scholarly journals STUDENT CENTERED LEARNING: AN APPROACH TO DEVELOP SPEAKING SKILL IN EFL CLASSROOM

2018 ◽  
Vol 2 (1) ◽  
pp. 153 ◽  
Author(s):  
Finza Larasati
Keyword(s):  
Learning Styles ◽  
Teaching Method ◽  
Learning Experience ◽  
Learning By Doing ◽  
Classroom Teaching ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Speaking Skill ◽  
The Relationship

This paper brings to light, the importance of an approach in learning speaking; a student centered learning approach. The researcher pays so much attention on this approach caused the necessity of students in globalization era that required them to master the English especially in terms of communication. A key issue here is whether what happens in a speaking classroom is concerned with “teaching speaking”. Student-centered learning is focused on the student’s needs, abilities, interests, and learning styles with the teacher as a facilitator of learning. This classroom teaching method acknowledges student voice as central to the learning experience for every learner. The relationship between student-centered approach and the speaking skill is relevant. This approach creates learning by doing situation. The students can develop their speaking skill through the realization of tasks, which are devised along with the students and taking into consideration their needs and characteristics.

scholarly journals The Importance of Identifying Learning Styles in Medical Education

2018 ◽  
Vol 42 (3) ◽  
pp. 189-193
Author(s):  
Cynthia Caetano ◽  
Roseli Luedke ◽  
Ivan Carlos Ferreira Antonello
Keyword(s):  
Medical Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Essential Information ◽  
Passive Learning ◽  
Teachers And Students

ABSTRACT Learning is a complex construct that involves several factors, mainly the interaction between teachers and students in the process of teaching and learning. Understanding how students learn and which factors influence academic performance is essential information for lesson planning and evaluation, in addition to allowing a better use of students’ learning potential and outcomes. The ability to constructively modify one’s behavior depends on how well we combine our experiences, reflections, conceptualizations, and planning to make improvements. This seems particularly relevant in medical education, where students are expected to retain, recall, and apply vast amounts of information assimilated throughout their training period. Over the years, there has being a gradual shift in medical education from a passive learning approach to an active learning approach. To support the learning environment, educators need to be aware of the different learning styles of their students to effectively tailor instructional strategies and methods to cater to students’ learning needs. However, the space for reflection on the process of teaching is still incipient in higher-education institutions in Brazil. The present article proposes a critical review of the importance of identifying students’ learning styles in undergraduate medical education. Different models exist for assessing learning styles. Different styles can coexist in equilibrium (multimodal style) or predominate (unimodal style) in the same individual. Assessing students’ learning styles can be a useful tool in education, once it is possible to analyze with what kind of learning students can better develop themselves, improving their knowledge and influencing positively in the process of learning. Over the last century, medical education experienced challenges to improve the learning process and curricular reform. Also, this has resulted in crucial changes in the field of medical education, with a shift from a teacher centered and subject based teaching to the use of interactive, problem based, student centered learning.

scholarly journals Student-Centered Learning and Teaching Processes (SCLT): old assumptions and new approaches!

2021 ◽  
pp. 1-9
Author(s):  
Erricoberto Pepicelli
Keyword(s):  
Social Sciences ◽  
Learning Styles ◽  
Human Brain ◽  
Teaching Approach ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning And Teaching ◽  
Personal Experiences

Both the Student-centered Learning Approach and the Teacher-centered Teaching Approach are analyzed through the author’s long and multifaceted personal experiences and the relevant contribution of researchers, educators, and experts in the field of pedagogy, linguistics, and social sciences, covering about fifty years, exactly the period when very significant changes have taken place. The article refers also to how this approach started in schools, later moving also into the lecture rooms, with some attention to today’s situation in the Italian universities. The main topics dealt with referring to learning styles, the role of the human brain and the taxonomic areas, to culture, knowledge and to the contribution of technology, implying class/lecture rooms management, the new roles of learners and teachers, Covid 19 pandemic.

scholarly journals Case Study and Cooperative Learning in Cryptography Course

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Nazrin Amirul Neu Jan Tan @ Atan ◽  
Rashidah Kadir
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Daily Life ◽  
The Internet ◽  
Learning Approach ◽  
Traditional Teaching ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Given

Cryptography is one of the important components in data and telecommunications, it is important when communicating over any entrusted medium, which includes just about any network, particularly the Internet. It is also one of the important courses in Information Technology courses. For now, students seem to be hard to understands because they are lack of interest in learning this course. This problem is caused by their awareness towards the application and the usage of cryptography. In this study, a different approach will be used to open the students’ eyes towards the importance cryptography and the usage of cryptography application in their daily life to increase their interest in cryptography along with their understandings in cryptography. This study will focus on an approach that will improve the teaching interest and their understanding of the student by using case study and student-centered learning approach which is the cooperative learning approach. A case study is developed to carry out the tasks that will make the students realized the importance of cryptography. In order to make sure that the students’ get better understanding towards cryptography, the cooperative learning practice will be implemented. At the end of this study, the result from the implementation of the case study and cooperative learning will be analyzed and evaluated. The tasks of the cooperative learning practice will be identified in this study and the effectiveness of the practice will be measure based on the tasks given. Finally, the effectiveness will be evaluated after the given tasks is finished. This evaluation will be the final result of this study whether the implementation of case study and cooperative learning practice is effective than traditional teaching method or vice versa.

TECHNOLOGY MAJORS’ METHODOLOGY EDUCATION: COMPARING APPROACHES FROM TWO COURSES

2021 ◽  
Author(s):  
Antti Rissanen ◽  
◽  
Kalle Saastamoinen ◽  
Keyword(s):  
Student Evaluation ◽  
Learning By Doing ◽  
National Defense ◽  
Military Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Technology Students ◽  
Technical Students ◽  
Master Level ◽  
The University

The National Defense University (NDU) trains officers to develop their academic and professional skills. To accomplish this, the university offers two mandatory courses on methodological training for military technology students for master level education. The first course was theoretically oriented, and the second course was practically oriented. These both master-level methodology courses emphasize practice oriented mathematical skills, which officers use in their operative decision-making and statistical analysis. This study focuses on student-centered learning methodologies linked to teachers’ observations from current and previous course implementations. Results in this study described the outcome from the first run of the revised curriculum. We collected data from students’ course reports and the university’s standard student evaluation of teaching (SET). According to the SET, the course 2 which was practically oriented course, where groups worked on more significant projects gained higher value among students. In conclusion, we recommend that teachers continue using student-centered learning methodologies to technical students as much as possible. Theoretically underscored courses should also contain more practical examples. Keywords: distance education, flipped learning, learning by doing, research methodology, student-centered learning

Innovations in Mobile Photography for Digital-Age Teachers and Learners

2018 ◽  
pp. 90-105
Author(s):  
Theresa A. Redmond ◽  
John Henson
Keyword(s):  
Teacher Educators ◽  
Learning Experience ◽  
Constructivist Learning ◽  
Social Constructivist ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Millennial Students ◽  
Social Constructivist Learning ◽  
Pre Service Teacher

This chapter shares research that examined how perspectives about mobile technology integration were cultivated in a required pre-service teacher (PST) education course. Specifically, the camera feature of mobile smartphones was used to design a social-constructivist learning experience. Pre-service teachers were invited to shift from media consumers to technology producers, participating in innovative, student-centered learning. PSTs were positioned to use their prior-knowledge to engage in meaningful learning using their mobile phones in a way that modeled strategies they could use in their future classrooms to meet the learning needs of millennial students. Literature reveals that mobile tools are often used in limiting ways, such as accessing and consuming industry-produced media content. However, they have the potential to be used for active, social-constructivist learning. This chapter has implications for teacher educators and administrators in higher education who are seeking emerging practices for how to prepare PSTs to learn how to innovate using technology by designing learning experiences that focus on students as media makers.

Learning Styles and Cultural Differences in Online Learning Environments in the Twenty-First Century

2021 ◽  
pp. 1630-1642
Author(s):  
Blessing F. Adeoye
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Environments ◽  
First Century ◽  
Cultural Backgrounds ◽  
Online Learning Environments ◽  
Student Centered ◽  
Student Centered Learning ◽  
Twenty First Century ◽  
Nigerian University

The nature of learning is changing, especially learning in the twenty-first century. It's increasingly becoming more to do with student-centered learning. It emphasizes digital literacy, critical thinking, and interpersonal skills. This chapter revisited online learning environments in terms of differences in the learning styles of Nigerian university students according to their cultural backgrounds. The author also reviewed past research that focused on culturally different learning styles in online learning environments. Of specific interest are the studies that examined the same issue in the twenty-first century. This chapter concluded based on the review of literature that a person's learning style could affect how they react to any learning situation, including learning online; therefore, knowledge of learning styles could help in the selection of appropriate instructional designs and teaching strategies for courses. In the case of the students at the University of Lagos, it was found that students with different learning styles have different responses to online learning within their culture.

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.       

Accounting and Finance Students' Perceptions About Active Learning in an Economics-Lecture Classroom

2020 ◽  
pp. 18-34
Author(s):  
Sandrina B. Moreira
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Environments ◽  
Interactive Learning ◽  
Learning Experiences ◽  
Decisive Role ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Techniques

In higher education there is an increasing trend from teacher-centered to student-centered learning environments, wherein active learning experiences can play a decisive role. This chapter assesses how students perceive the use of active learning techniques within the lecture framework, traditionally accepting students as passive listeners. A survey was distributed in the undergraduate course of Accounting and Finance - evening classes, at the end of the semester, to evaluate and help refine the active learning approach conducted in an economics course. Students reported an overall positive response towards active learning, which helped them to focus, engage, and learn. They especially value the lectures as interactive learning experiences. Students' appraisal regarding the usefulness of key implementation rules like the what, when, who technique on slide-written instructions, as well as the variety of active learning activities tested, revealed the designing and testing of active learning events need improvement.

Promoting Virtual Collaborative Learning with the Use of Mobile Devices

2020 ◽  
pp. 32-43
Author(s):  
Despo Ktoridou ◽  
Elli Doukanari
Keyword(s):  
Collaborative Learning ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning Environment ◽  
Mobile Technologies ◽  
Educational Institutions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Process

With the ubiquity and rapidly expanding functionality of mobile technologies, educational institutions have the potential to improve and facilitate learning. More and more educators are employing communication, collaboration and sharing tools and resources to make learning more accessible, equitable, personalized and flexible for students everywhere. This study investigates the implementation of Cloud-Based Student-Centered Learning (CBSCL) environment with the use of mobile devices in an MIS course. For the purpose of the study, the data were elicited through students' focus groups and the lecturer's notes on CBSCL as a virtual learning environment. The data were examined based on content analysis. The results indicate that CBSCL can be a challenging collaborative learning experience and a motivating approach to teaching and learning; consequently, the students become responsible for their own learning and problem solving process.

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