scholarly journals Content-Based English Education in China: Students’ Experiences and Perspectives

2012 ◽  
Vol 7 (1) ◽  
Author(s):  
Gulbahar Beckett ◽  
Fang Li
Keyword(s):  
Content Knowledge ◽  
Undergraduate Students ◽  
English Education ◽  
Empirical Studies ◽  
Matter Content ◽  
Student Centered ◽  
Student Centered Learning ◽  
Chinese University ◽  
Subject Matter Content ◽  
Education In China

This study explores undergraduate students’ experiences and perceptions of the content-based EFL instruction at a northwestern Chinese university. It is one of the first empirical studies of content-based EFL in China. Through a three-part open-ended questionnaire administered with 34 undergraduate students majoring in finance, the study reveals overwhelming support for this approach to EFL. Participants believed that learning English and content knowledge simultaneously was helpful and that the spread of English in China can benefit the nation and its people. The findings also indicate that some participants were critical of the approach, stating that it is “shallow content teaching” and suggesting that subject matter content be taught in Chinese. The participants praised their original English texts and expressed their preference for student-centered learning.

Comparison of a computer simulation program and a traditional laboratory practical class for teaching the principles of intestinal absorption.

1994 ◽  
Vol 267 (6) ◽  
pp. S95 ◽  
Author(s):  
D G Dewhurst ◽  
J Hardcastle ◽  
P T Hardcastle ◽  
E Stuart
Keyword(s):  
Undergraduate Students ◽  
Epithelial Transport ◽  
Undergraduate Curriculum ◽  
Computer Assisted ◽  
Knowledge Gain ◽  
Student Centered ◽  
Student Centered Learning ◽  
Before And After ◽  
Resource Requirements ◽  
Approach Working

Here we describe an evaluation of the effectiveness, compared with a traditional laboratory, of an interactive computer-assisted learning (CAL) program, which simulates a series of experiments performed using isolated, everted sacs of rat small intestine. The program is aimed at undergraduate students of physiology and is designed to offer an alternative student-centered learning approach to the traditional laboratory-based practical class. The evaluative study compared two groups of second-year undergraduate students studying a module on epithelial transport: one group worked independently using the CAL program and associated learning materials, and the other group followed a conventional practical class approach, working in the laboratory under supervision. Knowledge gain of each group was measured by means of a test consisting of a range of question types (e.g., short-answer factual, calculation, interpretation) given to students before and after the module. Student attitude to both approaches was assessed by questionnaire, and the resource requirements were also compared. It was found that the knowledge gain of both groups of students was the same, that students had a positive attitude toward using CAL programs of this type, and that the cost of the conventional laboratory-based approach was five times greater. The potential for integrating CAL programs into the undergraduate curriculum is discussed.

scholarly journals Exploring the Perception of Students using Student-Centered Learning Approach in a Malaysian Public University

2020 ◽  
Vol 9 (1) ◽  
pp. 204
Author(s):  
Abderrahim Benlahcene Benlahcene ◽  
Sana Anwar Lashari ◽  
Tahira Anwar Lashari ◽  
Muhammad Waleed Shehzad ◽  
Wu Deli
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Public University ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Cognitive Mediation ◽  
Classroom Activities ◽  
Learning Technique ◽  
Language Courses

This study investigated students’ perception towards language courses using student-centered learning approach at University Utara Malaysia (UUM). Students’ perception was measured through a model termed as environmental, cognitive, affective, and metacognitive mediation (ECAM) which is a common teaching and learning technique used in classroom activities. To assess the implementation of ECAM; qualitative analysis was conducted based on observations of students’ activities in two language courses. The findings of the study indicated that the students employed the techniques of ECAM model. However, cognitive mediation learning technique was extensively used by the students. Moreover, audio-taped interviews were also conducted with four voluntary undergraduate students. The findings from the interviews’ interpretation revealed that students also explicit positive viewpoints about student-centered learning approach.       

scholarly journals The Problems of Engineering Students’ Professional Identity

2020 ◽  
Author(s):  
I.I. Sholina ◽  
N.A. Reprintseva
Keyword(s):  
Professional Identity ◽  
Undergraduate Students ◽  
Engineering Students ◽  
System Analysis ◽  
Organizational Models ◽  
Student Centered ◽  
Student Centered Learning ◽  
Engineering Programs ◽  
Nascent Industries ◽  
Flexible Adaptation

Engineering education at Ural Federal University has its traditions; one of them is the design of new programs for nascent industries and flexible adaptation to changes in the economy. It allows UrFU engineering programs not only to survive in the conditions of constant external and internal changes but also to remain highly demanded and competitive. The article describes the problems of the professional identity of students of engineering programs, organizational models and didactic techniques that ensure professionalization in the framework of the leading educational programs of the UrFU Engineering School, which have been tested as part of pilot training for undergraduate students in the program ”System Analysis and Management.” The results of the survey among students and graduates of the program, which was conducted in order to understand their professional identity and awareness of the choice of an educational program for obtaining a profession, are presented. Keywords: Learning outcomes, CDIO initiative, benchmark, modeling, Industry 4.0, student-centered learning, internships, professional identity, efficiency

scholarly journals Student-Centered Learning Using Feature Films

2013 ◽  
Vol 5 ◽  
Author(s):  
Laurie Meamber
Keyword(s):  
Consumer Behavior ◽  
Public Relations ◽  
Interpersonal Communication ◽  
Undergraduate Students ◽  
Consumer Decision Making ◽  
Student Centered ◽  
Student Centered Learning ◽  
Science Courses ◽  
Organization Leadership ◽  
Decision Making Behavior

This Demonstration session will showcase the use of commercial films to enhance student engagement and learning. The session will detail a project that asks undergraduate students to analyze a film for its marketing and consumer behavior content. The innovation was first profiled in December 2012 in an Office of Media and Public Relations story "Marketing Students Head to the Movies to Learn about Consumer Behavior". Students completing this assignment learn to think comprehensively about consumer behavior and to explain the behavior that is depicted in a film. The goal of the innovation is for students to apply and synthesize knowledge in order to understand their own consumer decision-making behavior and how marketers can influence behavior. This project can be utilized variety of humanities and social science courses. For example, students discuss a variety of topics illustrated in a film—isuch as interpersonal communication and persuasion strategies used by the film characters in "Love and Other Drugs" for a communications class; organization leadership demonstrated "Office Space" for an I/O psychology class; historical inaccuracies as presented in the film "Lincoln" for a history class. Alternatively, the instructor teaching a particular course can take a film and analyze it for use in class.

Teaching simple experimental design to undergraduates: do your students understand the basics?

2007 ◽  
Vol 31 (1) ◽  
pp. 82-92 ◽  
Author(s):  
Sara M. Hiebert
Keyword(s):  
Experimental Design ◽  
Undergraduate Students ◽  
Experiment Design ◽  
Interindividual Variation ◽  
Simple Experiment ◽  
Basic Principles ◽  
Student Centered ◽  
Student Centered Learning ◽  
Classroom Implementation ◽  
Treatment Groups

This article provides instructors with guidelines for teaching simple experimental design for the comparison of two treatment groups. Two designs with specific examples are discussed along with common misconceptions that undergraduate students typically bring to the experiment design process. Features of experiment design that maximize power and minimize the effects of interindividual variation, thus allowing reduction of sample sizes, are described. Classroom implementation that emphasizes student-centered learning is suggested, and thought questions, designed to help students discover and name the basic principles of simple experiment design for themselves, are included with an answer key.

scholarly journals A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education

2020 ◽  
Vol 10 (4) ◽  
pp. 115 ◽  
Author(s):  
Hwan Young Jang ◽  
Hye Jeong Kim
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Effect Sizes ◽  
Medium Effect ◽  
Student Centered ◽  
Student Centered Learning ◽  
Positive Effects ◽  
Flipped Classrooms

This paper aims to quantify the effects of flipped classrooms in higher education by reviewing 43 empirical studies of students’ cognitive, affective, and interpersonal outcomes. The innovative pedagogy of a flipped classroom in higher education fosters a sustainable, interactive, and student-centered learning environment (as opposed to the traditional lecture style, in which there is little room for interaction). This study’s results show the positive effects of flipped classrooms and highlight the improvement in students’ educational outcomes between 2012 and 2017. Overall, effect sizes were medium—effect size (ES) = 0.35, 95% confidence interval (CI) = 0.24 to 0.47—across three outcome domains using a random effects model. In the outcomes, affective (ES = 0.59), interpersonal (ES = 0.53), and cognitive (ES = 0.24) domains were of a higher order than the effect sizes. However, the results indicated that flipped classrooms benefitted students studying chemistry, engineering, mathematics, and physics less than they did students studying other subjects.

But Subject Matter Content Knowledge Is Not Enough

2013 ◽  
Vol 48 (3) ◽  
pp. 347-349 ◽  
Author(s):  
H. Richard Milner
Keyword(s):  
Content Knowledge ◽  
Subject Matter ◽  
Matter Content ◽  
Subject Matter Content

scholarly journals Makecourse-Art: Design and Practice of a Flipped Engineering Makerspace

2018 ◽  
Vol 9 (1) ◽  
pp. 98-113
Author(s):  
Sanghoon Park ◽  
Howard Kaplan ◽  
Rudy Schlaf ◽  
Eric Tridas
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
South Florida ◽  
Learning Theories ◽  
Team Approach ◽  
Engineering Project ◽  
Student Centered ◽  
Student Centered Learning ◽  
Design Skills ◽  
Design And Practice

The Makecourse-Art is a makerspace designed to promote undergraduate students’ aesthetic design skills as well as functional design skills using an interdisciplinary team approach at the University of South Florida. To overcome the unique challenges of the Makecourse (earlier version) and to maximize students’ design efforts working on an engineering project in the classroom, the Makecourse-Art incorporated a flipped classroom model utilizing two instructional methods with corresponding activities. First, the explicit form of instruction is delivered through asynchronous video lectures/tutorials, including topics such as Arduino programming, CAD modeling with the Autodesk Maya, Mudbox, and coding skills. Second, interactive team-based classroom activities are offered to students based on student-centered learning theories such as peer-assisted collaborative learning and problem-based learning. In this paper, we present the design case of the Makecourse-Art with detailed descriptions of the components, and explain the key design decisions, obstacles during the design process, and how the challenges were resolved. In addition, we provide step-by-step examples of students’ engineering design experiences with visual images.

scholarly journals INVESTIGATING TEACHERS’ PROFESSIONAL COMPETENCE: A SYSTEMIC FUNCTIONAL LINGUISTIC ANALYSIS OF TEACHERS’ REPORT TEXTS

2017 ◽  
Vol 7 (1) ◽  
pp. 141
Author(s):  
Sudarsono M. I. Sudarsono ◽  
Devi Yunitasari ◽  
Muhammad Handi Gunawan
Keyword(s):  
Content Knowledge ◽  
Junior High School ◽  
Professional Competence ◽  
English Teachers ◽  
Matter Content ◽  
Linguistic Features ◽  
Systemic Functional Linguistic ◽  
Subject Matter Content ◽  
Report Text

This research aims at observing the teachers’ professional competence by investigating the report texts written by three English teachers in a junior high school in terms of their schematic structures and linguistic features. To achieve this aim, a qualitative case study design involving analysis of English teachers’ report texts and interviews with these English teachers was employed in this research. The results of this research showed that generally the three English teachers have demonstrated sufficient ability in applying appropriate schematic structures and linguistic features relevant to the criteria of a report text. However, the results of this research also indicate that some improvements in understanding and writing a report text, especially in terms of schematic structure, linguistic features, and theme progressions, are needed to enhance the teachers’ subject matter content knowledge about report text.

scholarly journals Implementing Mixed Method of Peer Teaching and Problem Solving on Undergraduate Students

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
A. Firli ◽  
R. Rismayani ◽  
P.M.T. Sitorus ◽  
B. Manuel
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Mixed Method ◽  
Financial Management ◽  
Teaching Method ◽  
Peer Teaching ◽  
Learning Performance ◽  
Final Exam ◽  
Student Centered ◽  
Student Centered Learning

This study examined the application of problem solving method combined with student centered learning (peer teaching) method as a mixed method to improve student’s passing level of financial management course. The object of this study was the 84 students of financial management course separated within two classes during the odd semester period 2014/2015, July until December 2015 with fourteen meeting courses. Data used to measure the results of the application is mid and final exam scores of both classes. Researcher used observation, interview and documentation as data collect technique also triangulation technique as data validity check. This study used problem solving method combined with student centered learning (peer teaching) method as a mixed method which included into the Classroom Action Research. The final results show the increase in class A passing level is 17%. Class B passing level increased 3%. From the research we also know that in practical use of mixed method learning, leader’s quality and conducive learning environment are influencing factors in improving student’s learning performance. While the result confirms that mixed method improving learning performance, this study also founds additional factors that might be considerably affecting the results of learning performance when implementing the mixed method.

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