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Journal articles on the topic 'Learner-centred approaches to education'

Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

Spencer, J. A., and R. K. Jordan. "Learner centred approaches in medical education." BMJ 318, no. 7193 (May 8, 1999): 1280–83. http://dx.doi.org/10.1136/bmj.318.7193.1280.

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Magaña-Medina, Deneb Elí, Silvia Patricia Aquino-Zúñiga, Angel Alberto Valdés-Cuervo, and Lizeth Guadalupe Parra-Pérez. "Transformational leadership and the learner-centred teaching approach." South African Journal of Education 41, Supplement 2 (December 31, 2021): S1—S12. http://dx.doi.org/10.15700/saje.v41ns2a1932.

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Adopting learner-centred teaching approaches is important to advance student performance in Mexican rural communities, which have historically been disadvantaged. Yet, little research exists on the factors that might promote the use of this teaching approach. In the study reported on here we examined the associations between principals’ transformational leadership, school climate, teacher commitment to learners, and learner-centred teaching practices. In total, 174 teachers were selected from 26 tele-secondaries in the state of Tabasco, Mexico. A structural equation model was calculated. Resul

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Milistetd, Michel, Pierre Trudel, Steven Rynne, Isabel Maria Ribeiro Mesquita, and Juarez Vieira do Nascimento. "The Learner-Centred Status of a Brazilian University Coach Education Program." International Sport Coaching Journal 5, no. 2 (May 1, 2018): 105–15. http://dx.doi.org/10.1123/iscj.2017-0075.

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Previous research has suggested a shift from instructor-centred to learner-centred approaches in an attempt to improve coach education programs. To implement such crucial change it is essential to master the ‘new language’ and better understand educational contexts. The purposes of this article are to (a) highlight new social factors indicating an urgent need to change, (b) present a learner-centred framework based on the work of a recognized group of researchers (i.e., Blumberg, Cullen, Harris, and Weimer), and (c) analyse the learner-centeredness of a Bachelor in Physical Education program,

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Qambaday, Daudi, and Prospery M. Mwila. "Learner-Centred Approach: Its influence on Quality of Learning in Public Secondary Schools in Hanang District." International Journal of Research and Innovation in Social Science 06, no. 10 (2022): 99–115. http://dx.doi.org/10.47772/ijriss.2022.61007.

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Learner Centred Pedagogical Approaches have become a global practice in the teaching and learning process. The approaches have been credited with the potential to impart learners with different skills and prepare them to work effectively in this ever-changing world. This study investigated the role of learner centred pedagogical approaches on quality learning in public secondary schools in Hanang District. The Social Constructivism Theory by Vygotsky (1968) provided a theoretical lens to this study. The Mixed research approach and a Concurrent embedded research design were used in this study.

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O’Sullivan, Margo. "The reconceptualisation of learner-centred approaches: a Namibian case study." International Journal of Educational Development 24, no. 6 (November 2004): 585–602. http://dx.doi.org/10.1016/s0738-0593(03)00018-x.

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Granger, Daniel. "‘Putting the Student First: learner centred approaches in open and distance learning’,." Open Learning: The Journal of Open, Distance and e-Learning 11, no. 2 (June 1996): 56–58. http://dx.doi.org/10.1080/0268051960110210.

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G Malakyan, Petros. "International Curriculum and Conceptual Approaches to Doctoral Programs in Leadership Studies." International Journal of Doctoral Studies 14 (2019): 325–50. http://dx.doi.org/10.28945/4254.

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Aim/Purpose: This study explores the various teaching and learning approaches, curriculum design, and program requirements for 70 doctoral programs in leadership. Background: Early research indicates that few studies have addressed learner-centred and process-based approaches to leadership studies among doctoral programs in leadership worldwide. This study is the first complete review of programs in the interdisciplinary field of leadership. Methodology: A qualitative method approach through internet-mediated research was employed to identify explicit and implicit textual data on learning appr

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Shipton, Brett. "Police Educators’ Experiences of Teaching: Detailing Differences between Teacher- and Learner-Centred Approaches." Journal of Criminal Justice Education 31, no. 2 (December 27, 2019): 232–49. http://dx.doi.org/10.1080/10511253.2019.1698755.

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Dolgopolovas, Vladimiras, Valentina Dagienė, and Tatjana Jevsikova. "Methodological Guidelines for the Design and Integration of Software Learning Objects for Scientific Programming Education." Scientific Programming 2020 (July 1, 2020): 1–19. http://dx.doi.org/10.1155/2020/6807515.

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The motivation for the research is the need to develop an integrated and holistic approach to fostering students’ scientific inquiry based on scientific programming education by conducting computational experiments and simulations. At the same time, the implementation of the learner-centred approaches to scientific programming education and the related development of science, technology, engineering, and mathematics (STEM) learner-centred educational environment are of primary importance for K-16 education. The key interest is how to design and integrate learning resources which include softwa

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McGlacken-Byrne, Sinead Mary, Mark O'Rahelly, Peter Cantillon, and Nicholas M. Allen. "Journal club: old tricks and fresh approaches." Archives of disease in childhood - Education & practice edition 105, no. 4 (August 29, 2019): 236–41. http://dx.doi.org/10.1136/archdischild-2019-317374.

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Journal club is a long-standing pedagogy within clinical practice and education. While journal clubs throughout the world traditionally follow an established format, new approaches have emerged in recent times, including learner-centred and digital approaches. Key factors to journal club success include an awareness of the learning goals of the target audience, judicious article selection and emphasis on promoting the engagement of participant learners. This article reviews the role that journal club plays in modern clinical education and considers how to optimise its benefit for contemporary

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Mufalo, Setwin Mutau, Gistered Muleya, and Francis Simui. "Exploration of the Pedagogy of Civic Education in Social Studies Lessons to Support Learner Transformation in Selected Schools in Masaiti district:." European Journal of Education and Pedagogy 3, no. 1 (February 18, 2022): 95–102. http://dx.doi.org/10.24018/ejedu.2022.3.1.272.

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           The paper examines how the teaching of Civic Education in Social Studies lessons is conducted to support learner transformation. The study was qualitative in nature, driven by a hermeneutic phenomenological design. Twelve (12) participants from selected schools and the Ministry of Education District Education Board Secretary’s office were sampled through homogenous purposive sampling. Data generation for the study was through semi-structured interviews, semi-structured questionnaires, observation schedules and documen

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Ornellas, Adriana, Kajsa Falkner, and Eva Edman Stålbrandt. "Enhancing graduates’ employability skills through authentic learning approaches." Higher Education, Skills and Work-Based Learning 9, no. 1 (February 11, 2019): 107–20. http://dx.doi.org/10.1108/heswbl-04-2018-0049.

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Purpose The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to design activities that enable students to develop employability skills. Design/methodology/approach Three methods were used to develop the framework: desk research on current demand and supply of new graduate’s employability skills; interviews in four European HE institutions to identify authentic learning scenarios; and asynchronous online focus group to validate the framework. Findings The paper takes a comp

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Thompson, Jeanette. "person centred approaches to professional education." Learning Disability Practice 8, no. 2 (March 2005): 14–17. http://dx.doi.org/10.7748/ldp2005.03.8.2.14.c1608.

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Gorry, Jonathan. "Cultures of learning and learning culture: Socratic and Confucian approaches to teaching and learning." Learning and Teaching 4, no. 3 (December 1, 2011): 4–18. http://dx.doi.org/10.3167/latiss.2011.040302.

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A wide variety of British universities are expanding efforts to attract international students. This article argues that higher education's implicit claim to all-inclusive 'universality' may hereby be challenged by subsequent issues of cultural particularity. Here I set to conceptualise possible differences in the learning culture of Asian international students through a Confucian-Socratic framework. The Socratic method, our archetypal Occidental model, is traditionally seen as an experiential learner-centred pedagogy that values creativity and intellectual independence. But the Confucian app

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Qhobela, Makomosela, and Eunice Kolitsoe Moru. "Understanding Challenges Physics Teachers Come Across as they Implement Learner-centred Approaches in Lesotho." African Journal of Research in Mathematics, Science and Technology Education 18, no. 1 (January 2, 2014): 63–74. http://dx.doi.org/10.1080/10288457.2014.884351.

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Wasson, Barbara, and Paul A. Kirschner. "Learning Design: European Approaches." TechTrends 64, no. 6 (May 13, 2020): 815–27. http://dx.doi.org/10.1007/s11528-020-00498-0.

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Abstract Research on instructional and learning design is ‘booming’ in Europe, although there has been a move from a focus on content and the way to present it in a formal educational context (i.e., instruction), to a focus on complex learning, learning environments including the workplace, and access to learner data available in these environments. We even see the term ‘learning experience design’ (Neelen and Kirschner 2020) to describe the field. Furthermore, there is an effort to empower teachers (and even students) as designers of learning (including environments and new pedagogies), and t

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Fogarty, Matthew. "Centralised Supports for Writing in Higher Education and Their Applicability to Research, Teaching and Learning Contexts." Journal of Academic Writing 10, no. 1 (December 18, 2020): 14–24. http://dx.doi.org/10.18552/joaw.v10i1.583.

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In 2018, as part of an EU COST Action (COST Action 15221 – www.werelate.eu), 43 academics, based at various higher education institutions in Europe, were asked about existing and desirable centralised support for writing, research, teaching and learning. This article draws on the academics’ responses. It uses that data to demonstrate the ways in which the learner-centred approach, typically adopted by writing centres, might function as a blueprint for a blended centralised support model for these four strands of higher education. In order to explore this idea, the article examines the reported

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Paquette, Kyle, Pierre Trudel, Tiago Duarte, and Glenn Cundari. "Participating in a Learner-Centered Coach Education Program: Composite Vignettes of Coaches’ and Coach Educators’ Experiences." International Sport Coaching Journal 6, no. 3 (September 1, 2019): 274–84. http://dx.doi.org/10.1123/iscj.2018-0085.

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Given the inextricable roles of the coach learner and coach educator in learner-centered (LC) coach education, research into their perceptions and experiences in these programs appears to be a priority. As such, building on Paquette and Trudel’s examination of Canada’s golf coach education program relative to its alignment with learner-centered approaches, the present study examined coaches’ and coach educators’ perspectives of their experiences participating in the abovementioned program that was found to have a LC design. In-depth semi-structured interviews were conducted with 16 participant

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Vieira, Ana C. L., Michel Vidal, Jean-Baptiste Menassol, Teresa Letra Mateus, Ana Sofia Santos, Jean-Pierre Durieux, and Mónica D. Oliveira. "ANIPHI: An innovative pedagogical platform based on the Delphi method to support animal welfare teaching." PLOS ONE 17, no. 11 (November 4, 2022): e0277189. http://dx.doi.org/10.1371/journal.pone.0277189.

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As a teaching subject, animal welfare is challenging for educators and learners, as was recently shown in a recent survey on the evolution of animal welfare teaching in Europe. Among several suggestions to overcome the current resistance to implementing animal welfare education, we highlight two. The first is that animal welfare education should be based on learner-centred approaches; the second is that it should encompass both animal welfare science and ethics and law. To the best of our knowledge, there are no learner-centred pedagogical approaches that can simultaneously explore scientific

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Davey, Theresa, José Victorio Salazar Luces, and Rebecca Davenport. "Individual-Centred Approaches to Accessibility in STEM Education." Education Sciences 11, no. 10 (October 18, 2021): 652. http://dx.doi.org/10.3390/educsci11100652.

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Equitable access to high-quality higher education is in line with the United Nations Sustainable Development Goals 4, 5, and 10, which indicate that it is crucial for a future sustainable society. Globalisation and reductions in systemic barriers to university admission are creating increasingly diverse higher education classrooms, but traditional education methods may unfairly disadvantage some groups of students. Creating equity in access to high-quality education requires teaching approaches that are considerate of each student’s individual sociocultural context as it affects their educatio

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Aveyard, Barry. "Education and person-centred approaches to dementia care." Nursing Older People 12, no. 10 (February 2001): 17–19. http://dx.doi.org/10.7748/nop2001.02.12.10.17.c2151.

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Ichinose, Tomonori. "An Analysis of Transformation of Teaching and Learning of Japanese Schools that Significantly Addressed Education for Sustainable Development." Journal of Teacher Education for Sustainability 19, no. 2 (December 20, 2017): 36–50. http://dx.doi.org/10.1515/jtes-2017-0013.

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AbstractEducation for Sustainable Development (ESD) requires learner-centred and interactive teaching strategies such as critical thinking, participatory decision-making, value-based learning, and multi-method approaches, all of which to some degree contrast traditional lecture-based teaching practices. As there is very little evidence providing international comparison across different educational backgrounds, the research digs deeper into the effects of a pluralistic ESD approach to teaching in the context of Japanese primary and secondary education. Based on answers from a questionnaire adm

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Rege Colet, Nicole Mary. "From content-centred to learning-centred approaches: shifting educational paradigm in higher education." Journal of Educational Administration and History 49, no. 1 (November 7, 2016): 72–86. http://dx.doi.org/10.1080/00220620.2017.1252737.

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Reddie, Anthony G. "African‐centred Approaches to Education as a Resource for Christian Education." British Journal of Religious Education 25, no. 1 (September 2002): 6–17. http://dx.doi.org/10.1080/0141620020250102.

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Dyvnych, Hanna. "HIGHER EDUCATION TREND: SOCIAL ENTREPRENEURSHIP AS THE KEY TRANSVERSAL SKILL." Baltic Journal of Legal and Social Sciences, no. 3 (December 2, 2022): 21–28. http://dx.doi.org/10.30525/2592-8813-2022-3-3.

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The aim of this article is to provide analysis of the current regulations in the sphere of higher education in the European Union and scientific works related to the development of social entrepreneurship skills under modern conditions. Moreover, the paper brings in a comprehensive system towards providing students with the necessary entrepreneurial skills within the present higher education system. It has been defined that the set of key transversal skills outlined by the Commission to the European Parliament in 2017 lay in the area of social entrepreneurship. The reason for this is seen in t

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Goh, Bee Chen. "Some approaches to student‐centred learning in legal education." Law Teacher 28, no. 2 (January 1994): 158–67. http://dx.doi.org/10.1080/03069400.1994.9992891.

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Adler, Ralph W., Markus J. Milne, and Carolyn P. Stringer. "Identifying and overcoming obstacles to learner-centred approaches in tertiary accounting education: a field study and survey of accounting educators' perceptions." Accounting Education 9, no. 2 (June 2000): 113–34. http://dx.doi.org/10.1080/09639280010001911.

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Boyadzhieva, Ellie. "Reflections on the Relation between National Cultures and Innovations in Education - the case of Bulgaria." English Studies at NBU 2, no. 2 (December 31, 2016): 89–103. http://dx.doi.org/10.33919/esnbu.16.2.2.

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Pluralism, multiculturalism, leaner autonomy and motivation have become buzz expressions discussed widely both by the Common European Framework of Reference and the European Centre for Modern Languages. However, despite the hard work to implement these new approaches in the classroom, some countries seem to be more adaptive compared to others. In the author’s opinion, the answer is rooted in the specifics of national cultures. The article discusses the roles of teacher and student as an archetypal case of micro social organization as they reveal typical patterns of social behaviour. Provided i

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Almazán Ruiz, Encarnación, and Raquel Fuentes Martínez. "A pilot study of the flipped classroom approach in higher education." Huarte de San Juan. Filología y Didáctica de la Lengua, no. 20 (December 15, 2020): 7–30. http://dx.doi.org/10.48035/rhsj-fd.20.1.

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Teaching and learning grammar have become arduous tasks in the English classroom. On the one hand, students feel they are studying the same topics repeatedly. Teachers, on the other one, think students are not able to acquire the grammatical contents of the syllabus. As a direct consequence, it can be assumed it is high time to change the traditional methodology and introduce new approaches which allow us to involve students in their learning process. This paper is aimed at demonstrating the effectiveness of using the flipped classroom approach when teaching grammar. As it is a learner-centred

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Bedi, Gitanjali, and Susan Germein. "Simply Good Teaching: Supporting Transformation and Change Through Education for Sustainability." Australian Journal of Environmental Education 32, no. 1 (January 26, 2016): 124–33. http://dx.doi.org/10.1017/aee.2015.52.

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AbstractThis article proposes that Education for Sustainability (EfS), with its focus on transformative and learner-centred approaches, and higher order thinking skills, enriches teaching and learning in Vocational Education and Training (VET), with implications for quality pedagogy more generally. EfS pedagogy has the potential to inform a new discourse on VET's role in citizenship and responsibility for the future, characterised by some as a shift from productivism to ecologism, and described by UNESCO/ILO as critical thinking towards sustainable development. After reviewing the literature o

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Torrisi-Steele, Geraldine. "Facilitating the Shift From Teacher Centred to Student Centred University Teaching." International Journal of Adult Education and Technology 11, no. 3 (July 2020): 22–35. http://dx.doi.org/10.4018/ijaet.2020070102.

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Design thinking is gaining momentum across the many fields of human endeavour, including education. Its use in education is predominantly to shape learning activities undertaken by students with the aim of nurturing the growth of desirable 21st century capabilities in students. There is relatively less attention given to the application of design thinking as a process for educators to engage in with the aim of developing curriculum and teaching practices that are characteristically student centred. In the present article, the author brings to the fore the suitability of design thinking as a pr

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Jaiswal, Preeti. "Using Learner-centered Instructional Approach to Foster Students’ Performances." Theory and Practice in Language Studies 9, no. 9 (September 1, 2019): 1074. http://dx.doi.org/10.17507/tpls.0909.02.

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This study aims to delineate the significance of using student centered instructional approaches for enhancing learners’ competency in vocabulary learning, in higher education. The working group for this study comprised of 26 students studying the Foundation Year Program in the English Language Centre at University of Bahrain during the academic year 2018-2019. Student Centered “instructions designed according to the model consisting of nine steps of instructional events based on the Condition of Learning theory by Robert. M. Gagné” was used for this purpose. Gagne's model of instructional de

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Gray, Tonia, and Cameron Thomson. "Transforming Environmental Awareness of Students Through the Arts and Place-Based Pedagogies." LEARNing Landscapes 9, no. 2 (April 1, 2016): 239–60. http://dx.doi.org/10.36510/learnland.v9i2.774.

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Incorporating the Arts into immersive place-based education programs can increase connectivity with the environment and facilitate the development of socially responsible and pro-environmental learners. Increasingly, children and adolescents are alienated and detached from the natural world. Given this noticeable shift, educators working in the outdoor setting need to rethink their modus operandi. Past attempts to promote learner connection with the environment have centred upon short-term stays and risk-centric approaches that embrace high adrenaline activities. This is the antithesis of Touc

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Carlson, Jerry S., and Karl H. Wiedl. "Cognitive Education: Constructivist Perspectives on Schooling, Assessment, and Clinical Applications." Journal of Cognitive Education and Psychology 12, no. 1 (2013): 6–25. http://dx.doi.org/10.1891/1945-8959.12.1.6.

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Our responses to the five questions concerning cognitive education that Robert Sternberg raised focus on the school, the learner, and applications to clinical settings.Considering the school and the learner, we emphasize constructivist theory and applications of learner-centered instructional and assessment approaches. Considering applications to clinical settings, we focus on cognitive remediation and dynamic assessment (DA) approaches that address the impaired balance of cognitive level and task requirement for people with psychoses and other cognitive or developmental disorders. Emphasis is

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El Batri, Bouchta, Lhoussaine Maskour, Jamal Ksiksou, Eila Jeronen, Jalal Ismaili, Anouar Alami, and Mohammed Lachkar. "Teaching Environmental Themes within the “Scientific Awakening” Course in Moroccan Primary School: Approaches, Methods and Difficulties." Education Sciences 12, no. 11 (November 20, 2022): 837. http://dx.doi.org/10.3390/educsci12110837.

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In addition to identifying the pedagogical approaches favoured by teachers in environmental education, the study aims to reveal the impact of the teaching methods and tools used as well as the teaching difficulties encountered on the effectiveness of teachers’ pedagogical action, particularly in the “Scientific Awakening” course.The study concerns a sample of 636 primary school teachers from the urban and rural areas of the Fez-Meknes Regional Academy of Education in Morocco. The data was collected using a 37-item questionnaire covering the following variables: the teaching methods adopted, th

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Sukrajh, Verona, and Adegoke Olusegun Adefolalu. "Understanding Learning and the Components of the Learning Process in Medical Education: A Review of the Literature." European Journal of Education and Pedagogy 2, no. 1 (February 20, 2021): 69–72. http://dx.doi.org/10.24018/ejedu.2021.2.1.53.

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Active learning can be described as any evidence-based strategy that seeks to engage the students during their learning process by deliberately involving them in participating in some form of meaningful activities, upon which they are subsequently tasked to think about what they have just done. It is learner-centred in its approach, thereby fostering deeper learning on the part of the student. The understanding of how people learn has developed substantially over the decades with different theories and approaches to learning haven been described by various authors in the literature. The import

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Bergström, Peter. "Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship." International Review of Research in Open and Distributed Learning 11, no. 2 (May 27, 2010): 33. http://dx.doi.org/10.19173/irrodl.v11i2.816.

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This article reports on a study that was carried out in autumn 2007 with students in a professional nurse education distance course at a Swedish university. The study aimed to develop a greater understanding of the student-teacher relationship based on research questions addressing the teachers’ role, the learning process, and the assessment process in traditional approaches to teaching and learning. A didactical design was adopted, focusing on three learning outcomes in three phases. In each of the three phases, these learning outcomes were assessed by each student documenting his/her knowled

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Thompson, Lily, Nicholas Melendez, Justin Hempson-Jones, and Francesca Salvi. "Gamification in Cybersecurity Education: The RAD-SIM Framework for Effective Learning." European Conference on Games Based Learning 16, no. 1 (October 18, 2022): 562–69. http://dx.doi.org/10.34190/ecgbl.16.1.504.

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The effectiveness of gamification in educational technology and digital learning environments has been the subject of research for over a decade. Gamified interventions encourage active learning by promoting role-playing, mentalisation, and experimentation. Learner-centred approaches have been shown to increase learning outcomes compared to traditional methods in some domains. Although the behavioural drivers associated with gamified learning are now well documented, practical advice for game designers who produce workplace training is much less common. This paper proposes the RAD-SIM framewor

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HUNTER, PAULETTE V., THOMAS HADJISTAVROPOULOS, and SHARON KAASALAINEN. "A qualitative study of nursing assistants' awareness of person-centred approaches to dementia care." Ageing and Society 36, no. 06 (May 20, 2015): 1211–37. http://dx.doi.org/10.1017/s0144686x15000276.

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ABSTRACTRecently, the number of education programmes addressing person-centred approaches to long-term residential dementia care has increased, and nursing assistants (NAs) are often the target audience. The effectiveness of employee education programmes is actively debated, and our objective is to contribute to this discussion by exploring the knowledge NAs acquire through practice. We examined approaches to person-centred care generated during a series of interviews with NAs, and compared these to the content of five frameworks for person-centred dementia care. Our results suggest that altho

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Baxter, Sue, and Cheryl Gray. "The Application of Student-Centred Learning Approaches to Clinical Education." International Journal of Language & Communication Disorders 36, s1 (January 2001): 396–400. http://dx.doi.org/10.3109/13682820109177918.

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del Valle, Rodrigo, and Thomas M. Duffy. "Online learning: Learner characteristics and their approaches to managing learning." Instructional Science 37, no. 2 (November 9, 2007): 129–49. http://dx.doi.org/10.1007/s11251-007-9039-0.

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Leece, Rhonda, and Alison Jaquet. "Engaging professional staff in the discourse of engagement." Student Success 8, no. 2 (July 25, 2017): 101–5. http://dx.doi.org/10.5204/ssj.v8i2.386.

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The shift in higher education away from traditional, transactional service models and toward innovative, transformational approaches, has led to a reframing of professional identities. At the University of the Sunshine Coast (USC), the creation of the Student Engagement team in 2015 took a learner-centred, theory-driven and evidence-based approach. However, the new team has been drawn from diverse backgrounds and is building a new, shared identity. To create a common language and understanding of practice in the team, the theory and scholarship of higher education was integrated into team lead

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Васьков, Ю. В. "Innovative Approaches to Organizing Physical Education of Pupils of Secondary Comprehensive Educational Institutions." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 4 (December 30, 2016): 5–12. http://dx.doi.org/10.17309/tmfv.2016.4.1174.

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The objective is to determine ways of improving the educational process in terms of physical training in a secondary comprehensive educational institution pursuant to the introduction of innovative approaches to organization of pupils’ activity. Materials and methods. The experience gained in organizing the educational process in terms of physical training demonstrates that secondary comprehensive educational institutions lack implementation of innovative approaches based on the learner-centered training. Results. The paper determines the relevant problems in the educational proces

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Menzies, Victoria, and Jennifer Tredinnick. "Flipped peer leader training: A modularised, blended and active peer leader training and development program." Student Success 8, no. 2 (July 25, 2017): 79–85. http://dx.doi.org/10.5204/ssj.v8i2.383.

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Blended and flipped classroom pedagogical models are recognised as having the potential to deepen and enrich student learning while also being a more engaging learning experience (Partridge, Ponting, & McCay, 2011). E-learning platforms and blended pedagogies have transformed the higher education landscape, changing how teaching and learning occur along with learner expectations about the nature of their learning experience. Active-learning, collaborative learning, blended pedagogies and flexibility in deciding where, when and how they engage have now become mainstreamed (Gaebel, Kupriyano

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COLES, C. R., and J. M. TOMLINSON. "Teaching student-centred educational approaches to general practice teachers." Medical Education 28, no. 3 (May 1994): 234–38. http://dx.doi.org/10.1111/j.1365-2923.1994.tb02704.x.

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Taye, Markos Tezera, and Ahmed Alduais. "Exploring the Practice of Academic Freedom and Active Learning in Ethiopia’s Higher Education: A Case Study." Athens Journal of Education 9, no. 4 (October 12, 2022): 655–78. http://dx.doi.org/10.30958/aje.9-4-7.

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Given the immense role of the student-centred approach in enhancing students learning, this study explores the role of academic freedom in implementing a student-centred approach. To achieve this objective, the study relies on a qualitative case study research design. In this regard, semi-structured interviews and observation were employed as data gathering tools. The data passed through a series of data analysis processes ranging from data reduction to data verification. The study was conducted at a public university in Ethiopia and recruited ten instructors and twelve students from four rand

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Teppo, Moonika, Regina Soobard, and Miia Rannikmäe. "GRADE 6 & 9 STUDENT AND TEACHER PERCEPTIONS OF TEACHING AND LEARNING APPROACHES IN RELATION TO STUDENT PERCEIVED INTEREST/ENJOYMENT TOWARDS SCIENCE LEARNING." Journal of Baltic Science Education 20, no. 1 (February 5, 2021): 119–33. http://dx.doi.org/10.33225/jbse/21.20.119.

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Student perceptions of science teaching could be expected to differ in grade 6 compared with teaching in grade 9, as could student interest in science learning. To compare Estonian grades 6 and 9, lower secondary school student and science teacher perceptions of teaching/learning approaches as well as student perceived interests/enjoyment on science learning, an instrument was developed taken into account 18 different teaching approaches that could take place in science lessons. An analytical, exploratory structural equation modelling (ESEM) approach supported 4-factor models differentiating b

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Giannikas, Christina Nicole. "The Benefits of Management and Organisation: A Case Study in Young Language Learners’ Classrooms." Center for Educational Policy Studies Journal 3, no. 3 (September 30, 2013): 87–104. http://dx.doi.org/10.26529/cepsj.233.

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This study focuses on primary language education within a Greek region: specifically, on the positive effects of classroom management and organisation on a student-centred approach of teaching. In the case of the Greek education system, language teachers are encouraged to adopt student-centred approaches in their classroom but have not received any guidance on how to do so. Language educators are reluctant to abandon their teacher-centred ways, because they have not been trained to apply classroom management and organisation techniques that could support a student-centred environment.

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Tilleczek, Kate C., Mark Terry, Deborah MacDonald, James Orbinski, and James Stinson. "Towards Youth-Centred Planetary Health Education." Challenges 14, no. 1 (January 8, 2023): 3. http://dx.doi.org/10.3390/challe14010003.

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This paper presents data and analyses from our Planetary Health Film Lab (PHFL) and its sister project the Youth Climate Report. Qualitative data include semi-structured interviews with youth and their educators and content analysis of films produced by young people (ages 19–25) from six countries (Australia, Columbia, Ecuador, Italy, India, Canada). The educative processes designed for the Planetary Health Film Lab are illustrative of our work to build the field of planetary health education that is with/for young people whose educative projects are mobilized in turn to educate wider audience

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Kinsella, Claire, David W. Putwain, and Linda K. Kaye. "Learner Engagement: A Review of Approaches in the Psychology of Education and Art Education." Review of Education 4, no. 3 (May 26, 2016): 266–89. http://dx.doi.org/10.1002/rev3.3063.

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