Relevant bibliographies by topics / Problem-centred teaching and learning approach

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Problem-centred teaching and learning approach'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Problem-centred teaching and learning approach"

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Barraket, Jo. "Teaching Research Method Using a Student-Centred Approach? Critical Reflections on Practice." Journal of University Teaching and Learning Practice 2, no. 2 (April 1, 2005): 17–27. http://dx.doi.org/10.53761/1.2.2.3.

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This article presents a reflective case study analysis of an attempt to enhance student learning through the introduction of student-centred teaching methods in a masters-level social research methods subject. The introduction of a range of specific techniques, including case study teaching, problem based learning, groupwork, role-play and simulation, is reflected upon. The article concludes that the re-orientation of the curriculum toward student-centredness in this case had a positive effect on student performance, learning experience and subject evaluation. In particular, the use of student-centred techniques facilitated a strong social context for learning, and provided students with a common experiential framework from which to explore the technical aspects of the curriculum. However, the analysis also found that students continued to place value on more formal teaching methods, and that the value of student-centred techniques in this case rested in the way in which they were integrated with more didactic teaching practice.
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Englund, Claire. "Exploring approaches to teaching in three-dimensional virtual worlds." International Journal of Information and Learning Technology 34, no. 2 (March 6, 2017): 140–51. http://dx.doi.org/10.1108/ijilt-12-2016-0058.

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Purpose The purpose of this paper is to explore how teachers’ approaches to teaching and conceptions of teaching and learning with educational technology influence the implementation of three-dimensional virtual worlds (3DVWs) in health care education. Design/methodology/approach Data were collected through thematic interviews with eight teachers to elicit their approaches to teaching in a 3DVW and their conceptions of teaching and learning with technology in online health care education. Findings Results indicate that teaching in 3DVWs necessitates the adoption of a student-centred approach to teaching. The teachers’ underlying approaches to teaching and learning became evident in their student-centred approach and use of problem-based activities. The immersive, social nature of the environment facilitated the creation of authentic, communicative learning activities created by the health care teachers and was in alignment with their disciplinary approaches to teaching and learning. Research limitations/implications The sample size of the study is relatively small which limits the degree of external validity and generalisability of the results. Practical implications If sustainability of 3DVWs is to be achieved, academic development activities for teachers and their communities of practice may be necessary to support conceptual change and facilitate a shift to student-centred teaching where necessary. Originality/value There is limited research concerning the relationship between teachers’ approaches to teaching and the use of educational technologies, in particular the implementation of 3DVWs.
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Kenna, Therese. "Teaching and learning global urban geography: an international learning-centred approach." Journal of Geography in Higher Education 41, no. 1 (October 5, 2016): 39–55. http://dx.doi.org/10.1080/03098265.2016.1241984.

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Kumar Shah, Rajendra. "Concepts of Learner-Centred Teaching." Shanlax International Journal of Education 8, no. 3 (June 1, 2020): 45–60. http://dx.doi.org/10.34293/education.v8i3.2926.

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This article traces the historical development of learner-centered teaching (LCT) and examines the major contributions of educators. Accordingly, this article has also analyzed the perception of various educationists regarding LCT. LCT is an approach to teaching that is increasingly being encouraged in education. The paradigm shifts away from teaching to importance on learning have boosted the power to be moved from the teacher to the student. The teacher focused/transmission of information formats, such as lecturing, have begun to be increasingly criticized, and this has paved the way for the widespread growth of LCT as an alternative approach. Many terms have been linked with LCT, such as flexible learning, experiential learning, self-directed learning, and therefore the slightly overused term LCT can mean different things to different people. Also, in practice, it is described by a range of terms, and this has led to confusion surrounding its implementation.LCT has a long history of development. Two of the first educators to emphasize the learners were Confucius and Socrates (5thto 4thcenturies B.C.). Over two millennia passed before seventeenth-century Englishman Locke introduced experiential education (the idea that one learns for experience). Another two hundred years spent before European educators Pestalozzi, Herbart, and Froebel designed and popularized experience-based, learner-centered curricula. In the school system, the concept of LCT has been derived, in particular, from the work of Froebel and the idea that the professor should not interfere with this process of maturation, but act as a guide. A century later, nineteenth-century educator Colonel Francis Parker brought this method to America. Twentieth-century Russian sociologist Lev Vygotsky, Swiss psychologist Jean Piaget, and American philosopher and educator Dewey shaped the existing LCT into a program called constructivism.
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Bernstein, Jeffrey. "Review of University Teaching in Focus: A Learning-Centred Approach." Teaching & Learning Inquiry The ISSOTL Journal 2, no. 1 (March 2014): 3–4. http://dx.doi.org/10.20343/teachlearninqu.2.1.3.

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Abrahamson, Earle. "Review of University Teaching in Focus: A Learning-Centred Approach." Teaching & Learning Inquiry The ISSOTL Journal 2, no. 1 (March 2014): 5–6. http://dx.doi.org/10.20343/teachlearninqu.2.1.5.

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Banerjee, Debkanya, and Ayan Roy. "Learner Centred methods of Business English Learning." International Journal of English Learning & Teaching Skills 3, no. 2 (January 1, 2021): 2111–22. http://dx.doi.org/10.15864/ijelts.3215.

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This research was started by following the widespread claim regarding the success of ‘learner-centred teaching approach’ across all disciplines throughout the world. It seeks to look at whether such a claim is true by implementing a theoretical framework of learner centred teaching in an EFL1 Classroom. A qualitative design involving an English teacher of and a number of learners from a vocational2 higher institution were used. The findings of this study overall proved that the implementation of this ‘learner-centred teaching’ framework could make a difference in students’ learning. Their learning became more meaningful, interesting and democratic3. This ‘Learner Centred Method’ approach emphasizes a spread of various sorts of methods that focuses on what the scholars are learning, it changes the role of the teachers from a provider of information to facilitating student learning. Traditional teaching often results in students who are passive learners and who don't take responsibility for his or her own learning, this traditional method (“instructor-centred teaching.”) In contrast with, ‘learner centred teaching’ occurs when instructors specialise in student learning. English is a basic language in all educational institution around the world. People learns the English language in order they can communicate with other people throughout the world. A student who wishes to go abroad for higher studies he/she should have the basic knowledge in English language just to communicate with the people there and understand what they are trying to express. And in business world English is the basic language for establishing communication between the client and the businessman. Teaching business English, or other ESP4 classes, usually pays better than teaching "conversation" English classes and some teachers find them more enjoyable. These classes will centre around a work environment and utilize business or ESP vocabulary5. Business English students are usually quite different from typical school students. They are often older, experienced and tired from an extended day at work and have a particular idea about what they want to learn. Also, sometimes, they're required to require English classes if they need to progress in their company.
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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 approach, the archetypal Oriental exemplar, is normally presented as a didactic teaching-centred pedagogy with greater emphasis on strategic, directed thinking. I conclude that refl ection in these ways may lead to a culturally sensitive form of education and also help identify the epistemological and ontological dimensions that enhance a more flexible approach to teaching and learning.
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Burton, Kelley. "Teaching and Assessing Problem Solving: An Example of an Incremental Approach to Using IRAC in Legal Education." Journal of University Teaching and Learning Practice 13, no. 5 (December 1, 2016): 106–24. http://dx.doi.org/10.53761/1.13.5.9.

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Legal reasoning is a type of problem solving, and is situated within thinking skills, one of the six threshold learning outcomes established under the auspices of the Australian Learning and Teaching Council’s Bachelor of Laws Learning and Teaching Academic Standards Statement. The threshold learning outcomes define what law graduates are ‘expected to know, understand and be able to do as a result of learning’ (Kift et al., 2010, p. 9). The assessment of legal reasoning, and thus problem solving, should receive greater attention in legal education discourse (James, 2011, p. 15, James, 2012, p. 88). The dominant approach for problem-based questions in the discipline of law over the last 40 years is IRAC (issue, rule, application and conclusion). The acronym IRAC is not offensive and potentially instils a positive professional legal identity and is a student-centred approach to problem solving. This journal article documents an incremental approach to IRAC in law where first year students answer a problembased law question using a grid format before preparing a barrister’s advice.
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Samson, Patricia L. "Fostering Student Engagement: Creative Problem-Solving in Small Group Facilitations." Collected Essays on Learning and Teaching 8 (June 12, 2015): 153. http://dx.doi.org/10.22329/celt.v8i0.4227.

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Creative Problem-Solving (CPS) can be a transformative teaching methodology that supports a dialogical learning atmosphere that can transcend the traditional classroom and inspire excellence in students by linking real life experiences with the curriculum. It supports a sense of inquiry that incorporates both experiential learning and the development of critical thinking skills. Incorporating active learning strategies in a way that transcends the classroom and sparks interest and passion for students is an important pedagogical ingredient for educators. The key question driving this study is how can CPS as a teaching method be used to motivate students and engage them in a process of active learning within the context of a social policy course? This study examines student engagement and motivation in a problem-centred approach to teaching and learning, and provides a concrete example of a CPS exercise couched in small group facilitations to support peer learning.
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Dissertations / Theses on the topic "Problem-centred teaching and learning approach"

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Amanah, Siti. "A learner-centred approach to improve teaching and learning in an agricultural polytechnic in Indonesia /." View thesis View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030529.141402/index.html.

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Thesis (M.Sc. Sch. of Ag. & Rural Devel.) --University of Western Sydney, Hawkesbury, 1996.
"A thesis submitted in partial fulfilment of the requirements of the Degree of Master of Science (Honours)--T.p.
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Amanah, Siti, of Western Sydney Hawkesbury University, of Science Technology and Agriculture Faculty, and School of Agriculture and Rural Development. "A learner-centred approach to improve teaching and learning in an agricultural polytechnic in Indonesia." THESIS_FSTA_ARD_Amanah_S.xml, 1996. http://handle.uws.edu.au:8081/1959.7/296.

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This thesis was generated from an action research project, the aim of which was to improve the learning process at the Polytechnic of Agriculture, University of Jember, East Java. The proposition argued is that the implementation of learner-centred approaches in a formal tertiary education setting will assist educators and learners to meet their needs. Further, the approaches will motivate participants in the learning process to be both self-responsible and self-directed learners. Participatory approaches were utilised to induce improvement in the Polytechnic's practices, student satisfaction and contributions to learning by the outside community. Participants included students, the Director, the Associate Director for Academic and Head of School. Information was also collected from outsiders. The outcomes from the project were: students were responsible for their own learning; staff were able to act as professional facilitators; and curriculum development. There are still some unresolved issues, and it was recommended that further research of effectiveness of learning approaches in formal tertiary education needs to be carried out.
Master of Science (Hons)
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Angula, Adelheid. "nvestigating grade 10 geography teachers' implementation of a learner-centred approach in selected Namibian schools." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004459.

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Geography, more than other subjects in the curriculum, plays a central role in general education in equipping learners with skills and competencies needed for modern living and global citizenship. A learner-centred education in Namibia was adopted to provide more opportunities for learners to develop the required skills and competencies irrespective of their different cultural background. This small-scale case study investigated three Grade 10 geography teachers' understanding and implementation ofa learner-centred approach to gain insights into how leamer-centred education is being implemented in the context of Geography. The research design adopted a qualitative approach within an interpretative orientation. Data were collected through interviews, classroom observations and documentary analysis. The research was conducted at three selected schools in Oshikoto Region with three Grade 10 geography teachers The findings revealed, firstly, that teachers have a limited understanding of the key ideas ofLCE, such as, prior knowledge, role of questioning, and social interaction in learning; use of resources and the types of assessment activities which comply with the aims of LCE. Seconclly, the findings revealed that the policy documents, such as syllabuses, that are being used by the participants are not in line with the tenets ofLCE. Thirdly, teachers appeared to have limited subject knowledge, as revealed by their lack of understanding of how to translate the aims and assessment objectives into their daily lessons. The study therefore raises some possibilities for improving the implementation of LCE in the selected schools if the gaps as identified by this study are reduced.
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Pardàs, Lluïsa. "Constructivism and Collaborative Learning in Music Teaching." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34619.

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The lessons from Catalonia and Sweden, based in instrumental or vocal music performance, are analysed taking into account the respective teachers’ goals and practices. The implications of the two different methodologies used, top-down big ensemble and collaborative small groups, and their relationship to constructivist pedagogies are discussed.
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Nonkukhetkhong, Kittiporn. "Teachers' perceptions and implementation of the learner-centred approach in teaching English as a foreign language (EFL) in Thai secondary school contexts /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19545.pdf.

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Mahlobo, Radley Kebarapetse. "OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGHSCHOOL MATHEMATICS." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 386 - 389, 2012. https://slub.qucosa.de/id/qucosa%3A1780.

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The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows: 1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work schedule. 2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent. 3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.
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Mahlobo, Radley Kebarapetse. "OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGH SCHOOL MATHEMATICS." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80592.

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The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows: 1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work schedule. 2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent. 3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.
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Chirimbana, Moses. "The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95973.

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Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The purpose of the study was to investigate The effect of the Problem-Based Learning Problem Based Learning (PBL) approach in the teaching of composition and inverse functions in a foundation programme. PBL is a philosophical approach to teaching and learning where problems drive the learning. The study was important because it was trying to find out if PBL can improve students’ performance in compositions and inverses of functions at the bridging course for undergraduate mathematics at Oshakati Campus. The study intended to come up with a PBL model suitable for FP mathematics in the teaching of compositions and inverses of functions. The study was done on Science Foundation students who are registered for FP. Eighty students were randomly selected from the foundation students registered for the 2013 academic year. The students were randomly assigned into the experimental and the comparison groups of 40 each. In this study the comparison group of the Foundation students was predominantly taught through the traditional lecture approach while the experimental group was predominantly taught using a hybrid PBL approach. The study also attempted to establish the students’ perceptions with regard to the relevance of inverses and compositions of functions as a concept in a topic that determines their academic destination. It also attempted to ascertain how the PBL approach could best be implemented in order to improve FP students’ understanding of inverses and composition of functions; how Bridging course for undergraduate mathematics (FP) students experience the PBL approach in the teaching and learning of inverses and composition of functions compared to those who are taught using the lecture method and how FP students’ performance on inverses and composition of functions as a result of their PBL experience compare to those who are taught using the lecture method. This study used the concurrent nested mixed methods (qualitative and quantitative) research designs. A quasi experimental design was adopted through the administration of a pre-post-test on experimental and comparison groups. The other designs or methods included a questionnaire survey, focus group interviews, non-participant lesson observation and a group research project on compositions and inverses of functions. The experimental group was then mainly taught through a hybrid PBL approach while the comparison group mainly through the lecture approach for a period of three months. The findings of this research study showed that experimental group students performed significantly better in the overall results analysis but there were no significant differences in performance between the two groups for some Hypothetical Learning Trajectory (HLT) domains on compositions and inverses of functions. It is recommended that PBL should be implemented in the other foundation programme subjects. However, the role of the conventional teaching approaches cannot be undermined in the teaching and learning of compositions and inverses of functions since the students who were taught using this method also improved their performances, and as such these conventional teaching approaches should be used together with PBL in order to get the best results on FP students’ mathematics performance. This study recommends further research on how PBL can be implemented in other FP subjects. This study also recommended that PBL should be implemented right at the beginning of the year when the FP students start their classes in the foundation programme.
AFRIKAANSE OPSOMMING: Die doel van die studie was om die effek van die probleemgebaseerde leer (PBL) benadering in die onderrig van die samestelling en inverse funksies in 'n Stigting program te ondersoek. PBL is 'n filosofiese benadering tot onderrig en leer waar probleme ry die leer. Die studie is belangrik omdat dit probeer het om uit te vind of PBL kan studente se prestasie in komposisies en inverses van funksies te verbeter by die Stigting Program op Oshakati-kampus. Die studie bedoel om vorendag te kom met 'n PBL model wat geskik is vir fondament in die onderrig van komposisies en inverses van funksies. Die studie is gedoen op Science Foundation studente by Oshakati-kampus van die Universiteit van Namibië. Tagtig studente is lukraak gekies uit die fondament studente wat geregistreer is vir die 2013 akademiese jaar. Die studente is ewekansig toegewys in die eksperimentele en die vergelyking groepe van 40 elk. In hierdie studie is die vergelyking groep van die Stigting studente is hoofsaaklik geleer word deur die tradisionele lesing benadering terwyl die eksperimentele groep was hoofsaaklik geleer met behulp van 'n hibriede PBL benadering. Die studie het ook probeer om vas te stel uit wat die studente se persepsies met betrekking tot die toepaslikheid van inverses en komposisies van funksies is soos 'n konsep in 'n onderwerp wat bepaal hul akademiese bestemming. Dit het ook probeer om vas te stel hoe die PBL benadering kan die beste om FP studente se begrip van inverses en samestelling van funksies te verbeter geïmplementeer word; hoe FP studente die PBL benadering in die onderrig en leer van inverses en samestelling van funksies in vergelyking met diegene wat geleer is met behulp van die lesing metode en hoe FP studente se prestasie op inverses en samestelling van funksies as 'n gevolg van hul PBL ervaring vergelyk met dié wat geleer is met behulp van die lesing-metode. Hierdie studie gebruik om die konkurrente geneste gemengde metodes (kwalitatiewe en kwantitatiewe) navorsing ontwerpe. 'N quasi eksperimentele ontwerp is aangeneem deur die administrasie van 'n pre-na-toets op eksperimentele en vergelyking groepe. Die ander ontwerpe of metodes het 'n vraelys opname, fokusgroeponderhoude, nie-deelnemer leswaarneming, en 'n groep navorsingsprojek oor komposisies en inverses van funksies. Die eksperimentele groep is dan hoofsaaklik geleer deur middel van 'n kruising PBL benadering terwyl die vergelyking groep hoofsaaklik deur die lesing benadering vir 'n tydperk van drie maande. Die bevindinge van hierdie navorsing het getoon dat die eksperimentele groep studente uitgevoer aansienlik beter in die algehele resultate analise, maar daar was geen betekenisvolle verskille in prestasie tussen die twee groepe vir 'n paar MTT gebiede op komposisies en inverses van funksies. Die studie het ook bevind dat PBL aan die begin van die jaar reg geïmplementeer moet word wanneer die FP studente begin hul klasse in die fondament program. Dit word aanbeveel dat PBL in al die ander fondament program vakke moet geïmplementeer word. Tog kan die rol van die konvensionele onderrig benaderings nie ondermyn word in die onderrig en leer van komposisies en inverses van funksies, en as sodanig die konvensionele onderrig benaderings moet saam met PBL word gebruik om die beste resultate op FP studente se wiskunde prestasie te kry . Hierdie studie beveel aan verdere navorsing oor hoe PBL in 'n ander fondament program vakke geïmplementeer kan word.
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Garton, Bryan Luke. "The Relationship between Agriculture Teachers' Learning Style and Problem-Solving Ability and the Extent of use of the Problem-Solving Approach to Teaching." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225393507.

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Garton, Bryan L. "The relationship between agriculture teachers' learning style and problem-solving ability and the extent of use of the problem-solving approach to teaching /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487843314696584.

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Books on the topic "Problem-centred teaching and learning approach"

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University teaching in focus: A learning-centred approach. Victoria, Australia: ACER Press, 2012.

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Alan, Sutton, ed. A practical approach to student centred learning. Pontypridd: University of Glamorgan, 1992.

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Alan, Waters, ed. English for specific purposes: A learning-centred approach. Cambridge [Cambridgeshire]: Cambridge University Press, 1987.

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Learning through real-world problem solving: The power of integrative teaching. Thousand Oaks, Calif: Corwin Press, 1996.

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Ross, John A. Improving problem solving through cooperative learning. [Peterborough, Ont: OISE Trent Valley Centre, 1987.

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The inner apprentice: An awareness-centred approach to vocational training for general practice. Dordrecht: Kluwer Academic Publishers, 1992.

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The inner apprentice: An awareness-centred approach to vocational training for general practice. Newbury: Petroc, 1996.

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A, Cordeiro Paula, ed. Educational leadership: A problem-based approach. 3rd ed. Boston: Pearson/Allyn and Bacon, 2006.

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A, Cordeiro Paula, ed. Educational leadership: A problem-based approach. 2nd ed. Boston: Allyn and Bacon, 2003.

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Finkelstein, Ann. Science is golden: A problem-solving approach to doing science with children. East Lansing: Michigan State University Press, 2002.

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Book chapters on the topic "Problem-centred teaching and learning approach"

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Holt, Christopher J. "The Authentic Online Teacher—Practical Insights from Rogers’ Person-Centred Approach." In Tertiary Online Teaching and Learning, 161–67. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7_14.

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Martinez, Jaime E. "The “Problem” in Education." In A Performatory Approach to Teaching, Learning and Technology, 33–43. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-666-3_3.

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Konert, Johannes, Dmitrij Burlak, and Ralf Steinmetz. "The Group Formation Problem: An Algorithmic Approach to Learning Group Formation." In Open Learning and Teaching in Educational Communities, 221–34. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_17.

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Hurbungs, Visham, and Soulakshmee Devi Nagowah. "A Practical Approach to Teaching Agile Methodologies and Principles at Tertiary Level Using Student-Centred Activities." In Agile and Lean Concepts for Teaching and Learning, 355–89. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2751-3_17.

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Winkelmann, Axel, and Martin Matzner. "Teaching Medium-Sized ERP Systems – A Problem-Based Learning Approach." In Information Systems Development, 891–901. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/b137171_94.

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Leikin, Roza. "Part IV: Commentary – Characteristics of Mathematical Challenge in Problem-Based Approach to Teaching Mathematics." In Teaching and Learning Secondary School Mathematics, 413–18. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92390-1_38.

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Bourrier, Yannick, Francis Jambon, Catherine Garbay, and Vanda Luengo. "An Approach to the TEL Teaching of Non-technical Skills from the Perspective of an Ill-Defined Problem." In Adaptive and Adaptable Learning, 555–58. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45153-4_62.

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Buckley, Carina, and Maria Kukhareva. "Making Inspiration Mainstream: Innovative Pedagogies for the Real World." In Applied Pedagogies for Higher Education, 269–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_12.

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Abstract Innovative pedagogies represent a flexible, student-centred approach to learning by focusing on authentic, situated, real world tasks, which are complex and non-linear. When contextualised with learning development, this type of real world learning allows for engagement that goes beyond the individual, beyond the curriculum and beyond the classroom. This ‘beyondness’ of learning allows for alternative ways of seeing through the cross-pollination of disciplinary approaches, interactivity outside the subject group and flexibility in teaching spaces. The model presented makes explicit a learning community that exists beyond the immediate experience of the student. All three case studies present a means by which the student can negotiate their role and construct knowledge alongside others, in complex, dynamic and situated learning environments that value student-centred, emancipatory practices.
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Deaconu, Stefan Marius, Roland Olah, and Cezar Mihai Haj. "Assessing Students’ Perspective on Teaching and Learning. The Case of National Students’ Surveys." In European Higher Education Area: Challenges for a New Decade, 341–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_22.

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Abstract In the last decade, the Bologna Process has underlined many times the need for Student-Centred Learning (SCL), Innovation in Learning and Teaching, providing support to learners and removing obstacles that students face in order to fulfil their potential. As SCL is still at the core of the Bologna Process, the instruments which are meant to record the students’ perspective are very important. However, we consider that there is a deficit regarding the needed research that would lead to efficient ways of delivering positive outcomes for the entire academic community. In that sense, this paper will focus on how national student surveys have been developed in several countries, as there are some reasons to consider this instrument as one of the most efficient, especially in consolidating and developing learning and teaching. The paper will take into consideration three examples from the European Higher Education Area: the National Student Survey (United Kingdom), Studiebarometeret (Norway) and the National Sociological Research about Students’ Satisfaction (Romania) and will approach aspects such as the structures and stakeholders which are involved in developing and coordinating the process, the subjects tackled by these questionnaires, why and how they were selected. Our study provides an insight regarding the usefulness of a national student survey for the future development of European Higher Education Area. It also shows the potential relevance of these questionnaires for the Bologna Process. The paper will also present how these instruments have evolved across time and how they were received by the public opinion. We will draw a set of conclusions starting from examined good practices and the literature review. As a result of this paper, we consider that a national students’ survey represents one of the most useful tools for HE stakeholders in order to assess the quality of learning and teaching.
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Jonina, Renata, David Oget, and Jacques Audran. "Teaching Competence for Organising Problem-Centred Teaching-Learning Process." In TRIZ – The Theory of Inventive Problem Solving, 85–104. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56593-4_4.

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Conference papers on the topic "Problem-centred teaching and learning approach"

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Cheng Chin and Ehsan Mesbahi. "Problem-based learning approach for martronics." In 2012 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2012. http://dx.doi.org/10.1109/tale.2012.6360382.

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Partridge, Helen, and Gillian Hallam. "New Pathways to Learning: The Team Teaching Approach. A Library and Information Science Case Study." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2851.

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The Queensland University of Technology (QUT) challenges its teachers to provide innovative and dynamic learning environments that foster excellence in student learning. This paper discusses how the Faculty of Information Technology is using collaborative teaching and learning strategies to meet this challenge. The paper explores how team teaching and learning is being implemented within the Graduate Diploma in Library and Information Studies. The core unit ITN336 Information Resources is used as a case study. The paper discusses the practical implications of incorporating team teaching into a unit’s curriculum and how it impacts on the teaching and learning process. Student attitudes towards team teaching are explored. The paper concludes by discussing how team teaching is not just a technique that can be applied to divide the labour within a unit, rather it is a creative and thoughtful mechanism for fostering a dynamic student-centred learning environment.
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Zhang, Shu-Yan, Ji-Ya Tian, and Juan Zhu. "Problem-based Learning Approach for the Teaching Microcontroller." In International Conference on Humanity and Social Science (ICHSS2016). WORLD SCIENTIFIC, 2017. http://dx.doi.org/10.1142/9789813208506_0049.

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Koster, Andrew, Tiago Primo, Fernando Koch, Allysson Oliveira, and Hyunkwon Chung. "Towards an Educator-Centred Digital Teaching Platform: The Ground Conditions for a Data-Driven Approach." In 2015 IEEE 15th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2015. http://dx.doi.org/10.1109/icalt.2015.124.

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Russell, Douglas. "TED-Ed web-based blended learning to support teaching: An action research project." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2698.

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The use of video material to support the pedagogical shift to blended learning has begun being utilised in traditional campus based universities. This student centred approach has supported higher education practitioners in adapting their practice to better meet the diverse student populations entering university. An action research project utilizing TED-Ed to introduce out of class, student centred learning was conducted by a Dubai based lecturer. A class of 65 students enrolled in a second year Psychology module completed between one to three online activities and answered a qualitative survey sharing their opinions towards completing the tasks. The results showed that blended learning could be effectively used as a teaching tool to support practice in a ‘traditional’ university with a focus on the lecture/seminar approach. Lecturers seeking to extend their students’ learning into out of class environments should consider the use of TED-Ed as a suitable tool for not only achieving this but also supporting the needs of 21st century tertiary students.
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Qin Zhang. "Teaching Instrumentation and Measurement Using Problem a Based Learning Approach." In 2001 Sacramento, CA July 29-August 1,2001. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2001. http://dx.doi.org/10.13031/2013.5529.

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Hou Vat, Kam. "Teaching Architectural Approach to Quality Software Development through Problem-Based Learning." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2583.

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This paper describes the initiative to incorporate the practice of quality software development (QSD) into our undergraduate curriculum concerning the engineering of software. We discuss how the constructivist’s method of problem-based learning (PBL) helps develop this QSD practice into our students’ daily learning. This paper expounds the idea of an architectural approach to building software solutions, which is supported by the industry’s emerging consensus that architectural components provide the kind of building blocks we need for developing today’s complex systems. Particularly, the technology of component-based development asks of us the required portions of productivity, quality, and rapid construction of software artifacts. Consequently, our pedagogic approach to QSD focuses on designing and building a sensible architecture characterized by objects of different services, which represent the cohesive collections of related functionality, accessed through some consistent interfaces that encapsulate the implementation. The paper outlines an QSD approach in terms of state-of-the-practice development processes modified for educational scenarios, through which our students could learn to acquire their collaborative software engineering experience in the current practice of architected application development. The paper concludes by discussing the criteria used to evaluate the working of the learning scenario and some lessons learned involved in incorporating PBL learning scenarios suitable for QSD.
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Fajardo, Consolacion. "PROBLEM-BASED APPROACH TO LEARNING/TEACHING IN ONLINE INTERMEDIATE ACCOUNTING COURSE." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0460.

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Kam, Kevin, Fung Yuen, and Manwai Yuen. "Department course selection problem: The primitive cognitive network process approach." In 2012 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2012. http://dx.doi.org/10.1109/tale.2012.6360327.

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Ciocanel, Constantin, and Mohammad H. Elahinia. "A Problem Solving Approach for Teaching Engineering Laboratories." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13777.

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This paper presents the redevelopment method and process of the laboratory experiments for the Mechanics and Vibration Laboratory, MIME3390, in the Mechanical, Industrial, and Manufacturing Engineering Department at the University of Toledo. The redevelopment objective was to transform the learning process from a subject-based learning to a problem-solving learning. Particular objective was to provide the students with more hands-on experience and to challenge them by requesting the procedure for each laboratory experiment to be designed and carried out by each group of students. This senior level laboratory course consists of experiments in deformable solid mechanics including stress and deflection analysis, fatigue life evaluation, stability and mechanical vibration. Prerequisite courses for this laboratory are Mechanical Design I and Mechanical Vibrations. In line with the program objectives of the department, the following list of objectives has been defined for this course: "Upon successful completion of this course, the students should have: (1) become knowledgeable in the use of standard instrumentation for static and dynamic structural testing, such as strain gages, load frames, impact hammers, and spectrum analyzers; (2) reinforced material studied in previous mechanics and vibrations courses; (3) improved data analysis skills, and (4) further developed laboratory and technical writing skills." Prior to this redevelopment, as part of the subject-based approach, a classroom lecture preceded each laboratory session. The lecture consisted of the review of the theory pertaining to each experiment to help students refresh their knowledge on the subject. Additionally the description and procedure of the laboratory experiment was covered during this lecture. Prior to each class, the lecture notes, along with the laboratory procedures, were posted on the course website. The step-by-step instructions for each experiment were provided to assist the students in setting up and conducting each experiment. Throughout the semester, eleven experiments were performed. The students wrote individual reports on the experiments consisting of a summary of the acquired data, data analysis, and observations. However, due to the number of students and limited number of lab sessions it was difficult to provide the students with the real hands-on experience with the instrumentation and lab setup. As a result, during the lab the student mostly collected data according to the lab procedure and compiled a report that sometimes was inspired by samples of reports written by former students.
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Reports on the topic "Problem-centred teaching and learning approach"

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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
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