scholarly journals The Learner-Centered Syllabus: From Theory to Practice in Allied Health Education

2005 ◽  
Author(s):  
Kimberly Peer ◽  
Malissa Martin
Keyword(s):  
Athletic Training ◽  
Allied Health ◽  
Educational Process ◽  
Successful Implementation ◽  
Learning Paradigm ◽  
Allied Health Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learner Centered

The national focus in higher education in shifting from the instructional to the learning paradigm where the emphasis on student-centered learning is of paramount importance. Instructional paradigms focus on “providing instruction” with distinct emphasis on the role of the teacher. Under this structure, students are typically passive listeners and the instructor is the center of teaching and instruction. The learning paradigm, on the other hand, focuses on the outcomes of the educational process thereby “facilitating learning”. The role of the student is one of an active participant who is encouraged to become engaged in the learning process through various interactive activities facilitated by the instructor. The learning paradigm strives to produce an empowered, informed, and responsible student by putting the student at the center of the classroom. This learner-centered process theoretically embraces continued improvement in the quality of learning. The learner-centered syllabus is a productive tool that can facilitate this transformation from teaching to learner-centered classrooms. The purpose of this manuscript is to integrate theory into practice as faculty shift towards more learner-centered practices. Deeply rooted in the literature, this manuscript provides suggestions for the implementation of a learner-centered syllabus from a specialized allied health care perspective – athletic training. A brief overview of student-centered learning theory coupled with a framework for constructing a syllabus that fosters an environment which focuses on learning is presented. Particular emphasis is placed upon successful implementation and integration of the syllabus throughout the entire semester to promote student success.

scholarly journals The Role of a Personally-focused Approach in Learning

2021 ◽  
Vol 7 (3) ◽  
pp. 293-296
Author(s):  
N. Abdygazieva ◽  
Zh. Zholdoshalieva
Keyword(s):  
Educational Institution ◽  
Main Idea ◽  
Educational Process ◽  
Leadership Qualities ◽  
Student Centered ◽  
Student Centered Learning ◽  
Joint Activities ◽  
New Learning ◽  
Theoretical Foundations

This article examines the role and importance of personality-oriented learning in the formation of a creative, independent, creative, active personality with leadership qualities. The development of the theoretical foundations of innovation in student-centered learning, the development of new learning models have become innovative directions in the system of teacher education. Revision of the role of the teacher and the student is the main idea of the position of the student-centered approach in education. With the personal-activity approach, the action of both the teacher and the student changes. Modern pedagogical education technologies are aimed at organizing joint activities with students. The use of new pedagogical technologies, approaches contributes to the formation of activity, creative abilities of students, assists them in their striving to become the best professional in their chosen future profession. The individuality of the student, the creation of all kinds of pedagogical conditions on the part of the educational institution for its formation, development are the fundamental principles of the personality-oriented approach in the educational process.

scholarly journals Model for Clinical Education in Athletic Training

2003 ◽  
Author(s):  
Jeff Seegmiller
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Clinical Education ◽  
Allied Health ◽  
Athletic Training Education ◽  
Educational Process ◽  
Clinical Experiences ◽  
Health Care Environment ◽  
Allied Health Education ◽  
Care Environment

Clinical education is an intrinsic part of most allied health educational programs. However, conceptual models differ as to what constitutes quality for clinical experiences. As a relatively new allied health care field, athletic training education is adapting in order to meet the needs of a changing health care environment. Recent initiatives for clinical education mark the change from a quantitative (hours of exposure) approach, to one emphasizing quality (mastery over time). However, in this transition from field-based to curriculum emphasis, the coherence between different aspects of the educational process have weakened. This paper presents a background of clinical education in athletic training and presents a model for allied health education that offers distinct didactic, clinical, and field experience components.

scholarly journals Efektivitas Metode Kolaboratif Learning dan Kooperatif dalam Pendidikan Kesehatan Berbasis Komunitas

2014 ◽  
Vol 3 (1) ◽  
pp. 9
Author(s):  
Tita Hariyanti ◽  
Harsono Mardiwiyoto ◽  
Yayi Suryo Prabandari
Keyword(s):  
Cooperative Learning ◽  
Control Group ◽  
Memory Retention ◽  
Community Based ◽  
Student Centered ◽  
Student Centered Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Group Post

Background: The role of the learning methods is changing from teacher centered learning to student centered learning (SCL). One of the SCL methods is collaborative and cooperative learning. The past twenty years have seen an increase in collaborative and cooperative learning based pedagogies in colleges, but not in community based health education. The aim of this study is to identify the efectivity of collaborative and cooperative learning in community based health educationMethod: This research used quasi experimental non-randomized control group post test design. Respondent of the research are 111 geriatric cadres of Kecamatan Kepanjen and 72 geriatric cadres of Kecamatan Singosari.Results: Data shows that cadre’s knowledge in first training, 30 and 90 days after first training increased in both groups (p<0,001). There is no relationship between individual characteristic (age, education, occupation, time to work as a cadre, training) and increase of knowledge (p>0,05).Conclusion: Collaborative and cooperative method can increase cadre’s knowledge of stroke effectively and maintain memory retention longer than conventional method.

scholarly journals STRENGTHENING CHARACTER EDUCATION THROUGH SCHOOL CULTURE AT SMK SWASTA TELADAN TANAH JAWA

2021 ◽  
Vol 5 (2) ◽  
pp. 178
Author(s):  
Herman Herman ◽  
Dumaris E. Silalahi ◽  
Partohap Saut Raja Sihombing ◽  
Bloner Sinurat ◽  
Yanti Kristina Sinaga ◽  
...  
Keyword(s):  
School Culture ◽  
Character Education ◽  
Community Service ◽  
Group Discussions ◽  
Student Centered ◽  
Student Centered Learning ◽  
School Based ◽  
Working Groups ◽  
Descriptive Approach

Schools must recognize that school culture has an effect on the development of character in students. With the prevalence of numerous character flaws among students, it is expected that through school culture, students will be able to form their character through a school-based habit. Teachers at SMK Swasta Teladan in Tanah Jawa, Simalungun Regency, were the recipients of this community service. Thirty-three teachers were among those who took part in the socialization. This was a qualitative research project with a descriptive approach. The approaches used in this case are lectures and group discussions, with information being given first, followed by a question and answer session about the material. After having all methods provided, the results of the socialization through the school culture implementation possibly to be implemented to support the character education were: 1) cultivating religious tolerance values, 2) The implementation of school ceremonies, 3) implementation of working groups (PokJa) in schools, 4) The use of student-centered learning (student-oriented learning) during the learning process, 5) Using scouts in schools for students’ training to be more independent, and the last was prizes should be granted to students including all areas events, not only for academic areas. Last but not least, the role of school culture really can strengthen and support the character education for the students.

Use of Video to Enhance Education

2015 ◽  
pp. 189-201
Author(s):  
Brent A. Anders
Keyword(s):  
Effective Means ◽  
Educational Process ◽  
Instructional Video ◽  
Learning Resources ◽  
Student Centered ◽  
Student Centered Learning ◽  
Face To Face ◽  
Learning Centered ◽  
Online Learning Resources ◽  
Instructional Experience

Even with so many different educational tools and evolutions in techniques of instruction (both pedagogical and andrological approaches), the use of video is one of the most effective means of instructing students. This chapter presents multiple evidence detailing why video can greatly enhance instruction in a multiple of ways to include its use in motivation, explanation (via multi-modalities), and feedback. This chapter will also demonstrate the benefits of using a student-centered/learning-centered instructional video capturing system within the classroom to improve learning for both face-to-face and online learning. Resources and specific examples are provided to demonstrate that video is a fundamental tool that should be used to enhance both the educational process and instructional experience. New uses and video technologies are also addressed for future investigation and incorporation.

Learner-Centered Pedagogies

2017 ◽  
pp. 373-390
Author(s):  
Anne W. Kanga
Keyword(s):  
Deep Learning ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learner Centered ◽  
African Context ◽  
Approach To Teaching ◽  
Global World

This chapter is a critical review of conventional and not so conventional Student-Centered Learning (SCL) pedagogies. Additionally, in the African context, educational institutions have been caught up in a theoretical approach to teaching and learning, characterized by a desire to pass examinations. Consequently, this approach leads to surface learning as opposed to deep learning. Hence, teaching and learning outcomes lack quality and definitely fails to meet and promote skills required by the fast changing modern and postmodern global world. To address this need, this chapter examines the following: Overview of SCL pedagogies; Conventional and not so Conventional SCL pedagogies; Implications for SCL pedagogies to learners, instructors, curriculum, and assessment. Finally, this chapter examines the misconceptions and advantages of adopting SCL in the light of learners and instructors.

Learner-Centered Pedagogies

2020 ◽  
pp. 1678-1695
Author(s):  
Anne W. Kanga
Keyword(s):  
Deep Learning ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learner Centered ◽  
African Context ◽  
Approach To Teaching ◽  
Global World

This chapter is a critical review of conventional and not so conventional Student-Centered Learning (SCL) pedagogies. Additionally, in the African context, educational institutions have been caught up in a theoretical approach to teaching and learning, characterized by a desire to pass examinations. Consequently, this approach leads to surface learning as opposed to deep learning. Hence, teaching and learning outcomes lack quality and definitely fails to meet and promote skills required by the fast changing modern and postmodern global world. To address this need, this chapter examines the following: Overview of SCL pedagogies; Conventional and not so Conventional SCL pedagogies; Implications for SCL pedagogies to learners, instructors, curriculum, and assessment. Finally, this chapter examines the misconceptions and advantages of adopting SCL in the light of learners and instructors.

Drug Education: A Re-Evaluation

1971 ◽  
Vol 1 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Martin Miller
Keyword(s):  
Health Education ◽  
Drug Use ◽  
Group Discussion ◽  
Educational Process ◽  
Drug Education ◽  
Student Centered

The following is the description of an educational gamble. Even before Dewey, educators have wanted to involve students in the educational process. Drug use by students has catapulted educators into the need to cooperate with students in the development and execution of meaningful curricula in health education. Based on this need to re-evaluate health education methodology the Carmel Central Schools embarked on a student centered, created and executed program. Students were trained to develop a curriculum and teach it. These students also trained selected leaders in each health class to run their own micro-group discussion. The role of the teacher became that of a resource person.

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