Before and After MOOCs, Before and After Institutions

2021 ◽  
pp. 106-121
Keyword(s):  
Content Delivery ◽  
Collaborative Networks ◽  
Digital Learning ◽  
New Paradigm ◽  
Traditional Practice ◽  
Student Centered ◽  
Student Centered Learning ◽  
Long Run ◽  
Before And After ◽  
Classical Subject

Digital learning practice using ubiquitous personal technologies can lead to teachers using their craft professionalism to create artfully-crafted, student-centered, learning experiences. Supportive and progressive organisational architectures of participation reveal adaptive institutions working across collaborative networks. The question now is what might adaptive institutions look like if they have been subjected to transformational processes, rather than just “e-enabling” the traditional practice of content delivery within the existing classical subject taxonomies? MOOCs seem to be a continuation of a learning catered for content through delivery; they are not a new paradigm, despite their promotion in this way by universities and the technology companies selling their platforms. In order to look at what transformation rather than e-enabling might look like, the authors review their framing ideas with long-run historical views of education, learning, knowledge, and institutions with a process called “before and after.”

Comparison of a computer simulation program and a traditional laboratory practical class for teaching the principles of intestinal absorption.

1994 ◽  
Vol 267 (6) ◽  
pp. S95 ◽  
Author(s):  
D G Dewhurst ◽  
J Hardcastle ◽  
P T Hardcastle ◽  
E Stuart
Keyword(s):  
Undergraduate Students ◽  
Epithelial Transport ◽  
Undergraduate Curriculum ◽  
Computer Assisted ◽  
Knowledge Gain ◽  
Student Centered ◽  
Student Centered Learning ◽  
Before And After ◽  
Resource Requirements ◽  
Approach Working

Here we describe an evaluation of the effectiveness, compared with a traditional laboratory, of an interactive computer-assisted learning (CAL) program, which simulates a series of experiments performed using isolated, everted sacs of rat small intestine. The program is aimed at undergraduate students of physiology and is designed to offer an alternative student-centered learning approach to the traditional laboratory-based practical class. The evaluative study compared two groups of second-year undergraduate students studying a module on epithelial transport: one group worked independently using the CAL program and associated learning materials, and the other group followed a conventional practical class approach, working in the laboratory under supervision. Knowledge gain of each group was measured by means of a test consisting of a range of question types (e.g., short-answer factual, calculation, interpretation) given to students before and after the module. Student attitude to both approaches was assessed by questionnaire, and the resource requirements were also compared. It was found that the knowledge gain of both groups of students was the same, that students had a positive attitude toward using CAL programs of this type, and that the cost of the conventional laboratory-based approach was five times greater. The potential for integrating CAL programs into the undergraduate curriculum is discussed.

scholarly journals Pengaruh Model Pembelajaran Kooperatif Type STAD Terhadap Keterampilan Pengisian Partograf Mahasiswa Kebidanan

2015 ◽  
Vol 1 (1) ◽  
pp. 39-42
Author(s):  
Yulizawati Yulizawati ◽  
Venny Rismawanti
Keyword(s):  
Cooperative Learning ◽  
Learning Experience ◽  
Core Competencies ◽  
Learning System ◽  
P Value ◽  
Student Centered ◽  
Student Centered Learning ◽  
Significant Difference ◽  
Before And After ◽  
Active Learning Method

Educational development demands different ways of thinking and act from what have already existed. Ideal learning system must be able to provide a learning experience for students, to open up their potential for internalizing knowledge, skills and attitudes through their learning experiences. It can be done by applying an active learning method through student centered learning (SCL), one of these methods is STAD (Student Teams Achievement Division). This type teaches cooperation, responsibility, interaction, confidence, decision-making, communication, and conflict management. With this method, partograph filling skill as the core competencies of midwifery students in labor monitoring may increase..  This research aims to determine the effect of STAD method on partograph filling skill of midwifery students. This was a comparative study to compare the level of student skill in filling up partograph before and after applying cooperative learning using STAD method. The results obtained in this study showed that there was a very significant difference of the skill of students before and after using cooperative learning of STAD method, with a p-value is 0.001. Student centered learning using STAD method is proved to be more significant to improve student competence of filling up partograph.

scholarly journals Implementing a Student-Centered Pedagogy: Doing so in the Indonesian Teaching-Learning Context

2012 ◽  
Vol 5 (2) ◽  
pp. 1
Author(s):  
Hanung Triyoko
Keyword(s):  
Student Interest ◽  
Learning Context ◽  
New Paradigm ◽  
Technology In The Classroom ◽  
Teaching Experiences ◽  
Student Centered ◽  
Student Centered Learning ◽  
Challenges And Opportunities ◽  
Teaching Learning ◽  
Successes And Failures

Today’s educators must be willing to shift from the teacher-centered paradigm, which was in place when they themselves were students, to the new paradigm of student-centered education. This article was inspired by the challenges and opportunities experienced by the writers while attempting to  implement a student-centered pedagogy. We will share some of our experiences as educators to provide a context for various aspects of student centered-learning.  Understanding some of the successes and failures we have experienced in our careers may help to highlight the potential and importance of student-centered pedagogy in its many facets. Based on the vignettes from our teaching experiences, we have identified four major ideas about how to adopt a more student-centered approach: planning lessons that encourage student interest; adapting the curriculum to meet student’s needs; using technology in the classroom; and developing mutually respectful relationships. Keywords : Student-Centered Pedagogy; Student’s Interest, Student’s Needs; Mutually Respectful Relationships 

Transforming Preservice Teacher TPACK by Transforming Faculty Digital Agency

2019 ◽  
pp. 131-153 ◽  
Author(s):  
Rebecca J. Blankenship
Keyword(s):  
Digital Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Face To Face ◽  
Level Of Use ◽  
Digital Plane ◽  
The Face ◽  
Event Flow ◽  
Digital Agency ◽  
Technology Trends

In 2016, the Office of the Provost at Florida Agricultural and Mechanical University initiated a highly competitive faculty digital learning initiative (DLI) to promote student-centered learning by retooling existing courses to reflect current and emerging technology trends. For this chapter, the experiences of four fellows were considered within the TPACK framework level of use (LoU) structure in addition to considerations of how the face-to-face to digital transformation were perceived by fellows in terms of what they knew about their pedagogic methods prior to, during, and subsequent to completion of the fellowship. Additionally, descriptions of how each fellow retooled the curriculum and construct of her/his course to reflect better the needs of the 21st century learner will be cross-analyzed through event-flow networks against her/his re-envisioned personal teaching philosophy to establish if pedagogic transformation actually occurred across the digital plane.

scholarly journals Implementing a Student-Centered Pedagogy: Doing so in the Indonesian Teaching-Learning Context

2012 ◽  
Vol 5 (2) ◽  
pp. 1-32
Author(s):  
Hanung Triyoko
Keyword(s):  
Student Interest ◽  
Learning Context ◽  
New Paradigm ◽  
Technology In The Classroom ◽  
Teaching Experiences ◽  
Student Centered ◽  
Student Centered Learning ◽  
Challenges And Opportunities ◽  
Teaching Learning ◽  
Successes And Failures

Today’s educators must be willing to shift from the teacher-centered paradigm, which was in place when they themselves were students, to the new paradigm of student-centered education. This article was inspired by the challenges and opportunities experienced by the writers while attempting to  implement a student-centered pedagogy. We will share some of our experiences as educators to provide a context for various aspects of student centered-learning.  Understanding some of the successes and failures we have experienced in our careers may help to highlight the potential and importance of student-centered pedagogy in its many facets. Based on the vignettes from our teaching experiences, we have identified four major ideas about how to adopt a more student-centered approach: planning lessons that encourage student interest; adapting the curriculum to meet student’s needs; using technology in the classroom; and developing mutually respectful relationships. Keywords : Student-Centered Pedagogy; Student’s Interest, Student’s Needs; Mutually Respectful Relationships 

Digital Learning Environments and Student-Centered Curriculum in a University Context

2012 ◽  
pp. 105-114 ◽  
Author(s):  
Sevinç Gülseçen
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
New Technologies ◽  
Theory And Practice ◽  
Digital Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Web Based ◽  
Undergraduate Programs ◽  
Digital Learning Environments

With promises of rich information resources readily available, successful use of the World Wide Web (WWW) within an instructional setting is tied directly to a pedagogical approach that promotes Student-Centered Learning (SCL). SCL is based on constructivist approaches and has become an important theme in the educational theory and practice. Although SCL is not a new idea, new technologies developed for the Web and other Digital Learning Environments (DLEs) allow new forms of educational support to be facilitated, enabling new pedagogical concepts and enhancing learning. This chapter reports on an effort of empowering learners in the design of web-based teaching and learning in undergraduate programs in a Turkish university context.

Improving Student Engagement in Political Science Courses Through Application of Active Learning and Digital Learning Technologies

2019 ◽  
pp. 113-134
Author(s):  
Victor B. Eno
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
General Education ◽  
Political Science ◽  
Digital Learning ◽  
Learning Tools ◽  
Student Centered ◽  
Student Centered Learning ◽  
Science Courses ◽  
Analytical Skills

This chapter explores the experiences and benefits gained from participation in Florida Agricultural and Mechanical University Provost's Digital Learning Initiative (DLI) Fellowship. Participants were equipped with relevant tools for re-designing courses for increased student engagement and attainment of student learning outcomes. The program promoted expertise in retooling courses to promote student-centered learning by exposing students to digital learning tools that reflect current and emerging technology trends in higher education as well as best practices in implementation of active learning strategies. The focus was on application of technology and implementation of active learning practices in two political science courses: a research methods and general education course. These insights have improved the author's professional development competencies; importantly, the implementation of technology-based learning has resulted in improved student achievement as evidenced by summative and formative assessment measures, and the acquisition of research and analytical skills.

Scientific and methodological recommendations for improving the professional training of future teachers based on student-centered learning in a digital environment

2021 ◽  
Vol 47 (2) ◽  
pp. 31-40
Author(s):  
U. Abdigapbarova ◽  
◽  
N. Zhienbayeva ◽  
Keyword(s):  
Performance Evaluation ◽  
Professional Training ◽  
Digital Learning ◽  
Competence Model ◽  
Digital Environment ◽  
Future Teachers ◽  
Student Centered ◽  
Student Centered Learning ◽  
And Performance ◽  
The University

The article presents the content components of scientific and methodological recommendations for improving the professional training of future teachers on the basis of student-centered learning in a digital environment. Scientific and methodological system for improving the professional training of future teachers based on student-centered digital learning: it consists of four interrelated components: target, content, methodological (instrumental), and performance-evaluation. The scientific and methodological recommendations are aimed at providing student-centered training of students at the university on the basis of the variability of the competence model of professional training of the future teacher. Variability is considered by us as an opportunity to choose a personalized (POT) and individual educational trajectory (IOT) of students.

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.  

EVALUASI IMPLEMENTASI PEMBELAJARAN STUDENTS CENTERED LEARNING OLEH MAHASISWA PPL FKIP-UKI DI SEKOLAH MITRA – PSKD

2018 ◽  
Vol 1 (1) ◽  
pp. 69-80 ◽  
Author(s):  
Eden Handayani Tyas ◽  
Sunarto Sunarto ◽  
Lamhot Naibaho
Keyword(s):  
Random Sampling ◽  
Research Method ◽  
Survey Method ◽  
Research Approach ◽  
Questionnaire Data ◽  
Student Centered ◽  
Student Centered Learning ◽  
Faculty Of Education ◽  
Partner Schools

This study is about the evaluation of student centered learning implementation by Internship students of Faculty of Education and Teacher Training at PSKD Jakarta. The purpose of this study to find out how the implementation of student centered learning at the school. The research method used was survey method by using qualitative research approach. The respondents of this study were 31 teachers who were taken using proportional random sampling (50%) from 62 companion teachers. The instruments used in this study were questionnaires (which consists of 24 statements) and interviews. Questionnaire data was analyzed quantitatively by classification of Likert scale value while interview data was analyzed descriptively. From the data collected through questionnaires and interviews found that the implementation of student centered learning in PSKD partner schools in Jakarta is good, and 30% of teachers still believe that the implementation of student centered learning in PSKD partner schools is still poor. Thus, it can be concluded the implementation of students centered learning at PSKD is good, but it still needs improvement. Keyword: evaluation, implementation, students centered learning, PPL

Sign in / Sign up

Export Citation Format

Share Document