Breaking Away

2011 ◽  
pp. 431-450
Author(s):  
Sharon Stoerger
Keyword(s):  
Continuing Education ◽  
Virtual Worlds ◽  
Second Life ◽  
Prominent Feature ◽  
Student Centered ◽  
Student Centered Learning ◽  
Effective Learning ◽  
Text Chat ◽  
Rapid Pace ◽  
Education Courses

Technology is changing at a rapid pace, and information is becoming a more prominent feature in society. Advocates of educational technology contend that virtual worlds will revolutionize education. Many of these arguments in support of educational uses of technology emphasize the fact that virtual worlds have the potential to foster a more student-centered learning environment. This research involved the analysis of synchronous text chat and observational data collected from Second Life® (SL) continuing education courses at three different course levels – beginner, intermediate, and advanced. To support or refute these findings, unstructured interviews were conducted with SL course instructors and students. In general, the SL instructors relied heavily upon teacher-centered methods. However, the results of this study suggest that the use of student-centered approaches in virtual world – ones that draw from constructivist epistemologies – have the potential to create a more effective learning situation for the students.

In a Virtual Classroom, Who has a "Voice"? A Discourse Analysis of Student-Instructor Interactions in Two Second Life-based Courses

2010 ◽  
pp. 237-255 ◽  
Author(s):  
Sharon Stoerger
Keyword(s):  
Deep Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Three Dimensional ◽  
Virtual Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Social Exchanges ◽  
Text Chat ◽  
Student Instructor

Much of the literature argues that educational initiatives that take place in three-dimensional virtual worlds such as Second Life (SL) enable students to construct their knowledge and take ownership for their learning. The notion of a more student-centered learning environment is not new; in fact, similar claims were made about text-based MUD environments and to some extent, educational chat spaces. This study is an attempt to more rigorously examine some of the claims made about the democratic nature of communication in virtual worlds such as SL and the potential for these electronic spaces beyond social exchanges. The findings support the notion that deep learning is possible in virtual worlds using synchronous text chat. However, evidence to suggest that the structure of the educational activities is student-centered is lacking. Contrary to the claims, instructional activities used in the SL courses under investigation relied heavily on a teacher-centered model.

Transmedia Communication

2013 ◽  
pp. 15-32
Author(s):  
Sharon Stoerger
Keyword(s):  
Continuing Education ◽  
Virtual Worlds ◽  
Second Life ◽  
Computer Mediated Communication ◽  
Educational Communication ◽  
Mediated Communication ◽  
Text Chat ◽  
Computer Mediated ◽  
The Media ◽  
Education Courses

Virtual worlds have the potential to foster new forms of educational communication among students and their instructors. These digital exchanges in virtual worlds are facilitated by computer-mediated communication (CMC) tools such as text-based media and Voice over Internet Protocol (VoIP). This chapter will investigate the media that were used to support student-instructor interactions in three continuing education courses situated in Second Life (SL). Based on these observations, text chat was more effective than VoIP at supporting educational discussions during these class sessions.

scholarly journals IMPLEMENTASI PAIKEM PENGARUHNYA TERHADAP KOMPETENSI, KUALITAS, EFISIENSI DAN EFEKTIVITAS PEMBELAJARAN

2019 ◽  
Vol 17 (2) ◽  
pp. 312
Author(s):  
Indrayati Indrayati
Keyword(s):  
Cooperative Learning ◽  
Project Based Learning ◽  
Learning Effectiveness ◽  
Student Centered ◽  
Student Centered Learning ◽  
Effective Learning ◽  
Learning Efficiency ◽  
Creative Learning ◽  
Class Room ◽  
Learning Competence

The research aimed at developing and implementing the PAIKEM method with Student centered learning, Project Based Learningand cooperative learning, effective learning, fun Learningso the learning in the accounting department  able to produce high quality human resources so able to compete  in the global  or international market. The research method was quantitative with data collection by using interview, questionnaire, documentation, triangulation from class room action  research.  Analysis method done with Manova to know the influence of the Paikem method implementation toward competence, quality, efficiency, and effectiveness of learning. The results showed that student centered learning, cooperative learning, fun learning influence insignificantly toward learning competence, while project based learning, creative learning, effective learning influence significantly toward learning competence.  Then student centered learning, cooperative learning, fun learning influence insignificantly toward learning quality, while project based learning, creative learning, effective learning influence significantly to the learning quality.  Then student centered learning, creative learning influence insignificantly toward the learning efficiency, while project based learning, cooperative learning, effective learning influence significantly toward learning efficiency. Toward learning efficiency.  Then student centered learning,  creative learning, effective learning influence insignificantly toward learning effectiveness, while project based learning, cooperative learning, fun learning influence significantly toward learning effectiveness.

scholarly journals Teaching in Virtual Worlds: Opportunities and Challenges

10.28945/3207 ◽  
2008 ◽  
Author(s):  
Stacy Kluge ◽  
Elizabeth Riley
Keyword(s):  
Technological Innovation ◽  
Virtual Worlds ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Practices ◽  
The Future ◽  
Future Of Education

How, where, when, and what we teach has been significantly influenced by technological innovation. Radio, television, and computers have all altered how information is presented and how students interact with that information. This paper describes how virtual worlds provide a mechanism to incorporate constructivist, experiential, and student-centered learning practices into the classroom. The authors also discuss the challenges and the benefits of using virtual worlds in education as well as some implications for the future of education.

Learning Places

2011 ◽  
pp. 31-46
Author(s):  
James Barrett ◽  
Stefan Gelfgren
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Core Curriculum ◽  
Practical Experience ◽  
Participatory Culture ◽  
Theory And Practice ◽  
Learning Goals ◽  
Project Work ◽  
General Level ◽  
Student Centered

The chapter, based on a set of developed teaching scenarios, discusses how virtual worlds, in particular Second Life, can be used in student centered pedagogy; intertwining theory and practice, emphasizing process-thinking, critical perspectives, and strengthen the confidence and independence of the student. Drawing upon experiences from traditional education, Web 2.0-tools, and problem based pedagogy grounded in project work, social media, engineering, and digital humanities, this chapter presents a pedagogy based upon the concepts of participatory culture, and co-creation on the part of students in the learning process. The authors have been involved in developing the core curriculum for a term-long (four month) course for Museum Studies. A problem based, student centered pedagogy is both integrated and contrasted with traditional classroom settings, that are also part of the planning, implementation, and assessment stages of the course. Based upon the practical experience of conducting this course, the article critically discusses ICT and problem oriented learning on a general level – including the benefits and disadvantages for the student and for the teachers. How this approach to learning, from the experiences in virtual worlds, can fit in to the established structure of learning goals, lectures, examination, and assessment is questioned in the chapter, based on the experiences gathered from teaching the course.

scholarly journals Effect of Student Activity Participation on Accounting Education

2019 ◽  
Vol 5 (3) ◽  
pp. 40
Author(s):  
Yeon-Hee Park ◽  
Tae-Young Paik ◽  
Jeong-Ho Koo
Keyword(s):  
Accounting Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
Effective Learning ◽  
Active Involvement ◽  
Positive Effects ◽  
Board Games ◽  
Introductory Accounting ◽  
Accounting Courses ◽  
Positive Engagement

Accounting education focuses on delivering knowledge to students. Most student are passive, behaving as bystanders or listeners in lecturer-oriented learning. However, student-centered learning requires active and positive engagement from students to generate effective learning. Board games represent a key driving tool in inducing student participation and interest in active learning. This study investigates whether the active participation of students in class activities has positive effects on accounting education. Specifically, it tests whether active student involvement in board game activities in introductory accounting courses contributes to effective learning. There were a few key findings. Firstly, the more actively that students participate in the game, the higher their favorable changes are in terms of perception of accounting. Secondly, the higher their positive perceptions are, the higher the effects of accounting education are. These results imply that the active involvement of learners is a precondition for the effect of accounting education activities, and that positive perception is a mediator for learning effects.

scholarly journals Student-centered learning and effective learning environment

2019 ◽  
Vol 127 (2) ◽  
pp. 135-146
Author(s):  
Sholpan Zharkynbekova ◽  
◽  
Kuralai Urazayeva ◽  
Sylvia Petkova ◽  
Gulmira Kozhamkulova ◽  
...  
Keyword(s):  
Learning Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Effective Learning

scholarly journals MODEL PEMBELAJARAN BAHASA ARAB YANG TERFOKUS PADA SISWA (STUDENT-CENTERED LEARNING/SCL)

2019 ◽  
Vol 7 (1) ◽  
pp. 67-84
Author(s):  
Ahmad Asse
Keyword(s):  
Global Education ◽  
Learning Model ◽  
Religious Language ◽  
Learning Models ◽  
Learning Potential ◽  
Student Centered ◽  
Student Centered Learning ◽  
Effective Learning ◽  
Conventional Teaching ◽  
Modern Learning

This paper would like to descripte the characteristics of learning that focused on the learners, the benefits, the weaknesses and the steps of its use to achieve the goal of learning Arabic. Learning model is an important part which is understood by every Arabic teacher to be able to present the condition of learning that is always fun for learners. An effective model for learning in Arabic is the learning model that concentrated to student. The use of this learning model is believed to be able to improve the four competencies of Arabic learners, namely the ability to speak, write, read and hear. For this reason, an Arabic teacher must understand the various variants of an effective learning model which centered on the learning potential of students in order to present the materials in an enjoyable. Therefore, it is important for any Arabic teacher to change the teacher-centered paradigm which is conventional teaching towards a modern learning paradigm which centered to the creative ability of students during the Arab learning proccess. The use of learning models which focused to learners in Arabic learning should be supported by teacher innovation that can empower learners to be active during learning. In addition, the teacher seeks to construct the latest Arabic material by utilizing the technology media relevant to the progress of the global education world, especially in learning Arabic as the language of the Islamic world and religious language.

scholarly journals Improving the Ability to Appreciate Short Stories through a Student-Centered Learning Approach for Class X Students of SMK Negeri 1 Touluaan

2020 ◽  
Vol 3 (3) ◽  
pp. 25-31
Author(s):  
Fientje Malinggas ◽  
Mayske Liando ◽  
Intama J. Polii ◽  
Viktory Nicodemus Joufree Rotty
Keyword(s):  
Short Stories ◽  
Action Research ◽  
Short Story ◽  
Learning Approach ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Effective Learning ◽  
The Third ◽  
Academic Year

The purpose of this study is to improve the ability to appreciate short stories through Student Centered Learning Approaches Class X Students of SMK Negeri 1 Touluaan. This research was conducted at SMK Negeri 1 Touluaan, Academic Year 2019/2020 Academic Year of 48 students. The method used in this research is classroom action research. The first round is 47% in the underprivileged category, the second half 62% is still in the underprivileged category, and 80% of the third round is in the underprivileged category. Students' appreciation for the ability to determine the intrinsic elements of a short story can increase if they exchange ideas and discuss together and present the results of each group's discussion to be responded to by other groups. This will make the Student-Centered Learning (SCL) approach can improve students' ability to appreciate the intrinsic element of the Indonesian short story learning. Particularly, in short story learning, teachers must be able to create a pleasant learning atmosphere by implementing effective learning.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

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