered” principle. This is one of the characteristics of Constructivist learning theory. On network teaching Chinese, Constructivist learning theory is indispensable. This article is the design of online Chinese teaching which is basic on the Constructivist learning theory.

Innovations in Mobile Photography for Digital-Age Teachers and Learners

2018 ◽  
pp. 90-105
Author(s):  
Theresa A. Redmond ◽  
John Henson
Keyword(s):  
Teacher Educators ◽  
Learning Experience ◽  
Constructivist Learning ◽  
Social Constructivist ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Millennial Students ◽  
Social Constructivist Learning ◽  
Pre Service Teacher

This chapter shares research that examined how perspectives about mobile technology integration were cultivated in a required pre-service teacher (PST) education course. Specifically, the camera feature of mobile smartphones was used to design a social-constructivist learning experience. Pre-service teachers were invited to shift from media consumers to technology producers, participating in innovative, student-centered learning. PSTs were positioned to use their prior-knowledge to engage in meaningful learning using their mobile phones in a way that modeled strategies they could use in their future classrooms to meet the learning needs of millennial students. Literature reveals that mobile tools are often used in limiting ways, such as accessing and consuming industry-produced media content. However, they have the potential to be used for active, social-constructivist learning. This chapter has implications for teacher educators and administrators in higher education who are seeking emerging practices for how to prepare PSTs to learn how to innovate using technology by designing learning experiences that focus on students as media makers.

Virtual Reality Pedagogical Considerations in Learning Environments

2018 ◽  
pp. 21-39 ◽  
Author(s):  
Elizabeth A. Johnston ◽  
Gerald W. Olivas ◽  
Patricia Steele ◽  
Cassandra Smith ◽  
Liston W. Bailey
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Direct Instruction ◽  
Situated Cognition ◽  
Electronic Marketplace ◽  
Student Centered ◽  
Student Centered Learning ◽  
Educational Applications

New virtual reality (VR) educational applications are available in the electronic marketplace almost daily but seldom include pedagogies, materials, recommendations, or insights for adapting or implementing the applications into existing curriculums. Educators need to understand the pedagogical orientations of VR applications to prepare, apply, assess, and evaluate a potentially productive practice that distinguishes and supports different strategies and optimizes student-centered learning. VR educational applications are most frequently built on student-centered models including direct instruction, experiential, discovery, situated cognition, and constructivism pedagogies.

Learning Styles and Cultural Differences in Online Learning Environments in the Twenty-First Century

2021 ◽  
pp. 1630-1642
Author(s):  
Blessing F. Adeoye
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Environments ◽  
First Century ◽  
Cultural Backgrounds ◽  
Online Learning Environments ◽  
Student Centered ◽  
Student Centered Learning ◽  
Twenty First Century ◽  
Nigerian University

The nature of learning is changing, especially learning in the twenty-first century. It's increasingly becoming more to do with student-centered learning. It emphasizes digital literacy, critical thinking, and interpersonal skills. This chapter revisited online learning environments in terms of differences in the learning styles of Nigerian university students according to their cultural backgrounds. The author also reviewed past research that focused on culturally different learning styles in online learning environments. Of specific interest are the studies that examined the same issue in the twenty-first century. This chapter concluded based on the review of literature that a person's learning style could affect how they react to any learning situation, including learning online; therefore, knowledge of learning styles could help in the selection of appropriate instructional designs and teaching strategies for courses. In the case of the students at the University of Lagos, it was found that students with different learning styles have different responses to online learning within their culture.

Accounting and Finance Students' Perceptions About Active Learning in an Economics-Lecture Classroom

2020 ◽  
pp. 18-34
Author(s):  
Sandrina B. Moreira
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Environments ◽  
Interactive Learning ◽  
Learning Experiences ◽  
Decisive Role ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Techniques

In higher education there is an increasing trend from teacher-centered to student-centered learning environments, wherein active learning experiences can play a decisive role. This chapter assesses how students perceive the use of active learning techniques within the lecture framework, traditionally accepting students as passive listeners. A survey was distributed in the undergraduate course of Accounting and Finance - evening classes, at the end of the semester, to evaluate and help refine the active learning approach conducted in an economics course. Students reported an overall positive response towards active learning, which helped them to focus, engage, and learn. They especially value the lectures as interactive learning experiences. Students' appraisal regarding the usefulness of key implementation rules like the what, when, who technique on slide-written instructions, as well as the variety of active learning activities tested, revealed the designing and testing of active learning events need improvement.

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.

Sign in / Sign up

Export Citation Format

Share Document