scholarly journals Enhancing Connectedness and Intrinsic Motivation to Learn for Online Learners: Introducing the S3 Model

2019 ◽  
Vol 9 (3) ◽  
pp. 1
Author(s):  
George O Hanshaw ◽  
Roxanne Helm-Stevens ◽  
Breanna Lopez
Keyword(s):  
Intrinsic Motivation ◽  
Learning Strategies ◽  
Online Course ◽  
Motivation To Learn ◽  
Online Learners ◽  
Student Centered ◽  
Student Centered Learning ◽  
Effective Strategies ◽  
Qualitative Exploration ◽  
Relationship Of

The purpose of the current research was to discern the most effective strategies to implement into a student-centered online course. Related and implemented components that coincide within this framework were student connection and student motivation. The research was conducted using a mixed methods study that specifically studied the symbiotic relationship of both quantitative and qualitative exploration when seeking to improve the online environment. Researchers also utilized their originally developed model, “The S3 Cycle: The Three Strategies to Increase Student-centered Learning” to differentiate the most effective methods when designing and applying a meaningful and valuable student-centered learning environment for online students. A greater sense of connectedness and intrinsic motivation to learn are felt by students after they have participated in a student-centered online course which was designed and developed with specific student-centered learning strategies and technology tools.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

Swedish and American Nursing Students Use Journaling for Reflection: An International Student-Centered Learning Experience

2005 ◽  
Vol 9 (4) ◽  
pp. 52-58 ◽  
Author(s):  
Margret Lepp, ◽  
CeCelia R. Zorn, ◽  
Patricia R. Duffy,
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Baccalaureate Nursing ◽  
International Student ◽  
Interactive Video ◽  
Video Conferencing ◽  
Learning Experience ◽  
Baccalaureate Nursing Students ◽  
Student Centered ◽  
Student Centered Learning

The purpose of this research was to describe the reflections of 10 Swedish and U.S. baccalaureate nursing students who participated in a semester-long, student-centered, interactive video-conferencing (IVC) education project. Reflective journaling was incorporated as one of several learning strategies to enhance students’ personal and professional development. Principles of phenomenography were used to analyze the data; three categories, with two sub-categories in each, emerged from the journal data. Participation in this student-centered project spurred the students in both countries to reflect upon themselves, their transition, and their profession.

New horizons in entrepreneurship: from teacher-led to student-centered learning

2016 ◽  
Vol 58 (7/8) ◽  
Author(s):  
Sarah Robinson ◽  
Helle Neergaard ◽  
Lene Tanggaard ◽  
Norris Krueger
Keyword(s):  
Learning Strategies ◽  
Design Methodology ◽  
Entrepreneurship Education ◽  
Learning Theories ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
Diverse Learning ◽  
Ethnographic Analysis ◽  
Practical Implications

Purpose The aim of this paper is to contribute to the discussion about the complexity and heterogeneity of entrepreneurship education. In order to achieve this objective, this paper combines educational psychology with perspectives from entrepreneurship education research to make explicit educators tacit assumptions in order to understand how these assumptions guide teaching. Design/methodology/approach Using ethnographic analysis, the paper reports data from the continuous development and implementation of a single course over a period of ten years bringing in the educator’s and the students perspectives on their achievements and course content. Findings We find that it is sometimes advantageous to invoke and combine different learning theories and approaches in order to promote entrepreneurial awareness and mindset. It is also necessary to move away from entrepreneurship education as being teacher-led to being more student-centered and focused on experiential and existential lifelong learning practices. Practical implications Practically, we make suggestions for the design and delivery of a course that demonstrates how four diverse learning theories can be combined to consolidate entrepreneurial learning in students invoking experiential and curiosity based learning strategies. Originality/value There are very few examples of concrete course designs that have been researched longitudinally in-depth using ethnographic methods. Moreover, most courses focus on the post-foundation period, whereas this paper presents a course that is a primer to the entrepreneurial process and exclusively centered on the pre-foundation phase. Rather than building on a single perspective, it combines a range of theories and approaches to create interplay and progression.

scholarly journals Teacher Attitudes and Collaboration towards the Concept of Student-Centered Lesson

2021 ◽  
Author(s):  
Natela Baghatrishvili ◽  
Nino Modebadze
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Educational Process ◽  
School Students ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teachers Attitudes ◽  
Academic Year ◽  
Quantitative And Qualitative Methods ◽  
Positive Effect

The article is based on a needs assessment carried out at Telavi Public School N7 to understand teachers' attitudes towards student-centered learning strategies. In particular, it examines how intensively and effectively student-centered approaches are integrated into the teaching process and how teachers interact with each other in student-centered learning. The study was carried out in the 2018-2019 academic year, but the inspiration for the study was the Directorate's informal participation in the educational process during the 2017-2018 academic year. A mixed type of study with quantitative and qualitative methods was used to test the hypotheses. To further investigate the problem and identify a common need, teachers from Telavi State School No. 7, as well as elementary and secondary school students, participated in the study. The interventions were carried out after the completion of the first phase of the study. Observing and analyzing teacher activities helped us assess the effectiveness of our problem-solving and needs-based interventions. The study highlights the fact that creating a collaborative atmosphere between teachers has a positive effect on the learning process. The study found the importance of fostering a culture of collaboration among teachers through the use of diverse resources, activities and challenging classroom assignments. Students' views, opinions and feelings about such lessons were also determined. As a result of the analysis, conclusions were drawn that allow recommendations to be made for identifying and solving similar problems and needs.

scholarly journals Technology and Inquiry-Based Instructional Methods: A Design Case in Student-Centered Online Course Design

2021 ◽  
Vol 12 (2) ◽  
pp. 93-110
Author(s):  
Mary Jo Dondlinger
Keyword(s):  
Course Design ◽  
Instructional Methods ◽  
Online Course ◽  
Master's Program ◽  
Graduate Course ◽  
Online Course Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
Regional University ◽  
Design Case

Although online course design is no longer new, few design cases describe the development of entire courses based on principles of student-centered learning design. This design case chronicles the context, design challenges, and successes and failures of a graduate course on Technology & Inquiry-based Instructional Methods for an online master’s program in educational technology at a regional university in the southwestern United States.

scholarly journals IMPLEMENTASI PENINGKATAN PROFESIONALISME GURU DI SEKOLAH

KadikmA ◽  
2020 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Didit Nantara
Keyword(s):  
Learning Strategies ◽  
Professional Certification ◽  
Scientific Publications ◽  
Student Centered ◽  
Student Centered Learning ◽  
Certified Teachers ◽  
Self Development ◽  
Teacher Professional ◽  
The Impact ◽  
Implementation Plans

This article aims to discuss some activities that can improve the professionalism of teachers in schools. The results of a survey conducted by PGRI regarding the impact of teacher professional certification on teacher performance show that the performance of teachers who have passed certification is still unsatisfactory and the performance of certified teachers is not satisfactory. Some of the activities of teachers in schools to improve their professionalism are making learning implementation plans, implementing student-centered learning strategies, carrying out an assessment of learning outcomes, self-development, carrying out scientific publications and innovative works, using learning media, and providing examples and guidance. Through some teacher activities at the school, the assumption that the results of the PGRI survey regarding the performance of certified teachers have not been satisfactory will be refuted or incorrect.

scholarly journals Scaling Beliefs about Learning to Predict Performance and Enjoyment in an Online Course

2016 ◽  
Author(s):  
Catherine Hicks ◽  
Scott Klemmer
Keyword(s):  
Learning Strategies ◽  
Cognitive Task ◽  
Online Course ◽  
Learning Beliefs ◽  
Course Performance ◽  
Online Learners ◽  
Course Success ◽  
Positive Attitudes ◽  
Performance Satisfaction ◽  
Beliefs About Learning

Previous research suggests that metacognitive learning strategies and beliefs may predict success in online learn-ing, but little research has explored specific belief scales for this context. This paper examines how students’ beliefs about learning predict course performance, satisfaction, and openness to feedback in both a massive open online course and an online experiment. An abbreviated Learning Beliefs scale based on previous scales was developed and tested. Study 1 found that Learning Beliefs significantly predicted 125 participants’ positive attitudes towards an online cognitive task, as well as their perception that feedback on their performance was helpful. Study 2 tested the Learning Beliefs scale in an online course with 171 participants, finding that Learning Beliefs predicted course performance and enjoyment. These studies suggest that even a brief metacognitive scale can provide meaningful information about online learners. These findings highlight the benefits of understanding how online students’ learning beliefs impact their course success.

scholarly journals Capping off’ the development of graduate capabilities in the final semester unit for biological science students: review and recommendations

2015 ◽  
Vol 12 (3) ◽  
pp. 20-36 ◽  
Author(s):  
Jennifer Firn ◽  
Keyword(s):  
Learning Strategies ◽  
Time Management ◽  
Teaching Practice ◽  
Professional Community ◽  
Biological Science ◽  
Academic Experience ◽  
Student Centered ◽  
Student Centered Learning ◽  
University Of Technology ◽  
Dramatic Shift

Biology is the most rapidly evolving scientific field of the 21st century. Biology graduates must be able to integrate concepts and collaborate outside their discipline to solve the most pressing questions of our time, e.g. world hunger, malnutrition, climate change, infectious disease and biosecurity. University educators are attempting to respond to this need to better prepare undergraduates to face these challenges by undergoing a dramatic shift in teaching practice from teaching-centered to studentcentered and from discipline knowledge to graduate capabilities. With this shift came the development of capstone units—a student’s culminating academic experience where authentic learning environments assist students to develop employer-prized capabilities, e.g. metacognition, networking, time management, collaborative skills. The Queensland University of Technology (QUT) launched a new student centered set of science majors in 2012 and in second semester 2015 will offer a capstone in biology for the first time. My main aims with this report are to understand the theoretical basis and logic behind the development of capstone units and to compare and contrast what other Australian institutions are providing. Based on my findings, I recommend six generic elements for capstone units in biological science: 1. Challenging inquiry-based learning tasks that are intentionally ill defined and complicated, and address cutting edge relevant problems. 2. Small group work activities and assessment that encourages positive constructivist learning. 3. Student centered learning where teachers take the role of coaching and mentoring with students also being provided opportunities to network with members of the professional community. 4. Students perform authentic tasks that involve articulating their findings to peers and experts including the experience of having to defend arguments and decisions. 5. Learning opportunities that include career development skills and training. 6. Explicit modeling of self-aware and meaningful learning to encourage deep learning strategies that foster an appreciation for the nature of science. Overall, I found that the characteristics of capstone units should not be focused on transmitting content, nor simply another controlled application of the scientific method; instead the activities and assessment students perform should be complex, relevant, and realistic to encourage students to move beyond being motivated by grades or fear of failure to wanting to understand concepts deeply and solve problems to make a difference within their future professions and communities.

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