scholarly journals Learner-centered teaching in a Higher Education course: a case study with a recognized researcher in Sports Coaching

2021 ◽  
Vol 10 (3) ◽  
pp. e44910313568
Author(s):  
Heitor de Andrade Rodrigues ◽  
Vinicius Zeilmann Brasil ◽  
Michel Milistetd ◽  
Pierre Trudel
Keyword(s):  
Higher Education ◽  
Empirical Studies ◽  
Structured Interview ◽  
Five Dimensions ◽  
Coach Education ◽  
Learner Centered ◽  
Coach Development ◽  
Sports Coaching ◽  
E Mail

Sport coaching researchers have provided generous recommendations on the importance of developing coach education programs based on learner-centered teaching (LCT) principles. However, empirical studies are rare, and without concrete examples, administrators and instructors will be reluctant to adopt this approach. In this case study, we used Weimer’s (2002, 2013) five dimensions of LCT to analyze (a) the perspective of a recognized researcher in the LCT coach development field, (b) his course plan and delivery strategy, and (c) the students’ perceptions of this course. A qualitative approach was used and included different tools to collect the data. The first two authors attended all the lessons, participated in all the learning activities, and took notes in a reflective journal. At the end of the semester, they conducted a semi-structured interview to get the instructor’s perspective on the LCT approach. Finally, an e-mail was sent to the students to collect their perceptions. The data were analyzed and interpreted using concept mapping, and Weimer’s five dimensions. The results showed that (a) most of the LCT dimensions were respected in the planning and delivery of the course, (b) there were times when the instructor felt uncomfortable playing a less important role, and (c) most students had positive learning experiences, although some have been taken out of their comfort zone with this new teaching approach. The article ends with a reflection on the recent impact of COVID-19 on education in Higher Education (HE).

The Evolution and Learner-Centered Status of a Coach Education Program

2018 ◽  
Vol 5 (1) ◽  
pp. 24-36 ◽  
Author(s):  
Kyle Paquette ◽  
Pierre Trudel
Keyword(s):  
Education Program ◽  
Education Programs ◽  
Coach Education ◽  
Functional Equilibrium ◽  
Learner Centered ◽  
Coach Development ◽  
History Of ◽  
Educational Paradigms ◽  
Pedagogical Approaches

The history of coach education in Western countries, much like higher education, has been shaped by societal influences and external drivers. The resulting trajectory includes a notable movement and shift in focus related to educational paradigms. Being learner-centered (LC) has become a central theme and mission by many coach education programs. The purpose of this case study was twofold: to explore the evolution of the historically rich coach education program of golf in Canada, and to assess the LC status of the most recently developed context of the program using Blumberg’s (2009) framework for developing and assessing learner-centered teaching (LCT). A series of program documents and interviews with seven coach development administrators involved in the program were analyzed. Findings revealed the turbulent epistemic evolution of the program and its pedagogical approaches, as well as the combination of internal and external drivers that triggered the shift from one extreme (instructor-centered teaching) to another (LCT) until finding a functional equilibrium. Moreover, the assessment of the program confirmed its claims of being LC. Discussions are presented on leading a LC change, facilitating learning, and using the framework to assess LC coach education.

Learner-Centered Coach Education: Practical Recommendations for Coach Development Administrators

2018 ◽  
Vol 5 (2) ◽  
pp. 169-175 ◽  
Author(s):  
Kyle Paquette ◽  
Pierre Trudel
Keyword(s):  
Coach Education ◽  
Complex Needs ◽  
Empirically Supported ◽  
Critical Areas ◽  
Learner Centered ◽  
Arduous Task ◽  
Coach Development ◽  
Traditional Programs ◽  
Bridging Research And Practice ◽  
Practical Recommendations

Despite a well-established understanding of the complexity inherent to both learning and sport coaching, programs designed to educate coaches have until recently been guided by pedagogical approaches aligned with rather simplistic views of learning. Thanks to the critical and innovative efforts of coaching scholars to uncover the shortcomings of traditional programs and their guiding epistemic traditions, coach education is becoming increasingly infused with constructivist, learner-centered (LC) strategies to help meet the complex needs of coaches. Although many LC informed recommendations have been offered, rarely do they provide coach development administrators (CDAs) with concrete, practical suggestions. Furthermore, the recommendations are scattered throughout the literature, which makes an already arduous task of bridging research and practice even more difficult for CDAs. Guided by the LC literature, a practical learner-centered teaching (LCT) framework, and previous recommendations presented in the coach education literature, this Best Practices paper presents a theoretically robust and empirically supported collection of practical recommendations for CDAs to support three critical areas of LC coach education: program design, facilitation, and coach engagement.

scholarly journals Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia

2021 ◽  
Author(s):  
◽  
Dinath Kim
Keyword(s):  
Higher Education ◽  
Qualitative Methodology ◽  
Empirical Studies ◽  
Structured Interview ◽  
Public University ◽  
Motivating Factors ◽  
Extrinsic Factors ◽  
Intrinsic Factors ◽  
University Teachers ◽  
Teaching Careers

<p>The motivation of tertiary teachers in Cambodian higher education has not received much attention over the years. Specifically, very little is known about factors that motivate and de-motivate Cambodian tertiary teachers in choosing and remaining in their teaching careers. The purpose of the study is to investigate: 1) the factors which influenced teachers to choose teaching careers, 2) motivating and de-motivating factors associated with their teaching, and 3) motivations which may lead them to leave or stay in their teaching careers. It is important to examine the motivational factors that are influential for Cambodian university teachers in order to increase their teaching productivity so that the institutional effectiveness can be enhanced which will lead to improvement in the quality of Cambodia higher education. This research used a single exploratory case study within a qualitative methodology. The study was conducted at two departments in a typical public university in Cambodia. The data was collected through the implementation of one questionnaire that attracted 36 respondents and one semi-structured interview held with each of 8 volunteer participants. Thematic analysis was used to analyse interview data and open-ended questionnaire data. The findings of the study reveal that intrinsic factors were more important than extrinsic factors in influencing teacher motivation in becoming and remaining in teaching. However, extrinsic factors were de-motivating teachers in their teaching and may lead them to leave the profession. The findings are discussed in the context of some theories of motivation and previous empirical studies. Recommendations are made regarding strategies to be used and what further research can be undertaken to address the problem.</p>

Exploring Relationships between Higher Education and Industry

2002 ◽  
Vol 16 (6) ◽  
pp. 393-401 ◽  
Author(s):  
Nicola Peacock ◽  
Adele Ladkin
Keyword(s):  
Higher Education ◽  
Work Experience ◽  
Course Design ◽  
Empirical Studies ◽  
Tourism Industry ◽  
Tourism Education

The purpose of the research discussed here is to explore relationships between a university and its local tourism industry. Although there has been much research on the interface between education and industry few empirical studies exist that test the extent and nature of these relationships. The paper reviews the industry-education interface both in broad terms and specifically in relation to tourism education. Key areas of interaction are identified, and, using an empirical case study, various types of industry-education links are investigated, including: recruitment, employers' preferences in graduate skills, work experience and placements, industry involvement in course design, training for the tourism industry, the use by industry of university products and services, and industry's views on forging links with education. A number of recommendations are made for the improvement of industry-education links.

A Sport Federation’s Attempt to Restructure a Coach Education Program Using Constructivist Principles

2014 ◽  
Vol 1 (2) ◽  
pp. 75-85 ◽  
Author(s):  
Kyle J. Paquette ◽  
Aman Hussain ◽  
Pierre Trudel ◽  
Martin Camiré
Keyword(s):  
Education Program ◽  
Formative Evaluation ◽  
Learning Activities ◽  
Coach Education ◽  
Initial Implementation ◽  
Coach Development ◽  
Development Literature ◽  
Program Designer ◽  
Assessment Strategies

Building on Hussain et al.’s (2012) analysis of Triathlon Canada’s constructivist-informed coach education program from the perspective of the program designer, this case study explored the structure and initial implementation of the program, as well as coaches’ perspectives of their journey to certification. Through a series of document analyses and interviews with the inaugural group of coach participants (N = 4), strategies for the application of constructivist principles are presented and discussed in relation to the coaches’ perspectives and coach development literature. More specifically, through its innovative use of learning activities and formative evaluation and assessment strategies, the program is shown to place considerable emphasis on coaches’ biographies, refection, and representation of learning. Finally, recommendations for coach educators are presented.

scholarly journals Steps to Implement ISO 9000: 2005 Quality Management System: Case Study at Malaysian Higher Education Institutions/ Langkah-Langkah Pelaksanaan Sistem Pengurusan Kualiti ISO 9000:2005: Kajian Kes Di Institusi Pengajian Tinggi Malaysia

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
Siti Arni Basir ◽  
Ilhaamie Abdul Ghani Azmi ◽  
Sharifah Hayaati Syed Ismail al Qudsy ◽  
Musaiyadah Ahmadun ◽  
Syahrul Nizam Kamaruzzaman ◽  
...  
Keyword(s):  
Quality Management ◽  
Management System ◽  
Organizational Context ◽  
Quality Management System ◽  
Empirical Studies ◽  
Iso 9000 ◽  
Structured Interview ◽  
Research Strategy ◽  
Context Analysis

ISO 9000 is a quality management system widely used. ISO 9000 has begun being implemented in Malaysia's IPT since the 1990s as one of the initiatives for quality assurance. While the number of HEIs in Malaysia that are implementing ISO 9000 is increasing, however, empirical studies of the implementation of the system are still underdeveloped. Therefore, the objective of this article is to study the implementation steps of ISO 9000 quality management system at Malaysian HEI. This study uses a qualitative approach by using case study as a research strategy. A public HEI located in Selangor was chosen as a research location. This study uses a semi-structured interview method carried out on fifteen informants who are actively involved in the implementation of ISO 9000. The informants represent the categories of faculty management, quality coordinator and lecturers. The data were analyzed using thematic analysis method which was assisted by Nvivo software. The research finding show that the implementation of ISO 9000 in the HEI involves seven steps; organizational context analysis, training, leadership, development of work groups, implementation, monitoring and improvement. All these steps have been well implemented with participation from all faculty members. The results of this study contribute to the development of knowledge related to the implementation of ISO 9000: 2015 in Malaysian HEI.  The research findings can be employed as a guideline to university administrators, public sector officers or corporate managers in their effort to implement ISO 9000 effectively in their respective organizations.

scholarly journals The assessment of Mevlana Exchange Program: The case of Morocco

2019 ◽  
Vol 14 (2) ◽  
pp. 232-240
Author(s):  
Haci Huseyin Tasar
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Structured Interview ◽  
Exchange Students ◽  
Exchange Program ◽  
Expert’S Opinion ◽  
Exchange Programme

Mevlana Exchange Program is a program that helps to exchange students and academics between the Turkish universities and foreign higher education institutes in Turkey and other countries. The aim of this study is to determine the views and recommendations of exchange students Adiyaman University, who went to Morocco within the scope of Mevlana Exchange Program. This study has been designed to be a case study which is patterned on a basis of qualitative research. Within the research, the opinions of the participants were gathered with a ‘structured interview form’ which was developed by the researcher through taking expert’s opinion. The research is limited with the pieces of information that were provided by the students who went to Morocco. The vast majority of students who have gone to the country in question have expressed that they were not satisfied with the services, such as health, alimentation, sheltering and security and experienced huge problems. Keywords: Adiyaman University, higher education, Mevlana Exchange Programme.

scholarly journals The impact of the flipped classroom in higher education: a case study

2019 ◽  
Vol 37 (2) ◽  
pp. 15-23
Author(s):  
María José Sosa Díaz ◽  
Dolores Narciso
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Structured Interview ◽  
Educational Process ◽  
Case Study Methodology ◽  
Data Collection Instrument ◽  
Analysis Strategy ◽  
Degree Of Satisfaction ◽  
The Impact

Some of the new teaching models that have emerged, including the Flipped Classroom, can be key to reversing traditional educational practices. However, it is necessary to analyse in detail how these educational experiences are being implemented in the classroom, and how this is affecting students' learning. The present research uses a case study methodology. The objective is to analyse a higher education course taught using flipped classroom methodology and to assess the impact of the implementation of said pedagogical model on the students’ formative process. The study used a data collection instrument based on a structured interview and a data analysis strategy based on the Grounded Theory. In general, the results show that students tend to express positive opinions and a good degree of satisfaction with their experiences with this pedagogical method. Most students confirm that the method successfully stimulates cooperative learning and favours the practical acquisition of knowledge, stimulating in turn the development of a series of key competences in the educational process, along with capabilities such as organisation, autonomy and responsibility, among others.

Flexible Higher Education Through Swayam

2020 ◽  
pp. 59-65
Author(s):  
Varun Gupta ◽  
Durg Singh Chauhan ◽  
Thomas Hanne
Keyword(s):  
Higher Education ◽  
Empirical Studies ◽  
Course Enrollment ◽  
Online Platform ◽  
Flexible System ◽  
Online Degrees ◽  
Learning Evaluation ◽  
Online Degree

Challenges in MOOC education for both practical and theoretical courses are identified by the researchers, both experimentally and through a case study. The insights brought by empirical studies helped researchers to propose a framework to make higher education in engineering and management truly online and tuition free. The objective of this chapter is to propose a flexible online degree framework through SWAYAM or any other online platform being approved by education regulator. The process involving course enrollment, learning, evaluation, and outcome is contained in the proposed flexible system that leads to tuition free online degrees. The proposed system not only gives students a freedom to choose their courses in accordance with their flexibility but also use earned credit towards online degrees of any university of their choice.

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