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.

Creating an Andragogy for Adult Learning Advantage

2021 ◽  
pp. 280-302
Author(s):  
Michael D. Hamlin
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Adult Student ◽  
Learner Characteristics ◽  
Definition Of ◽  
Learning Principles ◽  
Selection Of

The goal of this chapter is to provide a framework for creating learning activities for adult learners that rest on a firm theoretical foundation and are based on a definition that highlights the actual learner characteristics involved in successful adult student performance. To achieve this goal, it is important to establish a definition of adult learning that can be used to guide the selection of the important instructional elements that must be addressed in the design of learning activities that provide adult learning advantage. This chapter will provide a framework for the design of an adult andragogy that incorporates teaching and learning principles derived from theory and research in the learning sciences.

Creating an Andragogy for Adult Learning Advantage

2020 ◽  
pp. 209-231
Author(s):  
Michael D. Hamlin
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Adult Student ◽  
Learner Characteristics ◽  
Definition Of ◽  
Learning Principles ◽  
Selection Of

The goal of this chapter is to provide a framework for creating learning activities for adult learners that rest on a firm theoretical foundation and are based on a definition that highlights the actual learner characteristics involved in successful adult student performance. To achieve this goal, it is important to establish a definition of adult learning that can be used to guide the selection of the important instructional elements that must be addressed in the design of learning activities that provide adult learning advantage. This chapter will provide a framework for the design of an adult andragogy that incorporates teaching and learning principles derived from theory and research in the learning sciences.

scholarly journals IMPLEMENTASI METODE PROBLEM-BASED LEARNING (PBL) UNTUK OPTIMALISASI STUDENT-CENTERED LEARNING (SCL) DI PERGURUAN TINGGI

2017 ◽  
Vol 3 (1) ◽  
pp. 76
Author(s):  
Putu Santi Oktarina
Keyword(s):  
Adult Learners ◽  
Learning Styles ◽  
Learning Process ◽  
Teaching And Learning ◽  
Social Activity ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Concrete Experience ◽  
Definition Of

<p><em>Students at higher education institutions are definitely adults who should be encouraged and given motivation </em><em>to be</em><em> the 'adult' learners. Each student has diverse characteristics that will make them ultimately bring different perspectives to the class (different types of backgrounds, learning styles, experiences, and aspirations). Therefore, educators are no longer possible to use conventional methods in cultivating the values to students to get them to be adult learners. The psychological condition of adults will encourage the teaching and learning process to be more directed to the Student-Centered Learning. This method is built on the principles of active learning constructive, some social activity, mental reflection, implementation of prior knowledge, and so forth. The learning process is a reflection cycle (about what happened), the idea of a thing (or something that needs to be tested), action (trial to do something), and outcomes (concrete experience). Problem-Based Learning method is an option that can be used to support the activities of Student-Centered Learning for the use of problems in the learning process can trigger the curiosity of students that will lead them to be able to solve their own problems by giving a definition of a certain problem and specify the collected information. In this way, students will try to associate the information they have and be able to specify the topics they will learn more.</em></p>

Online Course Design Principles

2011 ◽  
pp. 99-118 ◽  
Author(s):  
Lance J. Richards ◽  
Kim E. Dooley ◽  
James R. Lindner
Keyword(s):  
Instructional Design ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Management Tool ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Online Orientation ◽  
Effective Delivery ◽  
Learning Principles

The premise of this chapter is that technology for course delivery will change, but effective delivery of content is dependent upon use of appropriate instructional design techniques. The authors take a practical approach by providing guidelines for designing online courses and programs. These guidelines include: (1) designing or selecting a course management tool, (2) course planning and organization, (3) “chunking” content, (4) using interactive teaching and learning strategies, (5) applying adult learning principles, (6) considering self-directed and student-centered learning approaches, (7) using authentic assessment strategies, (8) providing online orientation and technology training, and (9) providing information about appropriate infrastructure for learner support. We use a graduate course, Advanced Methods in Distance Education, as “the case” to provide specific examples of the instructional design components. By following these approaches, you can develop a successful online learning environment.

Virtual Learning in Smart Education

2020 ◽  
pp. 173-197
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Use Of Technology ◽  
Learning Principles

This chapter expands the knowledge about virtual learning in smart higher education, and how these processes can be a tool for motivated and student-centered learning in a resource-enriched virtual learning environment with technology-embedded tools. Methodologically, selected articles are reviewed to expand the knowledge about virtual learning in smart higher education and with an example analysis of an open question (N=57) among teacher educators (N=105) about what kind of education they need for using a virtual learning environment with different tools. Theoretically, the analysis of the answers is based on the TPACK model and Gees five learning principles. The findings highlight that higher education and academic researchers have much to learn about teaching and learning in a virtual learning environment and in virtual reality that can enhance student-centered learning and reveal the pedagogical surplus value in their own teaching and learning context through the use of technology for an educational purpose.

scholarly journals The Problems of Applying Student Centered Syllabus of English in Vocational High Schools in Kendal Regency

2016 ◽  
Vol 9 (8) ◽  
pp. 231 ◽  
Author(s):  
Abdurrachman Faridi ◽  
Seful Bahri ◽  
Sita Nurmasitah
Keyword(s):  
High Schools ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
Learning Activities ◽  
English Teacher ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Third ◽  
Central Java ◽  
Vocational High Schools

<p>This study was descriptive qualitative study aimed to investigate the problems of applying student centered syllabus in vocational high schools in Kendal regency, Central Java, Indonesia. The subjects of the study were twenty English teacher in vocational high schools in Kendal. The data were collected through observations, questionnaires, and interviews. The collected data further were analyzed using inductive analysis in which the researchers looked for the pattern of the data and the meaning of the data. Based on the data, there are three points concluded. The first was the English teaching and learning process in vocational high schools in Kendal had applied the student-centered syllabus. The second, in designing the students-centered syllabus the teachers found difficulties in having a model of the student-centered syllabus as a guideline in adapting and designing their own syllabus, describing the learning indicators, and formulating learning activities alligned with the student-centered learning. The third, the teachers faced difficulties in terms of encouraging their students to participate actively during the teaching and learning, and requiring a lot of time in implementing the student-centered syllabus. Thus, even though the teachers had already applied the student-centered syllabus in their teaching, they still found difficulties in implementing it. In conclusion, they need a model of student-centered syllabus for being a guideline in designing their syllabus and workshops to train them the ways to implement the student-centered syllabus successfully in their teaching.</p>

DIGITAL TRANSFORMATION IN EDUCATION: ACTIVE LEARNERS

2019 ◽  
pp. 14-21
Author(s):  
Sevinç GÜLSEÇEN
Keyword(s):  
Computer Games ◽  
Digital Technology ◽  
Electronic Music ◽  
Teaching And Learning ◽  
Active Role ◽  
Digital Transformation ◽  
Technology Literacy ◽  
Digital Television ◽  
Student Centered ◽  
Student Centered Learning

It is argued that the digital technology has made possible the vast range of applications and media forms including virtual reality, digital special effects, digital film, digital television, electronic music, computer games, multimedia, the Internet, the World Wide Web, digital telephony and so on [8]. Digital transformation has been particularly influential in new directions of society.Providing schools with digital technology promises a high return on investment. The presence of computers and Internet access raises technology literacy and skills, better preparing the future generations to participate in the information society [12]. To this end, schools represent ideal access points because they cover a large part of the population, especially in developing countries. Starting from 1990s, many educators have been realised the potential of Internet for educational purposes and began to introduce it into classrooms. According to [10] the popularity of web-based teaching and learning lies in the strengths of its distributed nature and the case of its browsing facility. Both the use of digital technology and increased interest in student-centered learning may lead to a significant change of the teacher’s role, as well as the recognition of the active role of the learner in the learning process.

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 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 UPAYA MENINGKATKAN KOMPETENSI GURU DALAM MEMBUAT MEDIA PEMBELAJARAN DARI LIMBAH ANORGANIK

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Nurmaini Nurmaini
Keyword(s):  
Student Learning ◽  
Inorganic Materials ◽  
Learning Activities ◽  
Teacher Competence ◽  
Instructional Media ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Subject

This research is motivated by the need for learning which demands that the teacher is not only proficient in teaching but also facilitates student learning activities in order to create student-centered learning. This study aims to improve teacher competence in making instructional media, in this case media from inorganic materials. This research was conducted at SDN 11 Bathin Solapan with 18 teachers as the subject. The instrument in this study was an observation sheet. The results showed that in the first cycle the competence of the teacher in making learning media was 67.13%, and the second cycle was 74.54% with good criteria. Based on the results of the study, it can be concluded that providing guidance can improve teacher competence in making learning media from inorganic materials.

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