Academic literature on the topic 'Student-centered learning – Ethiopia – Case studies'

A growing body of research indicates that teaching is the most important determinant of student learning in higher education (HE). However, HE teachers have a persistent challenge to transform pedagogical practices from a teacher-centered to a student-centered approach. In this study, the authors employed a phenomenological-case study design to examine the teachers’ lived experiences with cooperative learning (CL) pedagogies as applied in the undergraduates’ classrooms in a large public university in Ethiopia. The authors collected the relevant data from two teacher participants through both reflection and a semi-structured interview, along with document analysis of course-related material. The teacher participants felt that their involvement in the CL lessons gave them insight to understand strategies used to implement CL and practical learning opportunities on how to use it as one variant of student-centered teaching methods. As the teacher interviewees suggested, the CL lessons helped them change their mindset from traditional lecture-based teaching to a student-centered approach and transform their pedagogical practices. The results of this study suggest that CL pedagogies offer teachers with professional development opportunities for a meaningful transformation of their roles in HE classrooms. Additionally, the results have important practical implications for many HE institutions (HEIs) and their teachers who work with undergraduate students.

One of the main tasks of higher education institutions is to attract their customers with its quality education. To improve education practices and to meet the challenges of an ever-changing environment, it is vital to introduce a paradigm shift in education. Hence, what we teach to our students is not enough, the way we teach them is what matters the most. There are several factors, which can serve as indicators of quality education. The demands, needs, expectations of the learners have changed. Accordingly, the primary goal of education is to provide the quality that ensures contemporary students not only with subject knowledge but also with the key skills needed for the 21st century world. Although the concept of student-centeredness is not new, challenges still exist concerning incorporating all characteristics and elements of the student-centered learning approach in Higher Education Institutions in Georgia. According to the previous studies, it is noticeable that the lack of resources and staff training are some of the hindering factors to create and maintain student-centeredness in HEIs (Tvalchrelidze & Alkesidze, 2019). The paper sheds light on the significance of making the classroom environment student-centered, as it can boost and maintain the quality of education for all students (Harris, Spina, Ehrich & Smeed, 2013; Vavrus, Thomas, Bartlett, 2011). The primary objective of this paper is to identify teachers’ perceptions of student-centered learning, along with the current instructional practices and challenges in the case of Higher Education Institutions in Georgia. Hence, it examines the level of integration of studentcentered strategies in the classrooms. For this reason, the quantitative paradigm was applied, as the methodology for the research. The research was carried out among lecturers from three different universities. The results depict that there is still a gap between the practical application of the student-centered learning methods and the perception of the concept, which can have an impact on ensuring quality education. Based on the gained data, it could be seen that less than 40% of lecturers from three different universities fully integrate student-centered learning methods. Furthermore, the research reveals some barriers that hinder the process of promoting the student-centered learning environment. Consequently, based on the findings the conclusions and recommendations were made. To deal with the hindering factors that were identified through this research, it is vital to modify and enhance institutionallevel approaches.

The goal of many environmental studies programs is to immerse students in real-world learning contexts while also contributing to the improvement of environmental conditions in local regions. Watersheds provide an excellent integrating context in which to pursue these complementary goals. For instance, the Chesapeake Bay watershed is a well-known national treasure that is experiencing many of the environmental problems facing watersheds everywhere, primarily centered on water pollution from anthropogenic sources. This paper describes the approach used in one particular course at a small liberal arts institution to facilitate student learning about and contribution to local watershed issues.

Purpose – The purpose of this paper is to serve as a summary of resources on flipped learning for workplace learning professionals. A recent buzzword in the training world is “flipped”. Flipped learning and the flipped classroom are hot topics that have emerged in K-12 education, made their way to the university and are now being noticed by the corporate world. Unfortunately many learning professionals have misconceptions about what it really means to flip a learning experience, and little literature exists to support implementation of flipped learning in the workplace. Design/methodology/approach – The methodology adopted in this article is a literature review. Findings – The paper presents several tools for moving lecture outside of the classroom and for making class time more student-centered through active learning techniques. Practical implications – This paper discusses the benefits and challenges of a flipped learning approach, both in general and specifically in the workplace. Additionally, the paper explores several case studies of flipped learning use in the workplace. Originality/value – The paper is a literature review that explores the definition of flipped learning as a learner-centered approach to education and looks at two models of flipped learning with applicability to workplace settings.

In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered lectures in their classrooms. In an effort to create a low barrier approach for the implementation of active learning pedagogies in introductory science courses, flipped classroom modules for large enrollment general chemistry course sequence have been created. Herein is described how student response systems (clickers) and problem-based case studies have been used to increase student engagement, and how flipped classroom modules have integrated these case studies as collaborative group problem solving activities in 250–500 seat lecture halls. Preliminary evaluation efforts found the flipped classroom modules provided convenient access to learning materials that increased the use of active learning in lecture and resulted in a significant improvement in the course grade point average (GPA) compared to a non-flipped class. These results suggest this approach to implementing a flipped classroom can act as a model for integrating active learning into large enrollment introductory chemistry courses that yields successful outcomes.

At The research is aimed at describing the implementation of equity education evaluation program of equity education paket B for wajar dikdas 9th year at sub province Gorontalo. Design of this research is qualitative with use phenomenology approach and design multi cases. Base of decided to use this approach is (1) this research have been done at nature background and two sided background different case; (2) this research use human as important instrument; (3) this research more focus to process, not result. For implementation this multi cases studies as base as opinion that multi cases studies is a study with detail with two or more background with have different characteristic, a subject, documents or a happen. This research use snowball sampling technic, (1) deep interview; (2) participation observation; (3) documentation study. Informer decided with purposive technic source triangulation, And than did evaluation of credibility, dependability, and confirmability. Data analysis include: (1) case individual analysis and (2) analysis multicases. Result of this research is (1) Content program: (a) curriculum centered, (b) application for skill, (c) program purpose to student potential. (2) Learning: (a) community centre, (b) environment student, (c) program structural flexsibility, (d) student centered, (e) user resourch. (3) Program assurance: (a) innisiative organization and participative student and decentralitation, (b) democrazy.

Abstract Objectives This study aimed to evaluate the effectiveness and efficiency of competency-oriented clinical laboratory teaching combined with case-based learning (CBL) and improve the examination of students’ competence of laboratory medicine. Methods A total of 107 medical laboratory medicine interns at the Affiliated Hospital of Xuzhou Medical University from June 2017 to July 2019 volunteered to participate in the study and were randomly assigned into a control group with training of the traditional teacher-centered method, and an experimental group under a CBL teaching program. Student basic theory tests and skill assessment were designed to evaluate what the students gained from their internship when they completed their studies at the Affiliated Hospital of Xuzhou Medical University. Results Compared to students in the control group taught with the teacher-centered method, those in the CBL teaching program had significantly higher theory test scores and skill assessment scores on average. Competencies with particularly significant improvement included identification and processing of instrument alarm information, analysis of test results, identification and solution of the problem, as well as identification and reporting of the critical value and clinical communication. Conclusions The competency-oriented teaching method combined with CBL is an effective method for improving students’ professional knowledge, increasing language expression, and enhancing interpersonal relationship and teamwork, which is worthy of being promoted in laboratory medicine teaching.

Purpose Problem-based learning (PBL) has long been a regular feature in professions outside K-12 education and is growing in social studies education in recent years. PBL is built around student inquiry into an “ill-structured” or “messy” problem (Wieseman and Cadwell, 2005, p. 11). These inquiries are open ended, largely autonomous and student driven (Savin-Baden, 2014). The collaborative nature of PBL scenarios allows students to work with real-world concepts and skills to solve problems (Ferreira and Trudel, 2012). This paper aims to discuss these issues. Design/methodology/approach This paper describes an innovative strategy for PBL learning, an Escape the Room (ETR) activity centered on historical content knowledge – in this case, the First World War. The activity incorporates a series of ill-structured problems with the First World War as its historical context. Findings The paper concludes with a discussion of the utility of PBL activities like “ETR” and possible applications in the classroom for teachers. Originality/value There has been significant research in PBL activities but little in the specific application of “ETR” scenarios, a rising trend in commercially available activities. The potential for student inquiry and engagement is a rich field for social studies educators.

There is not a single definition/explanation about market-orientation education. Two opposite definitions/explanations of pure market-oriented education (Cato, 2010) and social-market-oriented education (Amaratunga, 2009) are provided in the paper. Integrated multiple criteria analysis at the micro-, meso- and macro-levels are needed to increase efficiency of the market-oriented higher education reforms. Market-oriented higher education reforms management involves numerous aspects that should be considered in addition to making educational, pedagogical, didactical, economic, political and legal/regulatory decisions. These must include social, culture, ethical, psychological, environmental, technological, technical, organizational and managerial aspects. This article presents a Life Cycle Process Model of a Market-Oriented and Student Centered Higher Education (developed during BELL-CURVE (Built Environment Lifelong Learning Challenging University Responses to Vocational Education) project's activities) for such considerations and discusses certain composite parts of it. To demonstrate the application of this research, two Case Studies from Lithuania are submitted for consideration.

Purpose The purpose of this paper is to share the ways in which student and learning support at the University of Sunderland has embedded and matured a new outcome-centered performance model – the Quality Model – in order to create an agile evidence-base of value, outcome and impact evidence. The authors will also share how, having established the fundamental principles regarding value and impact capture in our library setting, the concepts and approaches have also been developed and applied successfully within the context of multi-converged service delivery across the wider student and learning support service, using the AMOSSHE Value and Impact Toolkit. Design/methodology/approach The authors’ approach will be illustrated with two case studies, the first focusing on the university library services and the second on the student counseling service. Findings The findings will reveal that by establishing an outcome-focused model, the authors have been able to apply it across a converged service in order to generate the evidence required to articulate the value and impact of our key service objectives. Originality/value As a performance approach, the Quality Model is an original concept in that it is a self-formed model designed to meet the strategic needs of the University of Sunderland. It differs from many performance models in that it is founded on a holistic approach to service culture and customer-relationship management and is based upon strategic marketing principles. The AMOSSHE Toolkit is a pre-existing toolkit which is fully referenced in the paper. The Quality Model and AMOSSHE Toolkit are of particular relevance as many higher education services are increasingly challenged to demonstrate their value and impact and the outcomes their services deliver. This calls for a strategic approach to managing qualitative evidence. Therefore, although bespoke, the approach is transferable to the strategic priorities of other HE settings.