Exploring Directions through Analysis of Meanings of Learning Centered Classes

2019 ◽  
Vol 32 (4) ◽  
pp. 107-132
Author(s):  
Young-Beom Oh
Keyword(s):  
Learning Centered

Does Learning-Centered Teaching Promote Grade Improvement?

2012 ◽  
Vol 37 (5) ◽  
pp. 397-405 ◽  
Author(s):  
Alison M. Mostrom ◽  
Phyllis Blumberg
Keyword(s):  
Learning Centered

scholarly journals Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

2018 ◽  
Vol 5 ◽  
pp. 238212051876513 ◽  
Author(s):  
Lise McCoy ◽  
Robin K Pettit ◽  
Charlyn Kellar ◽  
Christine Morgan
Keyword(s):  
Active Learning ◽  
Medical School ◽  
School Curriculum ◽  
First Year ◽  
Group Instruction ◽  
Large Group ◽  
Curriculum Review ◽  
Learning Techniques ◽  
Learning Centered ◽  
Semistructured Interviews

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

Curriculum Deliberations over Time: A Nexus of Teacher Dilemmas, Questions, Experimentation, and Agency

2017 ◽  
Vol 119 (14) ◽  
pp. 1-36 ◽  
Author(s):  
Richard Sawyer
Keyword(s):  
Elementary Level ◽  
Adaptive Expertise ◽  
Classroom Context ◽  
Interdisciplinary Curriculum ◽  
Alternate Route ◽  
Teachers Perceptions ◽  
Learning Centered ◽  
Diverse Backgrounds ◽  
Curricular Choices ◽  
The Subject

This article examines 24 teachers’ perceptions of their curriculum and curricular choices over their first 11 years of teaching. Adaptive expertise and teacher visioning were used as a conceptual frameworks. A theme of diversity runs through the alternate route elementary teachers. Some of these teachers from diverse backgrounds promoted a social justice curriculum, but their teaching skills often lagged behind their goals for societal change. Eventually, on both the alternate route elementary and secondary levels, some of these teachers valued and implemented an integrated and interdisciplinary curriculum. The college-prepared teachers focused more on the creation of integrated learning environments on the elementary level and the adaptation of content to learning on the secondary level. Some of the college-prepared secondary teachers used more learning-centered approaches in all their classes from the start of their careers. Others were more influenced by the classroom context (the level of the class or the subject matter) and initially were more innovative in their beginning or “basic skills” classes than in their advanced classes. Most of the teachers in both preparation groups who remained in the classroom began to develop a sense of adaptive expertise.

scholarly journals Study Circles in Online Learning Environment in the Spirit of Learning-Centered Approach

2017 ◽  
Vol 7 (2) ◽  
pp. 96-104 ◽  
Author(s):  
Szilvia Simándi
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Communities ◽  
Information Society ◽  
Online Learning Environment ◽  
Community Learning ◽  
Study Circles ◽  
Starting Point ◽  
Learning Centered

Abstract Introduction: In the era of information society and knowledge economy, learning in non-formal environments gets a highlighted role: it can supplement, replace or raise the knowledge and skills gained in the school system to a higher level (Forray & Juhász, 2008), as the so-called “valid” knowledge significantly changes due to the acceleration of development. With the appearance of information technology means and their booming development, the possibilities of gaining information have widened and, according to the forecasts, the role of learning communities will grow. Purpose: Our starting point is that today, with the involvement of community sites (e.g. Google+, Facebook etc.) there is a new possibility for inspiring learning communities: by utilizing the power of community and the possibilities of network-based learning (Ollé & Lévai, 2013). Methods: We intend to make a synthesis based on former research and literature focusing on the learning-centered approach, online learning environment, learning communities and study circles (Noesgaard & Ørngreen, 2015; Biggs & Tang, 2007; Kindström, 2010) Conclusions: The online learning environment can be well utilized for community learning. In the online learning environment, the process of learning is built on activity-oriented work for which active participation, and an intensive, initiative communication are necessary and cooperative and collaborative learning get an important role.

scholarly journals Improving Student Learning Outcomes During The Covid-19 Pandemic Using Learning Videos and E-Learning

2021 ◽  
Vol 3 (2) ◽  
pp. 102-114
Author(s):  
A. Jauhar Fuad ◽  
Pranita Andhinasari
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Action Planning ◽  
Student Learning Outcomes ◽  
Learning Centered ◽  
E Learning ◽  
Improving Student Learning ◽  
Result Analysis ◽  
Improve Student Learning ◽  
Planning Action

The problem that arises in learning in the Covid-19 era is unilateral learning centered on teacher activities, by giving assignments. Students only work on assignments and then the work is photographed and sent via whatsapp, causing students to lack understanding of the material and reluctant to do assignments. The solution to the problems above is the use of video for learning and e-learning. This research phase begins with action planning, action implementation, observation and reflection. This stage is repeated until the expected increase in learning outcomes is achieved, and does not require further improvement. The final result analysis showed that in the pre-learning cycle the percentage of classical completeness was 27.28%. In the first cycle there was an increase in classical completeness reaching 54.5%. In the second cycle there was an increase in classical completeness reaching 91%. Thus, it can be concluded that the use of video for learning and e-learning during the covid-19 pandemic is able to improve student learning outcomes. [Permasalahan yang muncul dalam pembelajaran di era Covid-19 adalah pembelajaran sepihak yang dipusatkan pada kegiatan guru. Dengan pemberian tugas siswa hanya mengerjakan tugas kemudian karya tersebut difoto dan dikirim melalui whatsapp sehingga menyebabkan siswa kurang memahami materi dan enggan mengerjakan tugas. Solusi dari permasalahan di atas adalah pemanfaatan video untuk pembelajaran dan e-learning. Tahap penelitian ini dimulai dengan perencanaan tindakan, pelaksanaan tindakan, observasi dan refleksi. Tahap ini diulangi sampai tercapai peningkatan hasil belajar yang diharapkan, dan tidak memerlukan perbaikan lebih lanjut. Analisis hasil akhir menunjukkan bahwa pada siklus pra pembelajaran persentase ketuntasan klasikal sebesar 27,28%. Pada siklus I terjadi peningkatan ketuntasan klasikal mencapai 54,5%. Pada siklus II terjadi peningkatan ketuntasan klasikal mencapai 91%. Dengan demikian, dapat disimpulkan bahwa pemanfaatan video untuk pembelajaran dan e-learning di masa pandemi covid-19 mampu meningkatkan hasil belajar siswa]

scholarly journals How to share the process of graduate advising

FACETS ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 263-279
Author(s):  
H.H. Wagner ◽  
C. Boyd ◽  
R. Napper
Keyword(s):  
Graduate Students ◽  
Adult Learning ◽  
Conceptual Framework ◽  
Conflicts Of Interest ◽  
Companion Paper ◽  
Working Relationship ◽  
Next Generation ◽  
Effective Learning ◽  
Learning Centered ◽  
Graduate Advising

This paper starts a two-part series on graduate advising that integrates concepts from adult learning, leadership, and psychology into a conceptual framework for graduate advising. A companion paper provides guidance on how to communicate effectively in graduate advising. Here, we present concepts and tools that enable advisors and graduate students to collaborate effectively and share the responsibility for the student’s learning. We specifically discuss (1) how to promote learning about learning to help students make sense of their experience and identify their supervision needs; (2) how to clarify roles and address conflicts of interest between different roles; and (3) how to establish an effective, learning-centered working relationship. By making the advising process explicit, using the concepts and worksheets presented here, advisors will contribute to the training of the next generation of graduate advisors.

Sign in / Sign up

Export Citation Format

Share Document