scholarly journals Quality Enhancement through Incorporating Studentcentered Learning Methods in Higher Education Institutions (HEIs)

2021 ◽  
Vol 17 (27) ◽  
pp. 39
Author(s):  
Guranda Khabeishvili ◽  
Nino Tvaltchrelidze
Keyword(s):  
Higher Education ◽  
Classroom Environment ◽  
Higher Education Institutions ◽  
Primary Objective ◽  
Quality Education ◽  
Learning Methods ◽  
Student Centered ◽  
Student Centered Learning ◽  
Key Skills ◽  
Student Centeredness

One of the main tasks of higher education institutions is to attract their customers with its quality education. To improve education practices and to meet the challenges of an ever-changing environment, it is vital to introduce a paradigm shift in education. Hence, what we teach to our students is not enough, the way we teach them is what matters the most. There are several factors, which can serve as indicators of quality education. The demands, needs, expectations of the learners have changed. Accordingly, the primary goal of education is to provide the quality that ensures contemporary students not only with subject knowledge but also with the key skills needed for the 21st century world. Although the concept of student-centeredness is not new, challenges still exist concerning incorporating all characteristics and elements of the student-centered learning approach in Higher Education Institutions in Georgia. According to the previous studies, it is noticeable that the lack of resources and staff training are some of the hindering factors to create and maintain student-centeredness in HEIs (Tvalchrelidze & Alkesidze, 2019). The paper sheds light on the significance of making the classroom environment student-centered, as it can boost and maintain the quality of education for all students (Harris, Spina, Ehrich & Smeed, 2013; Vavrus, Thomas, Bartlett, 2011). The primary objective of this paper is to identify teachers’ perceptions of student-centered learning, along with the current instructional practices and challenges in the case of Higher Education Institutions in Georgia. Hence, it examines the level of integration of studentcentered strategies in the classrooms. For this reason, the quantitative paradigm was applied, as the methodology for the research. The research was carried out among lecturers from three different universities. The results depict that there is still a gap between the practical application of the student-centered learning methods and the perception of the concept, which can have an impact on ensuring quality education. Based on the gained data, it could be seen that less than 40% of lecturers from three different universities fully integrate student-centered learning methods. Furthermore, the research reveals some barriers that hinder the process of promoting the student-centered learning environment. Consequently, based on the findings the conclusions and recommendations were made. To deal with the hindering factors that were identified through this research, it is vital to modify and enhance institutionallevel approaches.

scholarly journals IMPLEMENTATION OF STUDENT-CENTERED APPROACH IN MODERN CONDITIONS OF HIGHER EDUCATION DEVELOPMENT

2021 ◽  
pp. 129-134
Author(s):  
Mahdalyna Opachko ◽  
Iryna Kozlovska ◽  
Iryna Kliuchkovska
Keyword(s):  
Higher Education ◽  
School Development ◽  
University Education ◽  
Education Development ◽  
Student Centered ◽  
Student Centered Learning ◽  
Social Transformations ◽  
Active Subject ◽  
The Social ◽  
Student Centeredness

In modern conditions of higher school development the problem of student-centrism realization is actualized, which encourages to design educational environment for the development and formation of personality of future specialist, capable of independent construction of educational trajectory, of constant self-development and self-improvement, self-realization of creative potential. Modern students are an active subject and participants of international and domestic scientific and educational forums, public initiatives and social transformations. The purpose of the study was to carry out an aspect analysis of student-centeredness as a characteristic feature of modern university education and to reveal the conditions for the effectiveness of its implementation. To achieve this goal, the following research methods were applied: analysis, synthesis, generalization, systematization to identify aspects of student-centeredness: social (civilizational), philosophical, social, psychological, pedagogical, managerial, personal and revealing the essence of each. The modeling method was used to penetrate into the essence of the social phenomenon − student-centeredness and to define markers for its characterization and criterion assessment of levels of manifestation. The method of interpreting the results of the survey clarified the nature of non-adaptability to the perception of the idea of student-centeredness. The зкщоусештп method was used to outline the strategic directions of higher school development on the example of a specific university in terms of student-centered learning. The result of the study is the formulation of conditions for the effectiveness of the student-centered approach in the context of university education. The prospects for the further research: to identify markers of student-centeredness, which would make it possible to recognize the levels of its displays and comparative analysis (foreign and domestic) of higher education institutions to implement the idea of student-centeredness.

scholarly journals A Reflexive GOAL Framework for Achieving Student-Centered Learning in European Higher Education: From Class Learning to Community Engagement

Societies ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 75
Author(s):  
Costas S. Constantinou
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
Social Theory ◽  
Higher Education Institutions ◽  
Independent Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Transferable Skills ◽  
Organization Structures ◽  
European Higher Education

Student-centered learning (SCL) has been acknowledged and supported by research as very important for helping students develop life-long independent learning and transferable skills. Yet the implementation of SCL in European higher education has been patchy where experts in the field call for the need for a framework that could guide higher education institutions (HEIs) in designing and implementing SCL. This paper aims to fill in this identified gap by reflecting on the basic literature and social theory to propose the reflexive GOAL (Goals (vision and objectives), Organization (structures), Actions (immersion into structures and actions), and Learning a culture (instilled through reflexivity)) framework for the implementation of SCL in higher education in its broader sense to encompass elements from in-class learning to extra-curricular and community engagement.

scholarly journals Mobile Technologies for Student Centered Learning in a Distance Higher Education Program

2016 ◽  
pp. 184-199 ◽  
Author(s):  
Lisbeth Amhag
Keyword(s):  
Higher Education ◽  
Education Program ◽  
Mobile Technologies ◽  
Computer Supported Collaborative Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Theoretical Concepts ◽  
Face To Face ◽  
Flipped Classrooms ◽  
Mobile Interactions

The aim of this study is to analyze mobile technologies for student centered learning in a distance higher education program with a focus on mobile online webinars (web-based seminars or conferencing) using mobile applications such as laptops, smart phones, or tablets. As wearable technologies continue to grow it could very well extend to smart glasses, smart watches etc. These tools can provide face-to-face interactions, recording flipped classrooms and parallel chat communications. The data collection consists of observations of ten online face-to-face webinars with 22 students, six interviews, and two surveys. Theoretically, the study joins the research tradition of Computer-Supported Collaborative Learning with emphasis on collaboration, and Computer Self-Efficacy concerned with individuals' media and information literacy. Important conclusions from the study demonstrated mobile interactions increased student centered learning on theoretical concepts, assisted in the ability to review information critically, and provided experiences bridging professional teaching practices.

Developing teaching and learning methods to innovate the Italian context of Higher Education. The case of University of Padua

2016 ◽  
pp. 53-70
Author(s):  
Monica Fedeli ◽  
Anna Serbati ◽  
Edward W. Taylor
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Theoretical Framework ◽  
Learning Methods ◽  
Learning And Teaching ◽  
Academic Center ◽  
The University

This article looks at theories and practices related to faculty development and innovation in teaching and learning methods in Higher Education, in order to respond to the European 2020 Strategy, in which the High level group on the modernisation of higher education has been established, whose aim focuses on improving the quality of teaching and learning in Europe's higher education institutions (2013). The paper is framed within the context of the project PRODID (Preparazione alla professionalitŕ docente e innovazione didattica), funded by the University of Padova, Italy with the major goal of creating a permanent and effective academic center for research on learning and teaching and faculty development. The theoretical framework of PRODID is informed by constructivism and social constructivism, and the student centered approach, encouraging student-teacher partnerships as a dimension for faculty development and teaching and learning innovations. The University of Helsinki and Michigan State University are mentioned as relevant examples of organizational settings integrated in higher education institutions that offer a great variety of practices consistent with the chosen theoretical framework. They also offer the Italian program of University of Padova models for critical reflection in how their teaching strategies can be created and developed on the basis of this international experience. The final discussion aims to highlight the strategies adopted during the first year of the project, characterized by the Italian culture and revealing new insights and ideas to create an Italian model of teaching and learning center.

Faculty Perspective Regarding Challenges in Implementing Quality Assurance in Zimbabwean Higher Education Institutions

2020 ◽  
pp. 372-385
Author(s):  
Emmanuel Dumbu
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Quality Assurance ◽  
Research Design ◽  
Narrative Research ◽  
Higher Education Institutions ◽  
Quality Education ◽  
Research Paradigm ◽  
The World ◽  
International Boundaries

The study focuses on challenges in implementing quality assurance in HEI in Zimbabwe. Quality assurance has been regarded as the linchpin in HEI delivery. Intensive competition from both local and international boundaries are threatening the survival of HEI if they are not taking cognizance of the importance of quality assurance. The world is becoming increasingly global, hence stakeholders' preferences and tastes are also changing, demanding more and more quality education. The demand for quality assurance is increasing with the dispensation of higher education in the world. The study was premised in the qualitative research paradigm where narrative research design was adopted. Results indicated that numerous challenges surround the implementation of quality assurance in HEI. Therefore, the study recommended a raft of measures to curb those challenges.

Marketing Micro-Credentials in Global Higher Education

2018 ◽  
pp. 182-204
Author(s):  
Pamela A. Lemoine ◽  
Wendy M. Wilson ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Quality Education ◽  
Technology Skills ◽  
Traditional Model ◽  
Specific Knowledge ◽  
Program Of Study ◽  
Study Completion ◽  
Diverse Audience ◽  
Accepted Form

Now that society has assumed a global focus, supported by technology, higher education institutions are asked to offer the highest quality education, especially technology skills and competencies, to a widely diverse audience at a cost that can be supported by society. Credentialing is a new concept in higher education advocated for use in the acknowledgement of coursework typically completed online. Credentialing provides a method of accrediting content knowledge rather than course credit for specific knowledge. The award of a credential has been an accepted form of authenticating the official completion of a higher education course of study. Credentials are often used in other forms of education. Yet, credentials have not been widely accepted for use in higher education because they do not fit the traditional model of awarding degrees for program of study completion. However, credentialing is now being examined for wider applications in higher education.

Peer Feedback Activities in Smart Education

2020 ◽  
pp. 105-135
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Peer Feedback ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Main Process ◽  
Student Centered ◽  
Student Centered Learning ◽  
Feedback Model ◽  
Smart Education

New ways of communication and peer feedback activities provide several opportunities for student-centered collaborative learning in smart higher education. This chapter increases the knowledge about how collaborative peer feedback processes can support student-centered learning toward higher-order thinking and critical ability in smart higher education. Methodically, various types of feedback are illustrated based on review of selected articles from previous research. The qualitative empirical data of feedback processes (N=155) among 22 students was grounded on criteria and guidance on feedback for collaborative learning. Theoretically, the analysis of excerpts is based on a feedback model and an assessment cycle to identify the gap between the main process, self-regulated and self-directed actions, and the self as a person (i.e., what is understood and what is aimed to be understood). The results demonstrate that peer feedback provides one of the most critical and self-directed impacts on student-centered collaborative learning and higher-order thinking.

Applying the Polysynchronous Learning to Foster the Student-Centered Learning in the Higher Education Context

2016 ◽  
pp. 385-403
Author(s):  
Fan Ouyang
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Learning Activity ◽  
Communication Model ◽  
Environment Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
App Design ◽  
Activity Design

Teaching and learning computer programming has posed great challenges for both instructors and students. An emerging blended learning mode - polysynchronous learning has potentials to motivate and engage students in the programming learning process, to optimize students' programming learning experiences, and to transform the computer programming teaching and learning. This paper aims to integrate the polysynchronous learning, as a communication model, with the student-centered learning, as a pedagogical approach, to design a graduate-level course - App Design and Development. The authors primarily focuses on describing my decision-making process of the physical environment design, the technologies and tools selection, and the polysynchronous learning activity design, as well as specific details regarding these three aspects. Moreover, potentials, challenges, and implications of applying the polysynchronous learning to foster the student-centered learning in the higher education context are discussed.

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