scholarly journals Student Participation in Syllabus Development as a Student-centered Learning Technique in Horticulture Classes

2000 ◽  
Vol 10 (2) ◽  
pp. 290-293
Author(s):  
Margaret McMahon
Keyword(s):  
Student Involvement ◽  
Student Participation ◽  
Evaluation Criteria ◽  
Code Of Conduct ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
Course Objectives ◽  
Learning Technique

Student-centered learning means having students actively engaged in many aspects of a course to promote learning. Allowing students to participate in syllabus development is a method that involves students in the course and, in the process, assume responsibility for much of their learning. Students can help set course objectives, decide what is the evaluation criteria and who evaluates, determine and deliver some of the course content, and approve the code of conduct for the class. By helping with the aforementioned areas, students can see the relevance of the course to their needs and interests. They tend to take a greater interest in the course and participate more actively in the class. The process of student involvement in syllabus development requires several steps and utilizes techniques that are presented in the following paper.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

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.       

New horizons in entrepreneurship: from teacher-led to student-centered learning

2016 ◽  
Vol 58 (7/8) ◽  
Author(s):  
Sarah Robinson ◽  
Helle Neergaard ◽  
Lene Tanggaard ◽  
Norris Krueger
Keyword(s):  
Learning Strategies ◽  
Design Methodology ◽  
Entrepreneurship Education ◽  
Learning Theories ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
Diverse Learning ◽  
Ethnographic Analysis ◽  
Practical Implications

Purpose The aim of this paper is to contribute to the discussion about the complexity and heterogeneity of entrepreneurship education. In order to achieve this objective, this paper combines educational psychology with perspectives from entrepreneurship education research to make explicit educators tacit assumptions in order to understand how these assumptions guide teaching. Design/methodology/approach Using ethnographic analysis, the paper reports data from the continuous development and implementation of a single course over a period of ten years bringing in the educator’s and the students perspectives on their achievements and course content. Findings We find that it is sometimes advantageous to invoke and combine different learning theories and approaches in order to promote entrepreneurial awareness and mindset. It is also necessary to move away from entrepreneurship education as being teacher-led to being more student-centered and focused on experiential and existential lifelong learning practices. Practical implications Practically, we make suggestions for the design and delivery of a course that demonstrates how four diverse learning theories can be combined to consolidate entrepreneurial learning in students invoking experiential and curiosity based learning strategies. Originality/value There are very few examples of concrete course designs that have been researched longitudinally in-depth using ethnographic methods. Moreover, most courses focus on the post-foundation period, whereas this paper presents a course that is a primer to the entrepreneurial process and exclusively centered on the pre-foundation phase. Rather than building on a single perspective, it combines a range of theories and approaches to create interplay and progression.

Upaya Meningkatkan Kemampuan Metodologi Mahasiswa melalui Penerapan Pendekatan

1970 ◽  
Vol 11 (3) ◽  
pp. 367-379
Author(s):  
Alizar Isna
Keyword(s):  
Research Method ◽  
Social Research ◽  
Role Playing ◽  
Cognitive Domain ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Work ◽  
Learning Technique ◽  
Simple Class ◽  
Jigsaw Technique

Though lecturing (speech) method is simpler for lecturer because simple class organization and he can control entire class direction, but its weakness is he difficult to know whether students have understood his discussion or not. Student’s learning effectiveness generally limited, only a critical moment near final test. One effort to support the improvement of learning quality is applying Student Centered Learning (SCL) approach. SCL is an activity that therein student work individually and also as group to exploring problems, searching knowledge actively rather than passive knowledge receiver. Learning method based on the SCL more appropriate to be applied at learning process in university, especially at Social Research Method course (MPS). Following John W. Best, “the best way to learn research is to do it,” so research method not only concerning cognitive domain, but also affective and psychomotor. Among learning technique based on SCL are jigsaw technique, hypothetical situation technique, and role-playing and simulation technique. .

Aligning Course Content, Assessment, and Delivery

2012 ◽  
pp. 1-26 ◽  
Author(s):  
Ruth A. Streveler ◽  
Karl A. Smith ◽  
Mary Pilotte
Keyword(s):  
Essential Element ◽  
Faculty Members ◽  
First Century ◽  
Habits Of Mind ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
Curriculum Assessment ◽  
Content Assessment ◽  
Outcome Based Education

The emphasis on Outcome-Based Education (OBE) and student-centered learning is an enormous advance in engineering education. The authors argue in this chapter that an essential element of OBE is aligning content, assessment, and delivery. The objective of this chapter is to provide a model for aligning course content with assessment and delivery that practitioners can use to inform the design or re-design of engineering courses. The purpose of this chapter is to help the reader build a foundation of knowledge, skills, and habits of mind or modes of thinking that facilitate the integration of content (or curriculum), assessment, and delivery (or instruction or pedagogy) for course, or program design. Rather than treat each of these areas separately, the authors strive to help the reader consider all three together in systematic way (Pellegrino, 2006). The approach is essentially an engineering design approach. That is, the chapter starts with requirements or specifications, emphasizes metrics, and then prepares prototypes that meet the requirements. It embraces the argument that “faculty members of the twenty-first-century college or university will find it necessary to set aside their roles as teachers and instead become designers of learning experiences, processes, and environments” (Duderstadt, 2008).

Design of Intelligent Teaching System Based on Data Mining Technology

2013 ◽  
Vol 834-836 ◽  
pp. 998-1001
Author(s):  
Wei Wei Gao ◽  
Jian Hua Wang ◽  
Xiao Feng Li
Keyword(s):  
Data Mining ◽  
Intelligent Tutoring System ◽  
Learning System ◽  
Mining Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teaching System ◽  
Course Content ◽  
Learning Platform ◽  
Individualized Teaching

Data mining technology into the teaching system, the biggest advantage is that the system can gather large amounts of data for analysis , digging out of the course content and teaching strategies presented useful information on the adjustment in order to build content-rich smart teaching platform . This paper mainly made use of data mining techniques to solve the data mining technology is introduced into the system in order to fully improve the system for students and student learning characteristics of the implementation of individualized teaching of intelligence, flexibility in learning mode , the number of users and courses content scalability , research and development of an online learning system . With these results the general software development technology applied to intelligent tutoring system for students to build an adaptive, personalized student-centered learning platform.

Students' Perceptions of the Utilization of Learning Management System (LMS) Features

2014 ◽  
Vol 5 (4) ◽  
pp. 50-62
Author(s):  
Mustafa M. Hariri
Keyword(s):  
Online Discussion ◽  
Point Of View ◽  
Graduate Course ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
Level Of Satisfaction ◽  
The Subject ◽  
Learning Measurement ◽  
E Mail

Utilization of the LMS in teaching is a very crucial and important issue. It will reflect on the students better learning and understanding of the subject. The current practices of student-centered learning (where students contribute to the subject and get involved in the learning process) can also be applied very effectively through using the LMS. This paper summarizes students' perceptions and point of view of utilizing LMS learning features and how important it is to their study and comprehension of the course subjects. The study was conducted on a geology graduate course (Advanced Structural Geology) taught in Earth Sciences Department, at KFUPM. Several features of the LMS were used, including e-mail, announcement, course content, and online discussion. A survey seeking students' perceptions of the utilization of the LMS in teaching was prepared and the learning measurement was determined through the level of satisfaction of students and how much the experiment added to their learning. The study showed that students are favoring the online discussion and considered it as a very effective tool that helped them in their understanding and comprehension of the course subject. Moreover, other features, such as email, announcement, and grade-book, were also of importance from the students' point of view as they enhance their contact with the instructor and provide them with feedback on their performance.

Technology Adoption for Teaching

2020 ◽  
pp. 70-78
Author(s):  
Airen Adetimirin
Keyword(s):  
Ethical Behavior ◽  
Appropriate Technology ◽  
Literacy Programs ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
Ethical Education ◽  
Use Of Technology ◽  
Global Trend

Lecturers use technology for teaching to make learning more interactive and meet the different learning needs of students to promote their learning outcomes. The use of technology by lecturers will achieve the global trend of student-centered learning, where the course curriculum, pedagogy and type of technology should be focused on the needs of the students. To achieve meeting the needs of the students in a class, lecturers adopt technology such as interactive boards, learning management systems, videos, webcam to deliver their course content. However, the appropriate technology must be adopted for the topics in each course and used based on the rules and regulation referred to as ethics. Lecturers must use technology appropriately to avoid unethical acts such as copyright infringement and plagiarism in the retrieval of information resources from electronic sources such as the internet. Literature has revealed that lecturers are involved in unethical acts and need to be educated on ethical use of technology. This chapter examines the use of technology by lecturers for teaching, ethical behavior and recommended that regular ethical education should be provided to the lecturers through information literacy programs for them to become knowledgeable in the ethics of using technology and avoid unethical acts.

Harnessing the Power of Low-tech Collaborative Learning

2020 ◽  
Vol 2 (6) ◽  
pp. 609-614
Author(s):  
Monica Sheth ◽  
Naziya Samreen ◽  
Irina Rapoport ◽  
Priscilla J Slanetz ◽  
Alice Fornari ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
The United States ◽  
Learning Activity ◽  
High Tech ◽  
Educational Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
Passive Learning ◽  
Interactive Classroom

Abstract Medical education in the United States has undergone a paradigm shift from passive learning to more interactive student-centered teaching methods. Several digital tools and platforms have been developed to assist educators in creating a high-tech, interactive classroom. However, there are many low-tech ways to engage learners and improve retention by combining collaborative learning techniques and summary exercises. Collaborative learning is an educational approach that involves the coordinated engagement of two or more learners for the purpose of completing a task or solving a problem. Such methods use a student-centered active learning model to promote higher-order cognitive tasks through active engagement in course content. Additionally, summary exercises at the end of a learning activity promote reflection and retention of learned concepts while clarifying content that may have been confusing for the learner. The purpose of this article is to describe the methodology and tips for the implementation of low-tech collaborative learning methods and summary activities into trainee educational activities to create an engaging student-centered learning environment.

scholarly journals Creative and Innovative Online Teaching Strategies: Facilitation for Active Participation

2019 ◽  
Vol 16 ◽  
Author(s):  
Leighsa Sharoff
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Online Teaching ◽  
Active Participation ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

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