A Study on Learner-centered Cultivation of Character through 'learning reflection' in Self-directed Learning

In Part II, we explored adult learning principles, learner differences, and engaging learners to promote self-directed learning. Now, in Part III, we will examine systematic instructional design, including the student- or learner-centered approaches that promote lifelong learning. Although many trainers and instructors serve as both the content specialist and instructional designer, some institutions use a team approach with various people providing expertise. This chapter provides an overview of learner-centered instruction and instructional design models to help you or a team of developers conceptualize instructional planning. What are the components of instructional design? What is meant by teacher-centered versus learner-centered paradigms of instruction? How can we design instruction that will promote active learning and the use of critical and creative thinking skills?

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Investigation on Gender and Learners-Centered Teaching Strategies Toward Learners' Writing Performance

IJEE (Indonesian Journal of English Education) ◽

10.15408/ijee.v8i2.20793 ◽

2021 ◽

Vol 8 (2) ◽

pp. 281-296

Author(s):

Nursamsu Nursamsu

Keyword(s):

Teaching Strategies ◽

Group Discussion ◽

State Institution ◽

Discovery Learning ◽

Control Group ◽

Self Directed Learning ◽

Writing Performance ◽

Learner Centered ◽

Significant Difference ◽

Directed Learning

ABSTRACTThis research investigated the interaction effects between gender and Learner-Centered Teaching Strategies toward learners' writing performance. The study was a quasi-experiment using tests as the research instrument. The participants were 72 learners of the English Department at a state institution consisting of 34 males and 38 females. The class was classified into two parts: experiment groups consisting of self-directed learning class (SDL), discovery learning class (DL), and small group discussion class (SGD); and a control group: lecturing class (L). A two-way ANOVA was used for data analysis. The findings confirmed a significant difference by gender (F=10.629. Sig. 0.002<0.05); and Learner-Centered Teaching Strategies F=20.658. Sig. 0.000<0.050) on the learners' writing performance. It also indicated that females (means score 73.46) were higher than males (means score 64.45). In contrast, no interaction effect simultaneously occurred among gender and the Learner-Centered Teaching Strategies (F 2.70) = 2.301. Sig. 0.086>0.050). Both of them did not contribute simultaneously to writing performance. Lastly, the r squared was 0.574 indicating a high correlation of teaching strategies and gender (57%). The teachers were suggested to apply learner-centered teaching strategies in an L2 writing class at a higher education level.ABSTRAKPenelitian ini menyelidiki pengaruh interaksi antara gender dan strategi pengajaran terpusat pada peserta didik terhadap kinerja menulis peserta didik. Jenis penelitian ini adalah kuasi eksperimen dengan instrument yang digunakan adalah tes. Partisipan berjumlah 72 mahasiswa Jurusan Bahasa Inggris di sebuah universitas negeri yang terdiri dari 34 laki-laki dan 38 perempuan. Kelas diklasifikasikan menjadi dua bagian: kelompok eksperimen yang terdiri dari kelas self-directed learning (SDL), kelas discovery learning (DL), ; kelas diskusi kelompok kecil (SGD); dan kelompok kontrol: kelas kuliah (L). Anova dua jalur digunakan pada analisis data. Temuan mengkonfirmasi perbedaan yang signifikan terjadi untuk jenis kelamin (F = 10,629. Sig. 0,002 <0,05); dan strategi pengajaran terpusat pada peserta didik F=20.658. Sig. 0,000<0,050) terhadap kemampuan menulis siswa. Hal ini juga menunjukkan bahwa perempuan (rata-rata skor 73,46) lebih tinggi daripada laki-laki (rata-rata skor 64,45). Sebaliknya, tidak ada efek interaksi yang terjadi secara simultan antara gender dan strategi pengajaran terpusat pada peserta didik (F 2,70) = 2,301. Tanda tangan. 0,086>0,050). Keduanya tidak berkontribusi secara bersamaan pada kinerja menulis. Terakhir, nilai r kuadrat adalah 0,574 yang menunjukkan korelasi tinggi antara strategi pengajaran dan gender (57%). Para guru disarankan untuk menerapkan strategi pengajaran yang berpusat pada peserta didik di kelas menulis L2 di pendidikan tinggi.

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New ways of learning to fight fires? Learning processes and contradictions in distance and on-campus firefighter training in Sweden

Australasian Journal of Educational Technology ◽

10.14742/ajet.1865 ◽

2015 ◽

Vol 31 (2) ◽

Cited By ~ 4

Author(s):

Robert Holmgren

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Learning Processes ◽

Self Directed Learning ◽

Face To Face ◽

Training Course ◽

Learner Centered ◽

Instructor Presence ◽

Directed Learning ◽

The Impact

<p class="Abstract">This article reports on findings from a comparative study on firefighter students' learning processes in a technology-supported distance training course and a traditional campus training course in Sweden. Based on student interviews and observations of exercises, the article aims to describe and analyse the impact on learning processes when exercise-oriented teaching takes place in a technology-supported learning environment instead of face to face on campus. Drawing on the concept of contradiction in activity theory, the findings indicate that distance students encounter several dilemmas and conflicts related to low instructor presence, ambiguities regarding learning requirements and division of labor, as well as shortcomings in the technologies offered. However, the distance students tend to develop strategies for dealing with these contradictions, resulting in the development of self-directed learning and more learner-centered approaches, while the campus students rely to a greater extent on traditional, instructor-centered teaching. During the 2-year training course, however, it appears the established norms and conventions of teaching and learning which characterise the campus mode, counteract changes in the distance mode. The technology-supported learning process with its focus on exercise preparation is thus gradually normalised in the direction of the campus mode, and its face -to-face, instructor-led and exercise-oriented learning process.</p>

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Innovative Approaches in Teaching and Learning for Sciences

Preparing the Next Generation of Teachers for 21st Century Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-4080-9.ch014 ◽

2018 ◽

pp. 229-251 ◽

Cited By ~ 1

Author(s):

Lin Lin Chua ◽

Adeline Yoke Yin Chia ◽

Phelim Voon Chen Yong

Keyword(s):

Blended Learning ◽

Teaching And Learning ◽

Successful Implementation ◽

Learning Tools ◽

Self Directed Learning ◽

Face To Face ◽

Learner Centered ◽

E Learning ◽

Directed Learning ◽

Undergraduate Science

It is a challenging task to produce science graduates who are successful academically as well as competent in various life-long skills that are needed for a successful career. To innovate the learning process and promote skill development, students should be encouraged to practise self-directed learning via online learning materials and e-learning tools, in addition to attending the conventional face-to-face lectures. In this chapter, the importance of a shift in the teaching and learning paradigm from teacher-centered to learner-centered learning is highlighted. The methods and approaches behind a successful implementation of blended learning for undergraduate science programs are discussed. Various e-learning tools and appropriate e-learning activities that can promote the development of self-directed and collaborative learning are also described in detail.

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Concepts of Learner-Centred Teaching

Shanlax International Journal of Education ◽

10.34293/education.v8i3.2926 ◽

2020 ◽

Vol 8 (3) ◽

pp. 45-60

Author(s):

Rajendra Kumar Shah

Keyword(s):

Experiential Education ◽

Paradigm Shifts ◽

Self Directed Learning ◽

History Of Development ◽

Learner Centered ◽

Alternative Approach ◽

Transmission Of Information ◽

History Of ◽

Directed Learning ◽

Approach To Teaching

This article traces the historical development of learner-centered teaching (LCT) and examines the major contributions of educators. Accordingly, this article has also analyzed the perception of various educationists regarding LCT. LCT is an approach to teaching that is increasingly being encouraged in education. The paradigm shifts away from teaching to importance on learning have boosted the power to be moved from the teacher to the student. The teacher focused/transmission of information formats, such as lecturing, have begun to be increasingly criticized, and this has paved the way for the widespread growth of LCT as an alternative approach. Many terms have been linked with LCT, such as flexible learning, experiential learning, self-directed learning, and therefore the slightly overused term LCT can mean different things to different people. Also, in practice, it is described by a range of terms, and this has led to confusion surrounding its implementation.LCT has a long history of development. Two of the first educators to emphasize the learners were Confucius and Socrates (5thto 4thcenturies B.C.). Over two millennia passed before seventeenth-century Englishman Locke introduced experiential education (the idea that one learns for experience). Another two hundred years spent before European educators Pestalozzi, Herbart, and Froebel designed and popularized experience-based, learner-centered curricula. In the school system, the concept of LCT has been derived, in particular, from the work of Froebel and the idea that the professor should not interfere with this process of maturation, but act as a guide. A century later, nineteenth-century educator Colonel Francis Parker brought this method to America. Twentieth-century Russian sociologist Lev Vygotsky, Swiss psychologist Jean Piaget, and American philosopher and educator Dewey shaped the existing LCT into a program called constructivism.

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