scholarly journals Student-centered learning in an engineering course with project-integrated laboratory experiment

2020 ◽  
Vol 10 (1) ◽  
pp. 57
Author(s):  
Jennifer Leijon ◽  
Kjell Staffas ◽  
Cecilia Boström ◽  
Hans Bernhoff
Keyword(s):  
Laboratory Experiment ◽  
Student Performance ◽  
Electrical Engineering ◽  
Pass Rate ◽  
Course Development ◽  
Student Centered ◽  
Student Centered Learning ◽  
Advanced Level ◽  
Engineering Problems ◽  
The Individual

In this paper we discuss and present results from the pedagogical development of an advanced-level undergraduate electrical engineering course at Uppsala University, where a new laboratory experiment was implemented. The implementation of the laboratory experiment seemed to result in improved student performance on written tests and a better overall success/pass rate when compared with previous years. The aim of this paper is to describe the course development and its outcome, with a focus on the individual engineering laboratory experiment. We conclude that unique student tasks, connected to realistic engineering problems, may increase the engagement and subject understanding of students.

scholarly journals The effect of flipped teaching combined with modified team-based learning on student performance in physiology

2017 ◽  
Vol 41 (3) ◽  
pp. 363-367 ◽  
Author(s):  
Chaya Gopalan ◽  
Megan C. Klann
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Class Time ◽  
Teaching Format ◽  
Team Based Learning ◽  
Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

scholarly journals A Comparison Of Delivery Formats To Encourage Student-Centered Learning In A Power Engineering Technology Course

2017 ◽  
Vol 8 (2) ◽  
pp. 141-156
Author(s):  
Mathew J. Turner ◽  
Rustin D. Webster
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Power Engineering ◽  
Engineering Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Structure ◽  
Inverted Classroom ◽  
Content Coverage ◽  
Technology Course

This paper describes a student-centered approach to a power engineering technology course using the flipped or inverted classroom as well as active learning in the form of group discussions and team problem solving. The study compares student performance and perceptions of a traditional, teaching-centered classroom to two different flipped courses: one using video lectures and one using a media-enhanced electronic textbook. The authors compared courses in the areas of 1) student performance on multiple choice and numerical analysis problems, 2) students’ perceptions of course delivery format and satisfaction with the course and instructor, and 3) technical content coverage. Results show little difference in student achievement between the course formats, strong negative reactions by students to unfamiliar instructional methods, and little difference in content coverage. The authors believe that the outcomes of this study can be attributed to the benefits of small class sizes (n<12), which naturally enable active learning to be utilized without the need for rigid and formal course structure,

The Cognitive Demands of Student-Centered, Web-Based Multimedia

2009 ◽  
pp. 194-216 ◽  
Author(s):  
Michael J. Hannafin ◽  
Richard E. West ◽  
Craig E. Shepherd
Keyword(s):  
World Wide ◽  
Learning Goals ◽  
Cognitive Demands ◽  
Student Centered ◽  
Student Centered Learning ◽  
Web Based ◽  
Cognitive Principles ◽  
Directed Learning ◽  
The Individual ◽  
Monitoring Progress

This chapter examines the cognitive demands of student-centered learning from, and with, Web-based multimedia. In contrast to externally-structured directed learning, during the student-centered learning, the individual assumes responsibility for determining learning goals, monitoring progress toward meeting goals, adjusting or adapting approaches as warranted, and determining when individual goals have been adequately addressed. These tasks can be particularly challenging in learning from the World Wide Web, where billions of resources address a variety of needs. The individual, in effect, must identify which tools and resources are available and appropriate, how to assemble them, and how to manage the process to support unique learning goals. We briefly analyze the applicability of current cognitive principles to learning from Web-based multimedia, review and critically analyze research and practice specific to student-centered learning from Web-based multimedia, and describe implications for research.

Cognitive Styles, Metacognition and the Design of E-Learning Environments

2003 ◽  
pp. 225-240
Author(s):  
Ray Webster
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Cognitive Styles ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Design And Development ◽  
Student Centered ◽  
Student Centered Learning ◽  
E Learning ◽  
The Individual

This chapter considers the use of cognitive styles and metacognitive skills in the design and development of e-learning environments. Participants involved in a unit in Human Computer Interaction used the results of a Riding’s Cognitive Styles Analysis to assist in the design and development of Web-based Individual Learning Environments (ILEs). Student reflections and cognitive styles results are considered in terms of their impact on the design process. They are also used to consider participants’ metacognitive awareness of their own cognitive and learning styles. It is suggested that the use of cognitive styles in this manner will produce interfaces and environments more suited to the learning requirements of each individual. In addition, the process of reflecting on and using the style results will help develop more metacognitively aware learners. The individual environment and metacognitive awareness are both desirable elements for a student-centered learning system for successfully participating in virtual education.

“To the Boards”: Team-Based Design for Student-Centered Learning

2017 ◽  
Author(s):  
David D. Gill ◽  
Jeffrey L. Newcomer
Keyword(s):  
Student Performance ◽  
Collaborative Design ◽  
Design Guidelines ◽  
Student Feedback ◽  
Design Parameters ◽  
Design Activity ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Design Skills

Engineering design is a complex subject that is often a challenge for students to learn. Heuristic-based design, design that primarily utilizes “rules of thumb” or best practices, can be even more challenging for students to learn when they do not yet have the experience to choose between competing design guidelines. Faculty of Manufacturing Engineering at Western Washington University sought to improve the students’ learning in a senior-level, undergraduate course in Design of Tooling, a heuristic-based design discipline. The faculty worked to answer the question “How can team-based active learning approaches be effectively utilized for students learning a heuristic-based design topic?” In answering this question, the faculty developed and implemented a team-based, student-centered design activity called To the Boards. This activity, where small groups of students simultaneously develop tooling designs at whiteboards around the room, has improved the students’ retention of key concepts and helped students learn to analyze and apply competing design parameters. Performing the work on white boards encourages participation by all members of the group and enriches the design evaluation experience through a collaborative analysis of the many different design solutions developed by all the groups. Use of To the Boards, in conjunction with out-of-class reading, short lectures, and five large projects, has proven to be an effective tool for engaging students in learning, helping them to evaluate and apply competing design goals in the solution of complex engineering problems, and enabling collaborative design through communication of engineering concepts using sketches. Results of this activity have been measured through student performance and student feedback. Student performance on projects demonstrated the appropriate utilization of knowledge and skills learned in class with all students performing at satisfactory or exemplary levels when evaluated against ABET learning outcomes for design. Student feedback has been largely positive with the students recognizing the value of the knowledge and tooling design skills and also of the communication and teamwork skills that are acquired through the activity.

scholarly journals FAKTOR-FAKTOR YANG MEMENGARUHI KEBERHASILAN BELAJAR MAHASISWA PADA MODEL PEMBELAJARAN STUDENT CENTERED LEARNING DI STIKES JENDERAL ACHMAD YANI YOGYAKARTA

2019 ◽  
Vol 7 (1) ◽  
pp. 34-42
Author(s):  
Rahayu Iskandar ◽  
Deby Zulkarnain Rahadian Syah
Keyword(s):  
Data Retrieval ◽  
Simple Random Sampling ◽  
P Value ◽  
Model Learning ◽  
Cross Sectional ◽  
Physiological Factors ◽  
Learning Achievement ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Individual

Background: Learning is an effort to obtain intelligence or knowledge, changing behavior or responses caused by experience. There are many factors that influence the success of learning. Two main factors that affect the success of one's learning are the factor of the internal (internal factors) and other factors that come from outside the individual (external factors). External elements (environmental factors and instrumental factors) and internal elements (physiological factors and psychological factors) also play a role in influencing learning processes and outcomes. Objective: To identify the factors that influence the success of student learning on SCL model in Stikes Jenderal Achmad Yani Yogyakarta. Methods: Research descriptive correlation with cross sectional approach. The population in this study were all students of Stikes Jenderal Achmad Yani Yogyakarta who obtained the SCL model. Data retrieval method used simple random sampling. Results: There is a relation between student's attention and learning achievement (P value = 0,000), there is correlation between fatigue with learning achievement (Pvalue = 0,000). There is no relation between family factor and learning achievement (Pvalue = 0,300), no correlation between school factor and achievement (Pvalue = 0,130), and no relation between environmental factor and academic achievement (Pvalue = 0,476) Conclusion: Students' attention in learning influences learning achievement, with positive relationship direction (r = 0,814), where each addition of student’s attention for 1 hour will improve student’s achievement as much as 2.21 points. Keyword: SCL model, learning.

scholarly journals The Application of the Learning Sciences to the Design and Delivery of Student-Centered Learning Activities

2018 ◽  
pp. 457-481
Author(s):  
Michael D. Hamlin
Keyword(s):  
Student Performance ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Sciences ◽  
Student Centered ◽  
Student Centered Learning ◽  
Successful Student ◽  
Based Instruction ◽  
Definition Of ◽  
Learning Principles

The goal of this chapter is to provide a framework for creating student-centered learning activities that rest on a firm theoretical foundation and are based on a definition that highlights the actual learner abilities involved in successful student performance. To achieve this goal, it is important to establish a definition of student-centered learning that can be used to guide the selection of the important pedagogical elements that must be addressed in the design of student-centered learning activities. Having established these foundational elements, the chapter provides a framework for the design of case-based instruction that incorporates teaching and learning principles derived from theory and research in the learning sciences.

scholarly journals Pelaksanaan Student Centered Learning Berbasis Daring pada Pembelajaran Sosiologi Siswa Kelas X IPS SMA PGRI 4 Padang pada Masa Pandemi Covid-19

Horizon ◽  
2021 ◽  
Vol 1 (4) ◽  
pp. 647-657
Author(s):  
Muhammad Hafiz Ardyanli ◽  
Sofia Edriati ◽  
Irsyadunas Irsyadunas
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Deep Understanding ◽  
Student Centered ◽  
Student Centered Learning ◽  
Face To Face ◽  
Descriptive Research ◽  
The Individual ◽  
Research Type

The background of the problem in the study is as follows: On March 17, 2020, the principal and head of the Padang city education office and the head of the West Sumatra 1 regional education office branch held a meeting in which one of the results was the dismissal of all levels of education and the teaching and learning process was shifted from face to face to face-to-face. online learning. The approach in this study is a descriptive research type Descriptive research type is a method to understand the individual that is carried out in an integrative and comprehensive manner in order to obtain a deep understanding of the individual and the problems he faces with the aim of solving the problem and obtaining improvement. good self-esteem (Rahardjo et al., 2011). The informants of this study were the curriculum representatives and Mr. Sociology subject teacher for class X, namely those who taught in class X IPS 1, 2, SMA PGRI 4 Padang. The results of the study were carried out with Sociology Teachers, the online learning process lasted for 5 weeks at SMA PGRI 4 Padang. Therefore, for 5 weeks, he carried out student centered learning based on online learning. The researchers concluded that Student Centered Learning could be implemented but it was not effective by using WhatsApp groups only, teachers should also use other applications, such as Google Classroom, Zoom, Telegram, Email, Telegram, Web Links provided by the school. So that the learning process can take place better

Sign in / Sign up

Export Citation Format

Share Document