Perceptions of Graduate Introvert Students Towards Problem-Based Group Work Activities in the Classroom

2021 ◽  
pp. 277-291
Author(s):  
Sharon Ndolo
Keyword(s):  
Higher Education ◽  
Research Design ◽  
Group Work ◽  
Work Experience ◽  
Qualitative Approach ◽  
Negative Group ◽  
Student Centered ◽  
Student Centered Learning ◽  
Work Activities ◽  
Higher Education Systems

This research study will examine the perceptions of graduate introvert students towards problem-based group work activities in the classroom. There is an emphasis into student-centered learning in higher education systems in today's world, and group-work activities are amongst the ways of having students active in the classroom. Results of this study will show that introverts compared to extroverts have negative group work experience. This study will show the importance of designing and structuring group work activities well to allow for all students regardless of their personalities to be able to be motivated towards group work activities and be able to retain concepts learned during student-centered learning activities. This study investigates how graduate introvert students perceive group work activities in the classroom. Personality test will be administered to ensure all participants fit into the study's description of an introvert. Qualitative approach was selected as the research design for this study using unstructured interview questions.

scholarly journals Student Centre Approach in Teaching English for Specific Purposes Moodle-Based

2021 ◽  
Vol 14 (1) ◽  
pp. 115-135
Author(s):  
Rizky Eka Prasetya
Keyword(s):  
Higher Education ◽  
Research Design ◽  
English Language ◽  
Qualitative Approach ◽  
English Language Teaching ◽  
English For Specific Purposes ◽  
Teaching English ◽  
Language Management ◽  
Student Centered ◽  
Virtual Class

The Indonesia higher education majority utilized the Language Management System (LMS) Moodle. The English Moodle-based teaching is a massive pedagogy shift due to pandemic. The study aimed to investigate and explore the technicality feature of teaching English, particularly the student-centered approach. The study was conducted in the qualitative approach experimental sequential research design. The substantive research instruments applied in the study comprised centered on questionnaires and interviews. The questionnaire was generated to investigate the lecturer used Moodle in their English language teaching. It is expected to discover the utilizing feature and adapting virtual class in LMS Moodle. The findings revealed that the system had an exclusive feature to accommodate student-centered teaching, yet it was found that the lecturer's unfamiliarity implied the inadequacy of Moodle course feature

scholarly journals ANALISIS PROSES PEMBELAJARAN MATEMATIKA PADA MATERI GARIS DAN SUDUT

2020 ◽  
Vol 8 (3) ◽  
pp. 147-152
Author(s):  
SARAH SRI RAHAYU
Keyword(s):  
Learning Process ◽  
Mathematics Learning ◽  
Learning Model ◽  
Qualitative Approach ◽  
Contextual Learning ◽  
Time Constraints ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Plan ◽  
Descriptive Method

This study aims to find out an overview of how the mathematics learning process on lines and angles in class VII SMP YPK 2 Manokwari, the level of teacher readiness, and to obtain an overview of the implementation of student-centered learning through the contextual learning model that takes place at SMP YPK 2. Manokwari on lines and angles. The method used in this research is descriptive method with a qualitative approach. The results showed that (1) The learning process of mathematics at SMP YPK 2, especially in the material of lines and angles, has gone well in accordance with the learning plan that has been made and in accordance with the learning steps, namely introduction, core activities, closing, and evaluation (2 ) The readiness of the teacher in preparing for learning is good (3) The implementation of learning that is centered on students through the contextual learning model has not been fully carried out due to time constraints and differences in the abilities of each student which are not the same as the lack of existing facilities and infrastructure

scholarly journals Mobile Technologies for Student Centered Learning in a Distance Higher Education Program

2016 ◽  
pp. 184-199 ◽  
Author(s):  
Lisbeth Amhag
Keyword(s):  
Higher Education ◽  
Education Program ◽  
Mobile Technologies ◽  
Computer Supported Collaborative Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Theoretical Concepts ◽  
Face To Face ◽  
Flipped Classrooms ◽  
Mobile Interactions

The aim of this study is to analyze mobile technologies for student centered learning in a distance higher education program with a focus on mobile online webinars (web-based seminars or conferencing) using mobile applications such as laptops, smart phones, or tablets. As wearable technologies continue to grow it could very well extend to smart glasses, smart watches etc. These tools can provide face-to-face interactions, recording flipped classrooms and parallel chat communications. The data collection consists of observations of ten online face-to-face webinars with 22 students, six interviews, and two surveys. Theoretically, the study joins the research tradition of Computer-Supported Collaborative Learning with emphasis on collaboration, and Computer Self-Efficacy concerned with individuals' media and information literacy. Important conclusions from the study demonstrated mobile interactions increased student centered learning on theoretical concepts, assisted in the ability to review information critically, and provided experiences bridging professional teaching practices.

scholarly journals IMPACT OF TEAM WORK ON EMPLOYEE SATISFACTION

2014 ◽  
Vol 10 (2) ◽  
Author(s):  
Sobia Shujaat ◽  
Keyword(s):  
Higher Education ◽  
Group Work ◽  
Work Experience ◽  
Employee Satisfaction ◽  
Team Work ◽  
Future Research ◽  
Work Experiences ◽  
Work Skills ◽  
Organizational Goals ◽  
Practical Implications

Purpose: The current study was based on analyzing effect of team work on employee satisfaction, as team work is considered to be a crucial factor for achieving organizational goals. Methodology/Sampling: A survey was conducted among 384 employees from different organization to analyze their team work experience. Regression analysis was applied to access the significance of linear relationship on data under study. Findings: It was found that team work has a significant impact on employee satisfaction. Future research should investigate the ways in which teamwork interest can be moderated by characteristics of the task and the group, preferably those characteristics that instructors have some control over to facilitate group work experiences. Practical Implications: Employers value team work skills from incoming employees with higher education. Hence it is critical that instructors in higher education institutions understand the importance of teamwork and the factors that contribute to positive teamwork environment. The study will be helpful for HR departments to understand the importance of team work and for devising better work groups.

Peer Feedback Activities in Smart Education

2020 ◽  
pp. 105-135
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Peer Feedback ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Main Process ◽  
Student Centered ◽  
Student Centered Learning ◽  
Feedback Model ◽  
Smart Education

New ways of communication and peer feedback activities provide several opportunities for student-centered collaborative learning in smart higher education. This chapter increases the knowledge about how collaborative peer feedback processes can support student-centered learning toward higher-order thinking and critical ability in smart higher education. Methodically, various types of feedback are illustrated based on review of selected articles from previous research. The qualitative empirical data of feedback processes (N=155) among 22 students was grounded on criteria and guidance on feedback for collaborative learning. Theoretically, the analysis of excerpts is based on a feedback model and an assessment cycle to identify the gap between the main process, self-regulated and self-directed actions, and the self as a person (i.e., what is understood and what is aimed to be understood). The results demonstrate that peer feedback provides one of the most critical and self-directed impacts on student-centered collaborative learning and higher-order thinking.

Applying the Polysynchronous Learning to Foster the Student-Centered Learning in the Higher Education Context

2016 ◽  
pp. 385-403
Author(s):  
Fan Ouyang
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Learning Activity ◽  
Communication Model ◽  
Environment Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
App Design ◽  
Activity Design

Teaching and learning computer programming has posed great challenges for both instructors and students. An emerging blended learning mode - polysynchronous learning has potentials to motivate and engage students in the programming learning process, to optimize students' programming learning experiences, and to transform the computer programming teaching and learning. This paper aims to integrate the polysynchronous learning, as a communication model, with the student-centered learning, as a pedagogical approach, to design a graduate-level course - App Design and Development. The authors primarily focuses on describing my decision-making process of the physical environment design, the technologies and tools selection, and the polysynchronous learning activity design, as well as specific details regarding these three aspects. Moreover, potentials, challenges, and implications of applying the polysynchronous learning to foster the student-centered learning in the higher education context are discussed.

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.

scholarly journals The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

2020 ◽  
Vol 15 (17) ◽  
pp. 127
Author(s):  
Mohamed Yassine Zarouk ◽  
Eugénio Olivera ◽  
Paula Peres ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Self Regulation ◽  
Project Based Learning ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

scholarly journals Value orientations of the Bologna process (1988-2009): regulatory aspect

2018 ◽  
pp. 43-51
Author(s):  
Iryna Reheilo
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Bologna Process ◽  
Value Orientations ◽  
Education Student ◽  
Student Centered ◽  
Student Centered Learning ◽  
Higher Education System ◽  
Process Formation ◽  
The Bologna Process

The value orientations of the Bologna process and these values’ implementation tools are revealed based on the analysis of international regulations. It is established that the Bologna process fundamental values are academic freedom, institutional (university) autonomy, indivisibility of teaching and research, preservation of the European humanism traditions. It is grounded that the following values were introduced in the list during the first decade of reforming the participating countries’ higher education: student centered learning, quality and innovative character of higher education, state responsibility for higher education and social equity, etc. It is enlightened that in accordance with the generally accepted values there was initiated the development of common, comparable indicators for determining the higher education institutions’ achievements in implementing the Bologna process principles. It made it possible not only to highlight the state of the European Higher Education Area development in the middle of the Bologna process, but also to identify the challenges and problems of higher education in general and to prevent their unpredictable consequences. It is proved that the established value orientations of the Bologna process for the higher education system provided an appropriate reflection on the academic staff activities and their following the corresponding requirements. Taking into account the positive results of the higher education reforming during the Bologna process formation and development in 1988-2009 the higher education value priorities for the next decade are defined, which should be implemented in all directions.

Sign in / Sign up

Export Citation Format

Share Document