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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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Hall, Jenny, and Mark Saunders. "Some lessons from a student-centred approach to teaching and learning." British Journal of Educational Technology 24, no. 3 (September 1993): 207–9. http://dx.doi.org/10.1111/j.1467-8535.1993.tb00075.x.
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Pribeanu, Costin. "IMPROVING THE ERGONOMIC QUALITY OF AR-BASED E-LEARNING SYSTEMS: A TASK-BASED DESIGN APPROACH." Problems of Management in the 21st Century 9, no. 2 (September 5, 2014): 150–57. http://dx.doi.org/10.33225/pmc/14.09.150.
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Augmented reality (AR) is a challenging technology for e-learning. Nevertheless, the benefits of AR in terms of increased engagement and motivation could be undermined by a low ergonomic quality. A challenge for designers is to provide students with a usable AR environment that is able to support an effective and efficient achievement of their learning goals. A user-centred design approach requires understanding users and the tasks they perform. This analysis focuses on task modelling and presents a task-based approach to the development of a Chemistry application implemented on an AR teaching platform. The task model enables an analysis of critical task sequences, helps to prevent potential usability problem, and provides with a basis for a task-based approach to evaluation. Key words: ergonomic quality, user-centred design, usability, task modelling, e-learning, augmented reality.
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Nasseripour, Melanie, Jonathan Turner, Susha Rajadurai, Jonathan San Diego, Barry Quinn, Anitha Bartlett, and Ana Angelova Volponi. "COVID 19 and Dental Education: Transitioning from a Well-established Synchronous Format and Face to Face Teaching to an Asynchronous Format of Dental Clinical Teaching and Learning." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052199966. http://dx.doi.org/10.1177/2382120521999667.
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The Covid-19 pandemic made it necessary to adopt and establish complete or partial online delivery of our clinical teaching and learning. We developed an alternative approach with a combination of Problem based Learning asynchronous fora and Teacher-facilitated synchronous online discussions. Our aim is to share our educational practice and highlight the requirements and constraints, advantages and challenges of such an approach. It allowed a more student-centred experience, but clinical simulation and face-to-face patient care remain necessary. The Covid-19 pandemic has changed the landscape of dental education for the foreseeable future, with a reduced number of patients in dental clinics. Further study is therefore necessary to understand the lived experience of students and teachers to the adopted online teaching and learning approach.
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Musdiani. "MINIMIZING TRADITIONAL APPROACH IN INDONESIAN EDUCATION." Visipena Journal 4, no. 1 (June 30, 2013): 1–6. http://dx.doi.org/10.46244/visipena.v4i1.114.
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This essay discusses the traditional approach in Indonesian education from different angle; cause and effect perspective. A traditional teaching approach employs a didactic flow of knowledge from the teacher, as a sage, to the student as a receptacle (Richmond, 2007) which more emphasizes the mastery of concept, with less stress on skills improvement. The common system of traditional education is teacher centred where the teacher focuses on delivering information about some contents (Liang, 2004). Teacher-centred class instruction and rote learning are deeply embedded; this type of instruction has become a part in the Indonesian school culture and unofficial standard of practice for years (USAID 2008; Bjork 2005). Shallow level of meaning found in school science (Aikenhead 2000). There are several explanations related to these problem; the institutional culture, the Indonesian school cultures; standardized and highly centralized examinations, and less emphasize on improving their teaching ability. Due to these causes, this paper proposes 4 solutions as follows; first, detaching the teachers from their dependence on and deference to the policies and regulations of the central government’s education authorities, Second, finding other methods of teacher recruitment, third, empowering the teachers: enriching pedagogical knowledge-lesson study/action research, and prosperity, last, providing a fair system which is emphasized on teaching Standard for standardized test.
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Kirstein, Marina, and Rolien Kunz. "Student-centred approach to teaching large classes: friend or foe?" Meditari Accountancy Research 23, no. 2 (August 10, 2015): 222–46. http://dx.doi.org/10.1108/medar-06-2013-0025.
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Purpose – The aim of this paper is to report on the development and implementation of two student-centred teaching approaches, not usually thought to be appropriate for large group situations. These projects involved adapting teaching methods to facilitate a move away from the conventional lecturer-centred approach (the “chalk-and-talk” of earlier generations) and to respond to an environment challenged by the perpetually changing requirements of professional bodies, increasingly large classes and high student-staff ratios. Design/methodology/approach – Two student-centred projects were implemented at a South African residential university in the discipline of auditing, and the topic of general controls in the information technology (IT) environment was addressed. This study reports on two cycles of the development and implementation of the projects following an action research methodology. Findings – It was found that “non-standard” teaching practices can be implemented successfully and that active student involvement, even in a large class environment, is achievable and is therefore recommended, not least because this could positively impact on students’ overall skills development. The action research methodology was successfully used to incorporate changes, enforced by the challenges accounting academics are faced with. Research limitations/implications – Limitations associated with this study are that it was conducted at only one South African university, and that it was in a specific and technical topic within the single field of auditing. The study also did not measure whether deep or surface learning had taken place. As various factors contribute to learning, it was also not possible to report on whether positive changes to students’ normal learning processes have been achieved as a result of the initiatives. Originality/value – The contribution this study makes is twofold. First, it adds to the field of accounting education research by indicating that student-centred projects can successfully address the abovementioned challenges faced by accounting academics. Second, it demonstrates that action research, as a methodology for examining and developing accounting education, can be used effectively by academics to improve their teaching practices.
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Tachie, Simon Adjei. "FOUNDATION PHASE STUDENTS’ METACOGNITIVE ABILITIES IN MATHEMATICS CLASSES: REFLECTIVE CLASSROOM DISCOURSE USING AN OPEN APPROACH." Problems of Education in the 21st Century 77, no. 4 (August 20, 2019): 528–44. http://dx.doi.org/10.33225/pec/19.77.528.
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The research findings describe a model of experiential learning that promotes the development of foundation phase student teachers’ metacognitive abilities for mathematics through classroom reflective discourse using an open approach. A case study was carried out on two foundation phase mathematics classes in South Africa’s universities; data were collected through observation and focus group interviews. The research’s main findings indicated that student teachers’ interest in reflective classroom discourse is important using an open-approach-based mathematics class, which helped pave the way for the student teachers to exhibit metacognitive abilities relevant to the teaching and learning steps of a foundation phase mathematics class. Deciding on the type of problem to work on, posing open-ended problems to colleagues for discussion in class, stimulating students’ reflective self-centred learning, whole-class discussion, comparison of a particular problem and summarising important information for self-development in teaching and learning through connecting students’ mathematical ideas all formed part of reflective classroom discourse. Recommendations were made for further development of metacognitive abilities. Keywords: mathematics class, metacognitive strategies, open approach, preservice teachers, reflective classroom, school learners, student teachers.
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Grasas, Alex, and Helena Ramalhinho. "Teaching distribution planning: a problem-based learning approach." International Journal of Logistics Management 27, no. 2 (August 8, 2016): 377–94. http://dx.doi.org/10.1108/ijlm-05-2014-0075.
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Purpose – The purpose of this paper is to present a problem-based learning (PBL) activity that uses a decision support system (DSS) to teach one of the most fundamental topics in distribution planning: vehicle routing. Design/methodology/approach – The authors describe their teaching experience in a logistics and supply chain management (LSCM) course. In the PBL activity proposed, students need to solve a typical vehicle routing case with no previous theoretical background taught. The paper is written as a teaching guide for other instructors, detailing how the activity may be carried out in class. Findings – The PBL activity involved students from the very beginning, challenging them to solve a rather complicated problem. Its acceptance was very positive according to the student feedback survey conducted after the activity. Only when struggling with the difficulties of the case proposed, did students really appreciate the potential value of a DSS for making better decisions. Moreover, this activity raised concerns about how DSSs must be adapted for implementation in every business scenario. Originality/value – Teaching logistics management goes beyond lecturing on elemental concepts and tools; it is also about applying this knowledge to manage things. Although several PBL initiatives have been reported to be successful in the field of LSCM, this one incorporates a web-based DSS. The main issue in PBL activities is finding authentic and representative problems to develop transferable skills, and currently most logistics problems are solved using DSS.
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Williams, Karl, and Gareth Pender. "Problem-Based Learning Approach to Construction Management Teaching." Journal of Professional Issues in Engineering Education and Practice 128, no. 1 (January 2002): 19–24. http://dx.doi.org/10.1061/(asce)1052-3928(2002)128:1(19).
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Motjolopane, Ignitia. "Teaching Research Methodology: Student-centered Approach Computing Education Undergraduate Course." Emerging Science Journal 5, no. 1 (February 1, 2021): 34–43. http://dx.doi.org/10.28991/esj-2021-01255.
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Teaching research methodology is one of the core components of various degree programs. Scholarship around teaching research methodology is beginning to grow with most work concentrated in Social Work, Health, Social Science, and limited work in the area computing education. This paper presents a reflection on adopting a student centred approach towards teaching research methodology course to three different groups of fourth level university students. In this paper the strategies for facilitating deep learning in teaching research methods and research methods in the Information Systems domain will be discussed. In addition, reflections on the use of a student centred approach, student experiences and strategies used. The experiences and strategies relate to facilitating deep learning. The experiences are focused on topic identification, conducting, and writing up the literature reviews, developing an understanding of the research methodology inclusive of data analysis and presenting the research report. Doi: 10.28991/esj-2021-01255 Full Text: PDF
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Wiyono, Slamet. "The 21st Century: The Turning Point of the English Language Teaching in Indonesia." KnE Social Sciences 1, no. 3 (April 13, 2017): 303. http://dx.doi.org/10.18502/kss.v1i3.750.
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<p class="3ABSTRAK">English, in Indonesia, is spoken, taught and communicated as a foreign language. Due to the above condition, the position of English in Indonesia lies in the expanding circle of World Englishes (Kirkpatrick, 2007). The advantage of being in the expanding circle is that there must be a very different aspect of Language Teaching and Learning as compared to the other two circles above. The Indonesian language, for example, which does not have a tense system like that of English, constitutes a unique problem faced by Indonesians learning English. The statement previously mentioned implies that those who learn English must be highly exposed to the language as they should be made accustomed to practicing the language a lot since they mostly communicate using their either vernacular or national language after the class hours.</p><p>The 21st century is the turning point of a new paradigm in pedagogical practice. It is the point where the teacher-centred -approach shifts into the student or learner-centred- approach. At this point also, the learners are exposed to reconstruct their own knowledge freely by looking for, searching, and finding other resources. The teacher, then, is no longer the only source as that of in the teacher-centred approach, yet he is the only one of the sources in the teaching-learning process (Suparno, 1997) or even they may browse from social media or online network or other multimedia such as internet and so forth..</p><p> </p><p><strong>Keywords: </strong><em>exposure, strategies, new paradigm</em></p>
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Chan, Vincent, Nur Iylia Syafiqah Binti Abdul Malik, and Cedric Choong Ee Chun. "Educating Gen-Z: Developing a Teaching and Learning Ecosystem in a 21st Century Learning." Special Issue No.1 1, no. 1 (July 1, 2020): 168–82. http://dx.doi.org/10.33093/ijcm.2020.1.x1.14.
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Fostering a teaching and learning ecosystem is vital in the 21st century teaching and learning process to determine student's positive impact on social academic outcomes. This paper proposed a teaching and learning ecosystem for Gen-Z students and the researchers developed RICES concept and Fish approach to support their ecosystem. This study will investigate and explore the implementation of RICES (Relationship & Role, Introduction, Communication, Educate and Structure) strategy to build and foster the teaching and learning ecosystem. The ecosystem will ensure educating this generation will be more holistic whilst enabling the learning-centred approach to be effectively used. The paper is concluded with the approach and impact of RICES. A descriptive research method was conducted with the tertiary students. The result revealed that RICES strategy shows a significant relationship among of each element.
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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 between teacher-centred and constructivist approaches for both teachers and students, each having acceptable model fits. Based on outcomes, a regression model was developed associating student interest to learn science with the frequency of teaching and learning approaches explored. Results indicated that approaches associated with teacher-centred approaches were those most frequently undertaken in science classes when compared with those seen as social constructivist and student-centred, both among science teachers and students. Regression analysis showed that there was a relationship between student interest/enjoyment towards science subjects and the frequency, in which different teaching and learning approaches took place in the classroom. Keywords: exploratory structural equation modelling, regression analysis, social constructivism, student interest/enjoyment, teaching-learning approaches
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Masud, Mahyunah, Dr Norhasnida Nordin, and Prof Dr Mohamed Ibrahim Abu Hassan. "Motivating Factors and Effectiveness of Problem-based Learning in Dental Education." International Journal for Innovation Education and Research 6, no. 10 (October 31, 2018): 314–23. http://dx.doi.org/10.31686/ijier.vol6.iss10.1194.
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Problem-based learning (PBL) is a learning approach that involves the use of interdisciplinary problems to trigger learning. The process of PBL encouraged students to be familiar with methods of search for knowledge creating new sets of learning needs which may not have been covered in the traditional teaching and learning (T&L). The result of review on available researches that compares PBL with traditional methods of medical education showed the superiority of PBL approach. However, in another critical review of published articles on PBL revealed no convincing evidence that it improves knowledge acquisition and clinical performance over traditional methods of T&L. Thus this study was carried to assess motivating factors in PBL and its effectiveness in creating student centred learning for clinical dental undergraduates. PBL triggers were introduced during the first of the three, two hours sessions for ninety one clinical students of year 3, 4 and 5 of the Faculty of Dentistry, Universiti Teknologi MARA, Malaysia. Sixteen questions were given to students during the third session and motivating factors and effectiveness of PBL were analysed. The results showed that majority of students perceived solving problems together was interesting and stimulate learning. Sharing of new information broaden their learning approach, critical thinking, creativity and communication skills. PBL is effective in internalising deep learning approach for dental undergraduates and encourage them towards active, interesting team participation in knowledge gain. PBL also motivated students to seek scientific knowledge independently towards achieving the desired learning outcomes. Knowledgeable, constructive and dedicated facilitators made the T&L experience interesting, stimulating and interactive for the students.
Keywords: PBL, Motivating Factors, Effective SCL (Student-centred learning)
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Buchanan, John. "Improving the Quality of Teaching and Learning: A Teacher-as-learner-centred Approach." International Journal of Learning: Annual Review 18, no. 10 (2012): 345–56. http://dx.doi.org/10.18848/1447-9494/cgp/v18i10/47764.
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Eriksen, H. M., J. Bergdahl, and Maud Bergdahl. "A patient-centred approach to teaching and learning in dental student clinical practice." European Journal of Dental Education 12, no. 3 (August 2008): 170–75. http://dx.doi.org/10.1111/j.1600-0579.2008.00518.x.
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Ali, Sheeba Sardar. "Problem Based Learning: A Student-Centered Approach." English Language Teaching 12, no. 5 (April 11, 2019): 73. http://dx.doi.org/10.5539/elt.v12n5p73.
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Problem-based learning is a teaching method in which students’ learn through the complex and open ended problems. These problems are real world problems and are used to encourage students’ learning through principles and concept. PBL is both a teaching method and approach to the curriculum. It can develop critical thinking skill, problem solving abilities, communication skills and lifelong learning. The purpose of this study is to give the general idea of PBL in the context of language learning, as PBL has expanded in the areas of law, education, economics, business, social studies, and engineering. It encourages students to develop skills that can be useful for their future and in practical life within a team environment. For the language classroom in Arab countries, where English is spoken as a foreign language PBL can be very useful. Trained teachers can design problems to meet the needs of the learners, that can be useful to improve English practically in social context.
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Costantino, Tracie E. "Problem-Based Learning: A Concrete Approach to Teaching Aesthetics." Studies in Art Education 43, no. 3 (2002): 219. http://dx.doi.org/10.2307/1321086.
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Adams, Matthew, and Martin Jordan. "Taking a Problem-Based Learning Approach to Teaching Ecopsychology." Ecopsychology 4, no. 2 (June 2012): 87–93. http://dx.doi.org/10.1089/eco.2012.0003.
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Leyer, Michael, and Jürgen Moormann. "Action learning approach to teaching business engineering methodology." Business Process Management Journal 23, no. 1 (February 3, 2017): 130–54. http://dx.doi.org/10.1108/bpmj-06-2015-0092.
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Purpose The business engineering (BE) methodology is used to design process-oriented and customer-centred companies in a systematic and holistic way. However, BE demands a high learning effort with regard to the logical flow, instruments and supporting software. The purpose of this paper is to explore which elements of action learning are most useful regarding BE. Design/methodology/approach To enable students to learn BE, a graduate-level course based on action learning is designed. Within a one-week schedule, participants are guided through the three phases of BE covering 31 learning elements. A post-test measures the learning experience. Regression analysis identifies elements that lead to high learning performance. Findings Results from five courses with 79 students reveal that action learning is useful to obtain declarative and procedural knowledge of BE. Learning elements delivering theoretical input and the use of an exemplary case could be reduced, while more time should be devoted to group work on a self-developed case study. Research limitations/implications The paper is based on a specific course design for the topic of BE, which might limit the results’ transferability to other business process management (BPM) teaching areas. However, it provides implications about the decisive elements for learning how to design process-oriented companies. Practical implications The results can be used by instructors to design more meaningful courses on BE. Originality/value The paper delivers new insights into how issues of BPM should be taught. This area, particularly regarding BE, has received little research attention.
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Hoidn, Sabine, and Sibylle Olbert-Bock. "Learning and teaching research methods in management education." International Journal of Educational Management 30, no. 1 (January 11, 2016): 43–62. http://dx.doi.org/10.1108/ijem-08-2014-0117.
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Purpose – In the context of the creation of a two-year Master of Science in Business Administration programme to offer a scientifically sound and practice-related management education in Switzerland, a curriculum for learning and teaching research methods had to be designed. Major pedagogic challenges were identified and addressed by curricular responses in terms of pluralism in knowledge production forms, a holistic approach to competence development and a learner-centred course design. The resulting design of the part of the curriculum on research methods is presented. The paper aims to discuss these issues. Design/methodology/approach – To assess the outcomes and its response to the given challenges, the feedback from existing regular evaluations was used and additional surveys were conducted. Students’ perceptions and those of their teachers were combined to form a balanced view. Findings – The results indicate that the new curriculum is an appropriate approach- it led to gains in research methods knowledge and skills and improvements in research-related social and reflexive competencies. The assessment of the outcomes of learning research methods in management education reveals an interesting research gap. Originality/value – This paper assesses a newly developed research curriculum for management students implemented in a new master’s programme in Business Administration at a mid-size university of applied sciences in Switzerland. Three pedagogical challenges in teaching research methods were addressed to target the theory-practice gap in management education. The authors opted for a research methods curriculum that links management research and practice by encouraging pluralism in knowledge-production forms, a more holistic view of competence development in management education and a learning-centred course design.
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Tsai, Meng-Hsiun, and Ya-Chun Tang. "Learning attitudes and problem-solving attitudes for blended problem-based learning." Library Hi Tech 35, no. 4 (November 20, 2017): 615–28. http://dx.doi.org/10.1108/lht-06-2017-0102.
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Purpose The purpose of this paper is to present the design and implementation of a blended problem-based learning (PBL) teaching model and corresponding teaching materials for a university-level bioinformatics course. The effects of this teaching model on student performance in terms of problem solving and learning attitudes were investigated. Design/methodology/approach Students in both groups completed assessments of problem-solving attitudes and learning attitudes both one week both before and after experimental instruction. Collected data were analyzed using one-way ANCOVA. Group discussions and student interviews were recorded and treated as part of the data analysis. Findings The study produced the following findings: the experimental group was found to perform better than the control group in terms of learning attitudes, but the results were not statistically significant; the experimental group was found to outperform the control group in terms of problem-solving attitudes, and the difference was statistically significant; lesson plan contents need to be designed based on problem-based learning theory, and reflect real-world conditions; participants in the experimental group approved of the blended PBL and group discussion approach. Originality/value Results are expected to provide a useful reference for educators and researchers. These findings can be applied to relevant instructional fields to enhance learner motivation and engagement, thus improving learning outcomes.
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Hasyim, Mohamad Yusuf Ahmad. "The Effectiveness of Problem-Based Learning on Advanced Reading Comprehension Skill in Online Arabic Language Teaching." LISANIA: Journal of Arabic Education and Literature 5, no. 1 (June 29, 2021): 1–18. http://dx.doi.org/10.18326/lisania.v5i1.1-18.
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Reading proficiency is considered as one of the language skills that must be mastered by prospective Arabic educators or practitioners. Besides, in the era of industry 4.0, students not only require core competencies from the field of study they are studying but also have a lifelong character of a learner. The conditions found in the field, as well as in previous studies, showed that learning in higher education currently tends to be centred on lecturers rather than on the students. This study aims to examine the effectiveness of the implementation of a student-centred learning method in the form of a problem-based learning method with seven-jumps (seven-steps) approach in increasing the reading proficiency in Arabic. The subjects of this research were 50 people of Muthala’ah Mukatsafah class, and the test and non-test were employed as instruments. The reading proficiency test prepared by the researcher was used to figure out the subjects’ reading ability. Meanwhile, the subjects’ characters or soft skills were measured through a non-test instrument in the form of a questionnaire. The design applied in this study was a group design (one group pretest-posttest design). The data analysis was performed through a significance test before and after treatment. The results show that there are differences in the subjects’ advanced reading proficiency level as well as an increase in empathy soft skill before and after the implementation of the learning method.
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Klets, Tatyana, Oksana Malysheva, and Nadezhda Presnyakova. "DIFFERENTIATED APPROACH TO FOREIGN LANGUAGE TRAINING IN NON-LINGUISTIC HIGHER EDUCATIONAL INSTITUTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 534. http://dx.doi.org/10.17770/sie2018vol3.3421.
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In the Russian system of foreign language education, learner-centred approach is seen as a leading strategic direction designed to ensure self-realization of the learner as a linguistic personality able to interact effectively in the intercultural context. The problem of differentiation is one of the central issues in learner-centred education. In authors’ opinion, the differentiated approach is the most optimal in the conditions of the heterogeneity of the study groups. The article reveals the main characteristics of a differentiated approach as a general methodological principle of teaching, allowing to take into account the individual, intellectual and psychophysiological characteristics of students. The problems, advantages and disadvantages of differentiated education in non-linguistic higher schools are analyzed. The authors of the article examine the essence of multilevel training, define its principles, describe both the external differentiation of students depending on the difference in linguistic competence and the internal differentiation as the organization of the learning process, in which the individual characteristics of students are contemplated in the conditions of a homogeneous group. Generalization of the experience on the afore-mentioned differentiation forms in the system of language training is given as well as some techniques and methods of teaching in multilevel groups are offered.
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Cabero-Almenara, Julio, María Luisa Arancibia, and Annachiara Del Prete. "Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use." Journal of New Approaches in Educational Research 8, no. 1 (January 15, 2019): 25–33. http://dx.doi.org/10.7821/naer.2019.1.327.
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Higher education institutions at the international level have seen the need to adopt and integrate information and communication technologies to meet the opportunities and challenges of innovation in teaching and learning processes. This logic has led to the implementation of virtual learning environments called ‘Learning Management Systems’, the functionalities of which support flexible and active learning under a constructivist approach. This study measured didactic and technological use of Moodle and its implications in teaching from a quantitative approach by administering a questionnaire to a sample of 640 higher education teachers. Some guiding questions were as follows: Are teachers using the Moodle platform for didactic purposes? What strategies, resources and tools are teachers using, and what do they contribute to student-centred teaching? Are teaching strategies that are focused on collaboration, interaction and student autonomy promoted? The results coincide with those of other studies, confirming an instrumental and functional use of the platform, which is mainly being used as a repository for materials and information, while its pedagogical use remains limited. This is becoming a problem in higher education institutions, something that requires debate and reflection from a systemic perspective on the adoption and integration of technology in the classroom.
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Miller, Andrew, Narelle Eather, Shirley Gray, John Sproule, Cheryl Williams, Jennifer Gore, and David Lubans. "Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers?" European Physical Education Review 23, no. 2 (April 8, 2016): 171–95. http://dx.doi.org/10.1177/1356336x16642716.
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The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teaching practice and PE teaching quality by generalist primary school teachers when the CPD addressed the use of a game-centred approach. A cluster randomized controlled trial was conducted in seven primary schools in the Hunter Region, New South Wales, Australia. One year six teacher from each school was randomized into the Professional Learning for Understanding Games Education (PLUNGE) intervention ( n = 4 teachers) or the 7-week wait-list control ( n = 3) condition. The PLUNGE intervention (weeks 1–5) used an instructional framework to improve teachers’ knowledge, understanding and delivery of a game-centred curriculum, and included an information session and weekly in-class mentoring. The intervention was designed to enhance content and pedagogical knowledge for the provision of pedagogy focused on a broad range of learning outcomes. Teaching quality was assessed at baseline and follow-up (weeks 6 and 7) via observation of two consecutive PE lessons using the Quality Teaching Lesson Observation Scales. Linear mixed models revealed significant group-by-time intervention effects ( p < 0.05) for the quality of teaching (effect size: d = 1.7). CPD using an information session and mentoring, and a focus on the development of the quality of teaching using a game-centred pedagogical approach was efficacious in improving the quality of PE teaching among generalist primary school teachers.
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Cabauatan, Ronaldo R., Chin Uy, Ronaldo A. Manalo, and Belinda de Castro. "Factors Affecting Intention to Use Blended Learning Approach in the Tertiary Level: A Quantitative Approach." Higher Education for the Future 8, no. 2 (May 7, 2021): 239–55. http://dx.doi.org/10.1177/23476311211011934.
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The technological innovations greatly influenced the educators’ teaching approaches. From the traditional face-to-face and teacher-centred approaches, most of the educators now shifted to blended learning and more student-centred activities. Many countries are allocating sufficient budget for the technology infrastructure in order to sustain the quality of education particularly in remote areas. This helped many universities to design courses that students can acquire even outside the formal classrooms and regular class sessions or in a blended learning environment. It allows students to access information and communicates with their instructors online. Despite the benefits of the blended-learning approach, many instructors are not motivated to use it because of the amount of time required for preparing materials, checking online submissions and communicating with the students. In the case of a Philippine comprehensive university, the use of blended learning requires additional time on top of the regular class hours. This study examines if instructors are well equipped to use the blended-learning approach and use the technology for storing lecture notes and learning activities. Problems in internet connection and site restrictions prevented the instructors from appreciating online learning. The study suggests that the institutional support should be strengthened in order to provide opportunities for instructors that will help them realize the importance of their role and that of the technology for the success of blended learning.
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Yavuz, Fatih, and Selin Ozdemir. "Flipped classroom approach in EFL context: Some associated factors." World Journal on Educational Technology: Current Issues 11, no. 4 (October 25, 2019): 238–44. http://dx.doi.org/10.18844/wjet.v11i4.4296.
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Foreign language teaching is one field that is changing and being updated to meet the needs of learners and recent advances lead to consider new perspectives, directions and approaches. As an example of blended learning, flipped classrooms have gained prominence in recent years owing to the interest in crucial impacts of online and learner-centred learning on foreign language learning process. Traditional teaching process is reversed which means that class time is dedicated to homework and activities whereas learners construct their own knowledge at home. In a flipped class, learners are encouraged to improve their critical thinking skills and evaluate their own learning since teachers take a role as a coach and mentor in this process. On the other hand, in a traditional class, the content of the lesson is delivered by the teachers directly and learners are passive receivers of the knowledge in the classroom.
Keywords: Biotechnology, teaching biotechnology, thematic content analysis, analysis of articles, academic achievement.
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Jabarullah, Noor H., and Hafezali Iqbal Hussain. "The effectiveness of problem-based learning in technical and vocational education in Malaysia." Education + Training 61, no. 5 (June 10, 2019): 552–67. http://dx.doi.org/10.1108/et-06-2018-0129.
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PurposeThe purpose of this paper is to examine the impact of the use of problem-based learning (PBL) with engineering students at a technical university in Malaysia.Design/methodology/approachThe setting provided a unique opportunity to evaluate the impact of PBL, since Universiti Kuala Lumpur offers both the traditional, predominantly classroom-focussed approach to engineering and the more hands-on approach referred to as Higher Technical and Vocational Education and Training (HTVET). The study sample consisted of 453 third-year students’ enroled in both programmes at Universiti Kuala Lumpur.FindingsStudents in the HTVET programme responded better to PBL teaching methods, as evidenced by improved performance on written as well as lab-based assessments. This result indicates that students using the hands-on approach advocated by HTVET tend to obtain the greatest benefit from experiential, student-centred learning approaches. The analysis suggests the possibility that the PBL approach is a moderator of student performance in HTVET programmes. This possibility merits further investigation.Research limitations/implicationsThe sample included students from only one institution of higher learning, which was chosen because both types of programmes are offered there. In addition, the current study does not consider potential mediating or moderating variables.Originality/valueThe findings provide an empirical basis for implementing PBL as a form of experiential learning at higher education institutions, especially those using the HTVET model. Furthermore, they provide a justification for designing curriculum structures and student learning time with an emphasis on active and experiential learning, thereby maximising the effectiveness of a hands-on approach, rather than the “minds-on” theoretical approach advocated by traditional engineering programmes in enhancing the teaching and learning experience.
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Amador, JoséA A., and Josef H. Görres. "A Problem-Based Learning Approach to Teaching Introductory Soil Science." Journal of Natural Resources and Life Sciences Education 33, no. 1 (2004): 21–27. http://dx.doi.org/10.2134/jnrlse.2004.0021.
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Al-Qora'n, Lamis F. "Social RE-PBL: An Approach for Teaching Requirements Engineering Using PBL, SNSs, and Cloud Storages and File-Sharing Services." International Journal of Information and Education Technology 11, no. 7 (2021): 342–47. http://dx.doi.org/10.18178/ijiet.2021.11.7.1533.
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Requirements engineering process showed that it has the potential to affect software development process and consequently cause unexpected problems in the produced software. Reducing the likelihood of such issues requires proper preparation for software engineering students during their undergraduate studies to reduce the gap between theory and practice. Students must develop the soft skills that are needed to practice software engineering activities, especially requirements engineering. Accordingly, encouraging students to learn and practice requirements engineering concepts and activities are required. Students undertake the requirements engineering course in one semester, where the lecturer focuses on delivering the theoretical concepts to students which creates teacher-centred learning. It is difficult for students to develop the required critical thinking and communication skills that enable them to solve real-world problems in such a teacher-centred environment. This study uses Project-Based Learning (PBL), Social Networking Sites (SNSs) and cloud enhanced communication to design a non-traditional teaching approach to improve students’ learning and to achieve a learner-centred learning environment in a requirements engineering course. The developed approach was applied to a requirements engineering course at our university to investigate its effectiveness and its impact on students’ learning ability. The students in the investigational group learned with the new method; however, the students in the control group learned with the traditional learning method. The results of our experiment show that the proposed approach significantly improved the achievement, motivation and attitude of our students as well as
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JONES, COLIN. "CONSTRUCTIVE ALIGNMENT: A JOURNEY FOR NEW EYES." Journal of Enterprising Culture 14, no. 04 (December 2006): 291–306. http://dx.doi.org/10.1142/s0218495806000179.
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The needs of students engaged in enterprise education programs are of ever growing importance. This paper considers the pedagogical challenges that confront the designers of such-programs. It is argued that it is the designer's mindset that will most likely determine the program's outcomes. That, regardless of where such programs reside, their development should be guided by a learner-centred approach. The recently developed hic et nunc framework, provides an example of such a student-centred approach. The process through which student learning outcomes occur is argued to be essentially Darwinian in nature. Taking into account both knowledge and skills, it is also argued that assessment of desirable learning outcomes should occur in visible interaction spaces. That the failure to eliminate invisible interaction spaces from such programs is an invitation for criticism from those who favour a more traditional lecturer-centred approach to teaching and learning.
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Donà dalle Rose, Luigi F., and Anna Serbati. "Editorial." Tuning Journal for Higher Education 4, no. 1 (November 30, 2016): 13. http://dx.doi.org/10.18543/tjhe-4(1)-2016pp13-17.
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This Issue offers lively insights on innovative efforts, carried out at different stages of Higher Education teaching, learning, and research paths. In our May 2016 Issue, we reported about echoes from micro and macro processes, which occur in the epochal paradigm shift regarding Higher Education, from teacher-centred to student-centred education. Here we report about a new set of micro processes and experiences. In more detail, two contributions concern curriculum and course units’ design in the domain of architecture; three deal with teaching and learning experiences within a classroom context; and the last one offers a model approach to employability of students in Agricultural Sciences.
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Mohd Hawari, Ahmad Dasuki, and Azlin Iryani Mohd Noor. "Project Based Learning Pedagogical Design in STEAM Art Education." Asian Journal of University Education 16, no. 3 (October 19, 2020): 102. http://dx.doi.org/10.24191/ajue.v16i3.11072.
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This paper explores the potential of Project-Based Learning (PBL) approach in a multidisciplinary art classroom involving STEAM (Science, Technology, Engineering, Art, and Mathematics) education. The PBL approach involves a dynamic classroom approach, which emphasises on long-term learning, interdisciplinary and student-centred art activities. This implementation would benefit the teaching strategies in art projects; helping students understand lessons, improving communication and soft skills, as well as enhancing leadership skills and creativity. However, there are some concerns related to the PBL approach: i) difficulties in finding appropriate teaching strategies, ii) choosing suitable projects, iii) selecting relevant measurement tools or assessing rubrics, and iv) developing learning content to suit the objective and the main purpose of the art curriculum. In identifying this approach’s potential, a study was carried out involving two art teachers in their respective classrooms. Data was collected through interviews, observations, and document analysis of their teaching strategies, which included three main phases of PBL implementation in creating art projects. The findings suggest that the PBL pedagogical design has the ability to improve teaching strategies and with potential to replace a traditional, teacher-led art classroom. The approach is effective in guiding teachers to manoeuvre an authentic art lesson while benefiting the students through emphasis on the artistic process of creating a STEAM project, while focusing on culminating the necessary art content through active collaboration, exploration of real-world challenges and curricular activities’ problem-solving. However, a number of challenges were identified, such as curriculum demand, learning content, teachers’ and students’ attitude, and access to instruments. Hence, a number of suggestions and recommendations are proposed to help resolve the challenges. The implications of the study on arts curriculum, school systems and other higher institutions are also discussed.
Keywords: Project-Based Learning, Art Education, STEAM
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Banerjee, Indrajit. "Case Based Approach in Pharmacology: A Novel Approach." Nepal Journal of Epidemiology 4, no. 1 (March 29, 2014): 301–5. http://dx.doi.org/10.3126/nje.v4i1.10125.
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Case Oriented approach in Pharmacology will be helpful to know/study all the basic science in an integrated manner. This approach is a better approach so that the medical student will get the clinical scenario in the beginning of the topic. It will be also be effective tool for the students to solve the problem based questions and also they will learn the role of the clinical pharmacology too. Thus case oriented approach in teaching pharmacology will make Pharmacology more interesting subject. Recently based on certain evidences it was found out that basic science medical curriculum is based on clinical approach in which pharmacology is one integrated component in a holistic approach to teaching and learning methodology. One major problem of teaching pharmacology is that a student doesn’t see patients in basic science teaching and learning method. This problem can be solved to some extent by this novel case oriented approach in Pharmacology.DOI: http://dx.doi.org/10.3126/nje.v4i1.10125 Nepal Journal of Epidemiology 2014;4 (1): 301-305
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Watts, Mike, Steve Alsop, Arden Zylbersztajn, and Sonia Maria de Silva. "‘Event‐centred‐learning’: an approach to teaching science technology and societal issues in two countries." International Journal of Science Education 19, no. 3 (March 1997): 341–51. http://dx.doi.org/10.1080/0950069970190306.
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Melnyk, Taras, and Iryna Dobroskok. "Training of the future vocational education teachers in the conditions of student-centred learning and teaching." Professional Education: Methodology, Theory and Technologies, no. 10 (November 19, 2019): 143–57. http://dx.doi.org/10.31470/2415-3729-2019-10-143-157.
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The article reveals the theoretical aspects of the future vocational education teachers' training in the conditions of student-centred learning and teaching, which is based on the principles of the flexibility of individual educational trajectories and different methods usage, students' autonomy support, mutual respect of teachers and students and the respect to the diversity of students and their needs. The purpose of the article is to highlight and analyze the peculiarities of preparation of future vocational education teachers in the conditions of student-centred learning and teaching. In accordance with the purpose and the set objectives, such theoretical methods of research were applied as an analysis, a synthesis and the generalization of scientific-pedagogical literature and normative-legal documents. The author believes that the future vocational education teachers’ training in a student-centred setting is a complex task according to the ESG recommendations. The study identifies the positive features of a student-centred approach, as well as the possible risks; characterizes and analyzes the key principles of the European Standards and Guidelines (ESG) on Quality Assurance in the European Higher Education Area (EHEA) in terms of the specificities of the training system for future vocational education teachers. Moreover, it defines that providing sufficient feedback from students, forming assessment criteria based on the creative display of acquired knowledge and skills, rational lesson planning, adherence to the “lifelong learning” principle, and promoting self-examination among teachers and students are the key components of implementing the student-centred learning and teaching principles. The author made a conclusion that student-centred learning and teaching contributes to the realization of intellectual, cultural and emotional potential, creates the conditions for students’ self-expression and self-identification, promotes the democratic and humanistic values of institutions of higher education (IHE) as important public institutions and, having a positive impact on the quality of training, creates a springboard for realizing the educational process participants’ potential on the basis of proactivity and common opinion.
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Carter, Irene, Donald Leslie, Donald Leslie, Sarah Moore, and Sarah Moore. "24. Developing Effective Guidelines for Faculty Teaching First-Year University Students." Collected Essays on Learning and Teaching 3 (June 13, 2011): 146. http://dx.doi.org/10.22329/celt.v3i0.3254.
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First-year university students are a diverse group of individuals with various abilities and needs. Failure of the university and its teaching faculty to meet the needs of first-year students may result in abandonment of the pursuit of a degree. This project informs instructors about the practices that strengthen a learning-centred approach and maximize inclusion of first-year students. The principles and teaching methods of Universal Instructional Design are learner-centred and have shown to improve academic achievement and benefit the campus community. Thus, it is suggested that the principles of this method be applied uniformly across university-level instruction.
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Sabrina, Arini. "The Implementation of Communicative Language Teaching in English Practice." NOTION: Journal of Linguistics, Literature, and Culture 2, no. 1 (May 7, 2020): 17. http://dx.doi.org/10.12928/notion.v2i1.1750.
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2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.
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Silva, Anielson Barbosa Da, Ana Carolina Kruta de Araújo Bispo, Danilo Goncalves Rodriguez, and Francisco Ialyson Felipe Vasquez. "Problem-based learning." Revista de Gestão 25, no. 2 (April 16, 2018): 160–77. http://dx.doi.org/10.1108/rege-03-2018-030.
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Purpose The purpose of this paper is to present a proposal for structuring the use of problem-based learning (PBL) as an active teaching strategy and assess PBL’s implications for student learning in the undergraduate management degree program of a federal university in Northeastern Brazil. PBL can turn students into active subjects in their own learning and promote the development of decision-making abilities through the identification and analysis of real problems. Design/methodology/approach The study follows the assumptions of qualitative research and uses the action research approach. The data were collected through reflective reports (texts freely written by students describing their experiences in a course) and through interviews. The collected material formed the basis for analysis and discussion of the results using content analysis. Findings The results indicate that the PBL teaching strategy has positive implications for student learning in that it promotes the integration of theory and practice, which enhances the motivation to learn. The students perceived the practical aspect, teamwork and presence of an entrepreneur/manager in the PBL classes as factors facilitating learning. By contrast, teamwork and the time involved were seen as factors limiting learning. Practical implications The use of PBL demonstrates its potential for learning through the integration of students’ cognitive, behavioral and social dimensions, fostering closer integration with the context of professional activity. The presence of entrepreneurs/managers who present real problems to be analyzed by the students in the classroom can contribute significantly to the promotion of learning and reflection by undergraduate management students. Originality/value The results of this study reveals its originality and value to management education in Brazil because it defines a framework for the implementation of PBL as an active learning strategy in a management program, it indicates the potential of PBL for the development of students’ competencies, it increases the potential for integrating theory with professional practice and it can aid the process of training teachers as they assess the implications of PBL for student learning.
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Atta, Malik Amer, Asif Jamil, Abdul Hafeez, Bushra Salah-Ud-Din, and Sadia Bibi. "STUDENT-CENTERED APPROACH FOR BEFITTINGLY TEACHING SCIENCE CONCEPTS AT ELEMENTARY LEVEL." Humanities & Social Sciences Reviews 9, no. 4 (July 23, 2021): 78–83. http://dx.doi.org/10.18510/hssr.2021.9412.
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Purpose of the study: The main purpose of the study is to find out the “use of student-centred approach of teaching science on the performance of students performance at elementary level”.
Methodology: Quasi-experimental research was used in this study. Pre-test and post-test were used to collect the data and analyses were done through SPSS. Three classes; grades 6th, 7th, and 8th were chosen as a sample of the study.
Main Findings: Findings of the research study revealed that the students belonging to lower grade levels responded more positively to the student-centred methods as compared to the students belonging to higher grade levels.
Applications of this study: This study is applicable in the elementary level of education in Khyber Pakhtunkhwa. Policymakers and government officials can take guidance to improve the situations of elementary schools.
Novelty/Originality of this study: This study was originated to determine the effectiveness of a Student-centered learning slant, especially for teaching science at the elementary level. It was also attempted to know whether or not the effectiveness of the Student-centered approach alters at different grade levels of students.