scholarly journals Implementing a Student-Centered Pedagogy: Doing so in the Indonesian Teaching-Learning Context

2012 ◽  
Vol 5 (2) ◽  
pp. 1-32
Author(s):  
Hanung Triyoko
Keyword(s):  
Student Interest ◽  
Learning Context ◽  
New Paradigm ◽  
Technology In The Classroom ◽  
Teaching Experiences ◽  
Student Centered ◽  
Student Centered Learning ◽  
Challenges And Opportunities ◽  
Teaching Learning ◽  
Successes And Failures

Today’s educators must be willing to shift from the teacher-centered paradigm, which was in place when they themselves were students, to the new paradigm of student-centered education. This article was inspired by the challenges and opportunities experienced by the writers while attempting to  implement a student-centered pedagogy. We will share some of our experiences as educators to provide a context for various aspects of student centered-learning.  Understanding some of the successes and failures we have experienced in our careers may help to highlight the potential and importance of student-centered pedagogy in its many facets. Based on the vignettes from our teaching experiences, we have identified four major ideas about how to adopt a more student-centered approach: planning lessons that encourage student interest; adapting the curriculum to meet student’s needs; using technology in the classroom; and developing mutually respectful relationships. Keywords : Student-Centered Pedagogy; Student’s Interest, Student’s Needs; Mutually Respectful Relationships 

scholarly journals Implementing a Student-Centered Pedagogy: Doing so in the Indonesian Teaching-Learning Context

2012 ◽  
Vol 5 (2) ◽  
pp. 1
Author(s):  
Hanung Triyoko
Keyword(s):  
Student Interest ◽  
Learning Context ◽  
New Paradigm ◽  
Technology In The Classroom ◽  
Teaching Experiences ◽  
Student Centered ◽  
Student Centered Learning ◽  
Challenges And Opportunities ◽  
Teaching Learning ◽  
Successes And Failures

Today’s educators must be willing to shift from the teacher-centered paradigm, which was in place when they themselves were students, to the new paradigm of student-centered education. This article was inspired by the challenges and opportunities experienced by the writers while attempting to  implement a student-centered pedagogy. We will share some of our experiences as educators to provide a context for various aspects of student centered-learning.  Understanding some of the successes and failures we have experienced in our careers may help to highlight the potential and importance of student-centered pedagogy in its many facets. Based on the vignettes from our teaching experiences, we have identified four major ideas about how to adopt a more student-centered approach: planning lessons that encourage student interest; adapting the curriculum to meet student’s needs; using technology in the classroom; and developing mutually respectful relationships. Keywords : Student-Centered Pedagogy; Student’s Interest, Student’s Needs; Mutually Respectful Relationships 

scholarly journals Student-Centered Learning in Oman: Challenges and Pitfalls

2012 ◽  
Vol 2 (5) ◽  
pp. 243 ◽  
Author(s):  
Ogadimma C. Emenyeonu
Keyword(s):  
Focus Group ◽  
Social Process ◽  
Attitudinal Change ◽  
Learning Context ◽  
Focus Group Discussions ◽  
Teaching Materials ◽  
Group Discussions ◽  
Student Centered ◽  
Student Centered Learning

Student-centered learning (SCL) is aimed at developing pedagogy that probes into students learning in regard to what they experience and how they engage in the learning context or environment. This paper aims to review what is meant by student-centered learning in the context of Oman, and how this can be achieved. It goes further to explore challenges that tend to deter the implementation of SCL with a view to providing recommendations to improve and enhance SCL in Oman. Following data collected from the focus group discussions, the study reveals that language, culture, lack of student exposure, exported teaching materials, poor perception of SCL by students, among others, is they major obstacles facing SCL in Oman. Based on the findings, the author recommends that for SCL to take root in Oman there should be attitudinal change on the part of students with regard to a better understanding of what SCL is and why it is desirable, and students of opposite genders should be encouraged to work together to articulate their ideas in a disciplined social process of inquiry.

scholarly journals Flipped Classroom to Improve University Student Centered Learning and Academic Performance

2019 ◽  
Vol 8 (11) ◽  
pp. 315 ◽  
Author(s):  
Mingorance Estrada ◽  
Granda Vera ◽  
Rojas Ruiz ◽  
Alemany Arrebola
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Traditional System ◽  
Quasi Experimental ◽  
Analytical Research ◽  
Teaching Learning

In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment.

scholarly journals Changing to Concept-Based Curricula: The Process for Nurse Educators

2017 ◽  
Vol 11 (1) ◽  
pp. 277-287 ◽  
Author(s):  
Kristy A. Baron
Keyword(s):  
Nurse Educators ◽  
Thinking Skills ◽  
Nursing Programs ◽  
Nursing Graduates ◽  
Traditional Curriculum ◽  
Student Centered ◽  
Student Centered Learning ◽  
Finding Meaning ◽  
Major Shift ◽  
Teaching Learning

Background:The complexity of health care today requires nursing graduates to use effective thinking skills. Many nursing programs are revising curricula to include concept-based learning that encourages problem-solving, effective thinking, and the ability to transfer knowledge to a variety of situations—requiring nurse educators to modify their teaching styles and methods to promote student-centered learning. Changing from teacher-centered learning to student-centered learning requires a major shift in thinking and application.Objective:The focus of this qualitative study was to understand the process of changing to concept-based curricula for nurse educators who previously taught in traditional curriculum designs.Methods:The sample included eight educators from two institutions in one Western state using a grounded theory design.Results:The themes that emerged from participants’ experiences consisted of the overarching concept,support for change,and central concept,finding meaningin the change. Finding meaning is supported by three main themes: preparing for the change, teaching in a concept-based curriculum, and understanding the teaching-learning process.Conclusion:Changing to a concept-based curriculum required a major shift in thinking and application. Through support, educators discovered meaning to make the change by constructing authentic learning opportunities that mirrored practice, refining the change process, and reinforcing benefits of teaching.

scholarly journals Contemporary Teaching-Learning Practices: Implementation and Challenges of Student-Centered Learning Approach in Higher Education of Ethiopia

2019 ◽  
pp. 1-16
Author(s):  
Birhanu Moges
Keyword(s):  
Classroom Environment ◽  
Sampling Technique ◽  
Well Being ◽  
Best Interests ◽  
Learning Approach ◽  
Structured Interviews ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teaching Learning ◽  
Teacher Centered

Student-centered learning approach is a key factor which focuses on students’ learning experiences and development, well-being and retention so that higher educational learning is delivered in ways that are demonstrably in the students’ best interests. In the teacher-centered approach to teaching, most of the class time is spent with the teacher lecturing and the student watching, listening and taking notes. The present study aimed to explore students’ and instructors’ perception, practices and challenges in implementing SCL. The study employed descriptive survey design by combining quantitative and qualitative approach to collect, process, analyzes and presents the data. A total of 12 instructors and 66 students of the second and third year psychology students have participated in the study through availability and purposive sampling technique. The instruments were questionnaire, classroom observation and un-structured interviews were conducted. Accordingly, the findings indicated that the teaching practices in implementing student-centered learning approach were not as expected. The result also showed that instructors had positive attitude toward the SCL, regarding several aspects such as providing the benefits to both students and instructors, being effective for teaching, creating close relationship and establishing active classroom environment. In the end, instructors also agreed that student-centered instruction will improve the ability of the students to learn the courses. Due to different challenges, most of the students were less interested to learn by SCL, such as sense of fear, lack of interest and confidence. The study further found that the lack of classroom facilities and conditions, large class size, inadequate teachers training, tendency of focusing on teacher-centered approach and limited ability to implement were the challenges of implementing. Finally, it is recommended that responsible bodies rearrange the facilities and conditions necessary inputs for the effective implantation of SCL. To minimize the challenges, instructors should create different techniques to make students participants in teaching-learning process.

scholarly journals Directions To Modernize Teaching Methodology

2015 ◽  
Vol 21 (2) ◽  
pp. 560-564
Author(s):  
Nicolae Căpăţînă
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Methodology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teaching Learning ◽  
Society Today ◽  
Teacher Centered

Abstract Article presents the main directions of modernization of teaching methods, factor for modernization of education. Modernization of teaching methods is required by changes taking place in society today latter directly influencing the conduct of education. Shift from teacher-centered education to student-centered learning and changing paradigms instructional, teaching methods require modernization and transformation of his conception of education. Classical paradigm of teaching and learning profound changes, transforming the teaching learning, resulting in the need to change teacher.

Before and After MOOCs, Before and After Institutions

2021 ◽  
pp. 106-121
Keyword(s):  
Content Delivery ◽  
Collaborative Networks ◽  
Digital Learning ◽  
New Paradigm ◽  
Traditional Practice ◽  
Student Centered ◽  
Student Centered Learning ◽  
Long Run ◽  
Before And After ◽  
Classical Subject

Digital learning practice using ubiquitous personal technologies can lead to teachers using their craft professionalism to create artfully-crafted, student-centered, learning experiences. Supportive and progressive organisational architectures of participation reveal adaptive institutions working across collaborative networks. The question now is what might adaptive institutions look like if they have been subjected to transformational processes, rather than just “e-enabling” the traditional practice of content delivery within the existing classical subject taxonomies? MOOCs seem to be a continuation of a learning catered for content through delivery; they are not a new paradigm, despite their promotion in this way by universities and the technology companies selling their platforms. In order to look at what transformation rather than e-enabling might look like, the authors review their framing ideas with long-run historical views of education, learning, knowledge, and institutions with a process called “before and after.”

scholarly journals Student-Centered Learning at Sultan Qaboos University: EFL Students’ Perceptions

2015 ◽  
Vol 7 (3) ◽  
pp. 194
Author(s):  
Salma Al- Humaidi
Keyword(s):  
Teaching And Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Sultan Qaboos University ◽  
Innovative Methods ◽  
Education Environment ◽  
Efl Students ◽  
Different Dimensions ◽  
Research In Education ◽  
Teaching Learning

<p>On-going research in education is focusing on exploring various approaches driven by a<br />growing concern of ideal teaching and learning methods. Student-Centered Learning is<br />characterized by innovative methods of teaching and it has been promoted to support the<br />rapidly changing education environment. This study aims at investigating EFL students’<br />perceptions of practicing SCL in the teaching/learning process at Sultan Qaboos University.<br />Data was gathered through a survey from 57 EFL students studying at SQU. Results show<br />that the different dimensions of Student-Centered Learning are used to significantly varying<br />degrees. Some implications and recommendations were elaborated in this paper.</p>

Teaching, Learning, and Assessment Resources for Introductory Materials Science and Engineering Courses

2011 ◽  
Vol 1364 ◽  
Author(s):  
Stephen Krause ◽  
Jacquelyn Kelly
Keyword(s):  
Prior Knowledge ◽  
Teaching And Learning ◽  
Materials Science ◽  
Learning Goals ◽  
Student Interest ◽  
Student Centered ◽  
Content Understanding ◽  
Teaching Learning ◽  
New Applications ◽  
Effective Teaching And Learning

ABSTRACTIn order to make innovative curriculum materials more accessible to instructors, a set of teaching, learning, and assessment resources have been created to implement more student-centered pedagogy for many topics in an introductory materials course. The resource development has been based on major principles for effective learning described in the book, How People Learn. The book states that, for more effective teaching and learning, instructors need pay attention to three major principles. One is that they should be aware of students’ prior knowledge and experience and misconceptions in order to inform classroom instruction and materials. As such, we have created tools to assess prior knowledge including the Materials Concept Inventory and Pre-Post Topical Concept Question Sets. Eliciting such information is critical in informing creation of innovative and misconception-informed teaching materials. A second principle is that instructors should create opportunities for student engagement with one another in order to promote conceptual change with deeper content understanding. This will help students build a conceptual framework that facilitates recall and transfer of concepts to new applications. As such, we have created visually-rich, contextualized content to promote student interest and link abstract concepts to concrete applications. The constructivist materials and activities that have been created include: Misconception-Informed Mini-Lecture Slide Sets, topical concept-context maps, a variety of classroom engagement activities, and homework that includes just-in-time preview problems to prepare students for the next class. A third principle is that instructors should promote student reflection so they become more metacognitive learners who can develop their own expertise by defining learning goals and monitoring their own progress. This need was addressed with a Daily Reflection Points sheet that requested students to write down their own class Points of Interest, Muddiness, and Learning. Most of these resources are available on the web at http://concept.asu.edu/. Assessment results showed significant gains on specific course topics using the innovative materials and an increase in persistence of students completing the class that rose from 85% to 95% compared with earlier lecture-based classes.

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