Relevant bibliographies by topics / Students-centered learning

Contents

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

Academic literature on the topic 'Students-centered learning'

Author: Grafiati
Published: 28 May 2022
Last updated: 31 July 2025

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Journal articles on the topic "Students-centered learning"

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Fatima, Sadaf. "Teacher Centered Versus Student Centered Strategies for Undergraduate Students." Pakistan Armed Forces Medical Journal 72, no. 2 (2022): 604–07. http://dx.doi.org/10.51253/pafmj.v72i2.3723.

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Objective: To compare the student-centred learning strategies with teacher-centred strategies in developing adult learning principles for medical students.
 Study Design: Quasi-experimental study.
 Place and Duration of Study: Ziauddin Medical College and Jinnah Medical & Dental College, Karachi, Nov 2017 to Oct 2018.
 Methodology: The study participants included first and second-year medical students. They were divided into two groups. One group of students was recruited from a medical college having a hybrid curriculum through problem based learning and lectures. The other
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Imam Santosa, Ifan Iskandar, and Lulu Atul Munawaroh. "Assessing Students’ Learning Readiness Toward Student-Centered Learning." Journal of English Education and Teaching 8, no. 1 (2024): 254–68. http://dx.doi.org/10.33369/jeet.8.1.254-268.

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This research examined the readiness of English Education students at Esa Unggul University towards the student-centered learning (SCL) approach, focusing on three main aspects of learning readiness: physical, mental, and cognitive. With the increasing adoption of SCL in educational settings, understanding students' readiness across these dimensions was crucial for its effective implementation. Through a qualitative descriptive analysis, this study employed questionnaires and interviews with 43 freshmen to explore their readiness. The research methodology integrated a purposive sampling techni
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Amri, Faisal, and Nur Ekaningsih. "ENHANCING STUDENTS’ COGNITIVE ABILITIES THROUGH STUDENTS-CENTERED LEARNING (SCL)." Kajian Linguistik dan Sastra 2, no. 2 (2018): 141. http://dx.doi.org/10.23917/kls.v2i2.6736.

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AbstractThis conceptual paper, presents about the result of discussion regarding students-centered learning improves students’ cognitive ability. SCL improves skills by developing cognitive ability lies within them as the first basic skill. It is important for students to have adequate cognitive abilities to keep up the materials which are being taught by teachers. Therefore, this paper will explain about cognitive ability. Cognitive ability which is affecting on learning process, has made some teachers struggle to seek a way how to improve it. There are few methods that have been chosen thoro
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Ramandhani, Sahid, Arya Yusuf, Kenanga Kusuma Murdiyani, and Siti Nursipa Wulida. "STRATEGY FOR IMPLEMENTING EMBEDDED SYSTEMS PROGRAMMING LEARNING WITH THE STUDENT CENTERED LEARNING METHODS." TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) 3, no. 2 (2024): 25–32. http://dx.doi.org/10.55047/transtool.v3i2.1332.

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Student centered learning (SCL) focuses on students achieving learning objectives. This study aims to determine the impact of applying student centered learning (SCL) learning methods in embedded system programming subjects. The student centered learning (SCL) method is used to train creativity and improve student understanding in carrying out practical learning in the classroom. The subjects of this study were 64 students of class XI Electronics Engineering from 2 classes, namely TE 1 and TE 2. This research used descriptive qualitative research methods. The data analysis used is descriptive
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Gaffney, Theresa. "Examining the Impact of a Student-Centered Learning and Assessment Strategy on Engagement among Nursing Students." Journal of Quality in Health Care & Economics 5, no. 4 (2022): 1–4. http://dx.doi.org/10.23880/jqhe-16000293.

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Background: Engaged students have better learning experiences and outcomes. Methods: A descriptive, exploratory study using the Student Course Engagement Questionnaire examined the impact of a student-centered learning and assessment strategy on engagement among accelerated nursing students. Results: Overall, the finding show positive support for the student-centered learning and assessment strategy. Of the four engagement factors, performance engagement ranked the highest and participation engagement ranked the lowest. Conclusion: While students are more engaged in student-centered learning e
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Chaudhary, Shivani. "Challenges in Student Centered Learning." International Journal for Research in Applied Science and Engineering Technology 12, no. 7 (2024): 983–86. http://dx.doi.org/10.22214/ijraset.2024.63702.

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Abstract: In a student- centered approach the student is at the center of student-centered learning, where learning is dependent upon the learner's interest. It empowers learners to take ownership of their learning process, encouraging and experience real life situations. The goal of this project is to determine the challenges schools, teachers and students are facing in adopting modern technologies. The author discussed the types of student-centered learning and how a teacher can gain attention of students while using gadgets. The Prons and cons of applying student focused learning is mention
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Misbah, Misbah, M. Sidin Ali, and Muhammad Arsyad. "The Influence of Learning Models and Formative Tests on Students Science Learning Outcomes." Jurnal Penelitian Pendidikan IPA 11, no. 5 (2025): 628–37. https://doi.org/10.29303/jppipa.v11i5.10835.

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Science learning requires learning that is not only centered on the teacher (teacher centered), but must also be centered on students (student centered) (Zulfikar: 2021). This study is a type of true experimental research that aims to determine the effect of learning models and formative tests on the science learning outcomes of students of class VIII of SMPN 3 Majene. The independent variables in this research are the probing prompting and problem-based learning models. The moderator variables are objective and subjective formative tests, while the dependent variable is the learning outcome.
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Musyaffi, Ayatulloh Michael, Ida Rosnidah, and Arinal Muna. "Cloud-Based Learning Management: An Effective Learning during Social Distancing." Journal of Educational and Social Research 11, no. 5 (2021): 173. http://dx.doi.org/10.36941/jesr-2021-0115.

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Teaching and learning as a process and concept is often researched through the viewpoint of graduate students as future educators in their respective fields. The aim of this study was to explore graduate students’ conceptions, experiences, and advice about teaching and learning as they embark on their journey as educators. Through purposive sampling, data were collected from students in the final year of their master’s program in education at a large university in Saudi Arabia. A qualitative content analysis of students’ written responses revealed three main themes: 1) definitions of teaching
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Ye, Hong, and Dolores Borras. "Teaching Approaches and EFL Students’ Self-Regulated Learning Capacity." Asia Pacific Journal of Management and Sustainable Development 12, no. 2 (2024): 38–46. https://doi.org/10.70979/fkor1485.

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This study investigates the relationship between teaching approaches and EFL students’ self-regulated learning capacity in a Chinese university setting. The research explored the characteristics of teaching approaches, including student-centered independent inquiry learning, teacher-centered direct teaching, student-centered cooperative learning, and teacher-centered questioning, and assessed EFL students’ self-regulated learning capacity in terms of commitment control, metacognitive control, satiation control, emotion control, and environmental control. The study found that while EFL students
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T., Saravanan. "Teaching-Learning Outcomes." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 5–7. https://doi.org/10.5281/zenodo.7323070.

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There has been a greater attention in recent times on the outcomes of the education system so that the return on investments in education could be evaluated. It is measured that based on tangible performance indicators and intangible students  outcome known as outcome-based education(OBE).Learning outcomes describe the measurable skills, abilities, knowledge or values that students should be able to demonstrate as a result of a completing a course. They are student-centered rather than teacher-centered, in that they describe what the students will Outcome-based education (OBE)  
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Dissertations / Theses on the topic "Students-centered learning"

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Brozina, Stephen Courtland. "Learning Analytics: Understanding First-Year Engineering Students through Connected Student-Centered Data." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/77865.

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This dissertation illuminates patterns across disparate university data sets to identify the insights that may be gained through the analysis of large amounts of disconnected student data on first-year engineering (FYE) students and to understand how FYE instructors use data to inform their teaching practices. Grounded by the Academic Plan Model, which highlights student characteristics as an important consideration in curriculum development, the study brings together seemingly distinct pieces of information related to students' learning, engagement with class resources, and motivation so that
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Illingworth, Rosemary E. "The teaching and learning of patient-centered medicine : a study of medical students' accounts." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493684.

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Medical students are taught both the underpinning theory of, and the skills to operationalise a patient-centred approach, as required by the General Medical Council (1993). Yet research has shown that students become more doctor-centred and less patient-centred, in their approach towards patients, as they progress through medical school. In addition to this, it has been demonstrated there is a decline in both students' empathy with patients and their history taking skills, in particular regarding a patient's social history.
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Unger, Mary Ann. "Traversing the tracks : students with learning disabilities speak up /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7788.

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Hagemeier, Nicholas E., Nasar Ansari, Tandy Branham, Daniel L. Rose, Richard Hess, and Reid B. Blackwelder. "Teaching Patient-Centered Communication Skills to Medical and Pharmacy Students Using an Interprofessional Blended Learning Course." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1448.

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Objectives: 1) To evaluate the impact of an interprofessional blended learning course on pharmacy and medical students’ communication skills; 2) To compare pre- and post-course communication skills across cohorts. Method: Pharmacy (N = 57) and medical (N = 67) students enrolled in a required Communication Skills for Health Professionals course completed asynchronous online modules and face-to-face standardized patient interview sessions over the course of 1 semester. Students completed pre- and post-course objective structured clinical examinations with standardized patients and were evaluated
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Zeydel, Kim Marette. "Instructional Strategies Within a Blended Learning Model for At-Risk Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7357.

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Many at-risk students attending an alternative high school in a northwestern state were not graduating on-time even after a learner-centered blended learning model was implemented. The administration and teachers sought to understand why the change to a learner-centered program was only slightly increasing the graduation rate each year. The purpose of this qualitative case study was to explore how the learner-centered instructional strategies used within a blended learning model were being implemented and supporting at-risk students. Weimer's learner-centered framework was used to ground the s
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Shirvan, Samad Joshani. "Impact Of Learner-centered Teaching And Learning Process On Pre-advanced First Year Medical Students&#039." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609388/index.pdf.

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This study examined the impact of learner-centered teaching and learning process on pre-advanced first year medical students&rsquo<br>performance, attitudes, and retention in medical English through a pre-test/post-test experimental research design.The sample of this study included 180 first year medical students of a state medical university, Gazi University, Medical Faculty, Ankara, Turkey. The subjects were assigned to experimental and control groups. Before the experiment, an achievement test and an attitude test were given as pre-test to both groups. The subjects in the control group (n=9
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Hoben, Kelly Anne. "AUTHORSHIP, AGENCY, AND AUTHENTICITY IN THE STUDENT-CENTERED ART EXHIBITION: A PARTICIPATORY ACTION-RESEARCH CASE STUDY." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211980552.

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Huang, Chun-Wei. "Psychometric analyses based on evidence-centered design and cognitive science of learning to explore students' problem-solving in physics." College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/33.

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Thesis (Ph.D.) -- University of Maryland, College Park, 2003.<br>Thesis research directed by: Measurement, Statistics and Evaluation. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Jeong, Soojeong. "The Role of a Peer-Led Academic Intervention in College Students' Development of Self-Regulated Learning: A Person-Centered Approach." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7656.

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Due to its unsupervised nature, undergraduate education requires students to manage their own learning. They need to use self-regulated learning (SRL) strategies in order to achieve academic success. However, college students often have insufficient regulatory skills and strategies, suggesting the need for substantive and practical support. Supplemental Instruction (SI) is a well-recognized academic intervention that utilizes peer-led study groups for difficult college courses, through which students can develop their SRL abilities. This study focuses on the role of the SI program in college s
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Gborgblorvor, Innocentia Ruby. "Assessing knowledge, skills and attitudes of undergraduate nursing students regarding student-centered learning approach in a university in the Volta Region, Ghana." University of the Western Cape, 2016. http://hdl.handle.net/11394/6085.

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Magister Curationis - Mcur<br>Globally, Student-Centered Learning Approach (SCLA) as a pedagogical strategy has become the accepted practice in higher education. This approach to teaching and learning requires that students take responsibility for their own learning, and the teacher only facilitates and guides the students in the learning process. SCLA more often than not builds students' confidence and critical thinking skills. The benefits of SCLA to students have been well documented however there is a dearth of knowledge of SCLA on the experiences of undergraduate nursing student whose pre
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Books on the topic "Students-centered learning"

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Lewis, Marilyn. Using student-centered methods with teacher-centered students. 2nd ed. Pippin Pub., 2007.

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M, Lambert Nadine, and McCombs Barbara L, eds. How students learn: Reforming schools through learner-centered education. American Psychological Association, 1998.

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Hickman, Karrell. Literacy projects for student-centered classrooms: Tips and lessons to engage students. Corwin Press, 2007.

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Sutton, Joseph. A class of leaders: A novel. Mad Dog Pub. Co., 2010.

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Knowlton, Dave S., and Kevin Jack Hagopian. From entitlement to engagement: Affirming Millennial students' egos in the higher education classroom. Jossey-Bass, 2013.

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author, Garst Libby H., Marzano Robert J. author, Kennedy Elizabeth 1950 author, and Senn Deana author, eds. Creating & using learning targets & performance scales: How teachers make better instructional decisions. Learning Sciences Marzano Center, 2015.

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Chŏng, Ki-hyo. Ŏttŏk'e paeum ŭi chuin i toenŭn'ga: Haksŭpcha chudosŏng kwa saengsŏng kyoyuk = Placing students at the heart of learning. VIVI2 (Pibit'u), 2021.

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Boffo, Vanna, and Monica Fedeli, eds. Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.

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The book is the final report of the researches, discussions, conversations around and about the Project PRIN Employability &amp; Competences which took place on March 9th-­&amp;#8208;11th, 2017 within an International Conference at the University of Florence. It was the final event of the project PRIN2012LATR9N which aims were: «to design innovative programs for higher education, to promote personalized and learner-centered teaching and learning, to build on job competencies, to value talents to create new work opportunities, to support young adults during their employment emergency, as a resp
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Moeller, Victor J. Literature circles that engage middle and high school students. Eye On Education, 2007.

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Lawrence, Kristi. Learning oriented and grade oriented students' reports of learning in student-centered and instructor-centered classrooms. 2001.

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Book chapters on the topic "Students-centered learning"

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Doyle, Terry. "Optimizing Students' Learning." In Helping Students Learn in a Learner-Centered Environment. Routledge, 2023. http://dx.doi.org/10.4324/9781003445067-1.

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Doyle, Terry. "Promoting Independent Learning." In Helping Students Learn in a Learner-Centered Environment. Routledge, 2023. http://dx.doi.org/10.4324/9781003445067-5.

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Doyle, Terry. "Putting Students' Learning into the Context of Current Learning Theory." In Helping Students Learn in a Learner-Centered Environment. Routledge, 2023. http://dx.doi.org/10.4324/9781003445067-4.

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Doyle, Terry. "Helping Students Take Charge of Their Learning." In Helping Students Learn in a Learner-Centered Environment. Routledge, 2023. http://dx.doi.org/10.4324/9781003445067-7.

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Harpine, Elaine Clanton. "Self-Efficacy: The Learning Component in Schools." In Group-Centered Prevention Programs for At-Risk Students. Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7248-4_8.

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Rollakanti, Chiranjeevi Rahul, Vikas Rao Naidu, Ram Kishore Manchiryal, and Kiran Kumar Poloju. "Technology-Assisted Student-Centered Learning for Civil Engineering Students." In Sustainable Development and Social Responsibility—Volume 1. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32922-8_18.

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Rosier, Soren. "PeerTeach: Teaching Learners to Do Learner-Centered Teaching." In The Power of Peer Learning. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_11.

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AbstractOne-on-one tutoring is the most effective teaching arrangement. Most schools and families, however, cannot afford to provide each child with a tutor. Peer tutoring in classrooms, a more feasible and scalable learning arrangement, increases learning for both tutors and tutees, but peer tutors’ efficacy is often limited by their didactic and disempowering approaches. Two interventions with distinctly different designs were developed to test the viability of online, scalable training to foster students’ adoption of learner-centered teaching methods. To compare the efficacy of these interv
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O’Neill, Gavin, and Katerina Petchko. "Developing a Learner-Centered Assessment of Academic Writing for Graduate EFL Students." In New Language Learning and Teaching Environments. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18950-0_7.

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Zhu, Sha, Jiayuan Li, Jie Bai, Harrison Hao Yang, and Daixi Zhang. "Assessing Secondary Students’ Digital Literacy Using an Evidence-Centered Game Design Approach." In Blended Learning : Lessons Learned and Ways Forward. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-35731-2_19.

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Aizaz, Fatima. "Alif Layla Arts Center: Dream, Explore, Act." In Designing Democratic Schools and Learning Environments. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-46297-9_4.

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AbstractI envision democratic education to be a community-centered education that empowers students to be critical thinkers who are reflective and aware of themselves, their community and their histories. It fosters the values of empathy, curiosity and justice, and empowers students to become active agents of change and voices against oppression. Alif Layla Arts Center is a step towards this direction by proposing the design of a community-based arts center.
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Conference papers on the topic "Students-centered learning"

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Cañavate Cruzado, Gregorio, Maria-Victoria Bueno-Delgado, Hannes Tegelbeckers, et al. "BITTHESPECTRUM: HUMAN CENTERED DESIGN TO CREATE IMMERSIVE EXPERIENCES IN SPECIAL EDUCATION OF STUDENTS WITH AUTISM SPECTRUM DISORDER." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0989.

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Kozar, Yurii, Maryna Kiriachok, Svitlana Poplavska, Mykhailo Koshliak, and Oleksandr Chernenko. "EXPERIENCE OF THE PAST, FORMATION OF THE FUTURE: A DYNAMIC HISTORY OF STUDENT-CENTERED EDUCATION." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/54.

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This article explores the historical evolution of student-centered learning, focusing on its relevance and implications for self-directed learning in higher education. The goal of the article is to trace the development of student-centered pedagogy examining its theoretical foundations and chronological development. Methodologically, a comprehensive scientific literary review was conducted, including theoretical foundations and empirical research, and an analysis was conducted. Analysis of the problem identifies an urgent need for a paradigm shift from traditional teacher-centered approaches t
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Barrett, Bob, and Chelby Miller. "CREATING ENGAGING SOLUTIONS FOR STUDENT-CENTERED LEARNING WITH ARTIFICIAL INTELLIGENCE (AI) LEARNING STRATEGIES TO EMPOWER STUDENTS: CONSTRUCTING REAL WORLD APPROACHES FOR THE NEXT GENERATION OF WORKERS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1906.

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Heidler, Jeffrey S., John C. Thompson, Matthew J. Hrinyak, and Farrokh Mistree. "Designing Student-Centered Learning Into a Multimedia Classroom: One Small Step." In ASME 1995 Design Engineering Technical Conferences collocated with the ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/detc1995-0185.

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Abstract Courses today are instructor-centered in that students rely on the instructor and textbook as knowledge sources and offer themselves as “empty vessels” to be filled with facts and skills. We are interested in exploring student-centered learning using multimedia technology. We want to determine how multimedia can be used to empower students to controltheir own learning. In this paper, we report on a small part of our investigation, namely, the development of a framework for implementing engineering case studies in multimedia to facilitate student-centered learning.
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Aguilos, Veronica, and Colin Gallagher. "A Qualitative Inquiry Concerning Gamification of Language Learning: A Case Study on Thai Undergraduate Hospitality Management Students." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.002.

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ABSTRACT Gamification of learning in higher education has been used as an educational tool to motivate and engage students. Despite its positive impacts demonstrated in the existing body of knowledge, some adversaries are concerned with the decline of learners’ intrinsic motivation and becoming independent of extrinsic rewards. This research aims to design a user-centered and meaningful gamification framework for students who are explicitly learning a second language to resolve these adversaries. The empirical data for this study was collected through a focus group discussion. It was conducted
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Alidri, Agatha. "Using Emerging Technologies to Innovate the Teaching and Learning of History at Gulu University." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8873.

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Universities continue to use teacher centered pedagogies despite of the available emerging technologies and digital tools for learning. This has caused the loss of interest in studying history among students. Faced with the challenge of making the learning of history real and interesting the department of history at Gulu University adopted the use of emerging technologies and digital tools to spice the learning of history. Using the Commonwealth of Learning Teacher mentorship approach, the department introduced participatory peer - support teaching to pilot innovative digital pedagogies. Lectu
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McClain, Jessica. "“The Big Payback”: Using Culturally-Centered Curriculum to Retain Historically Marginalized Students in STEM." In 18th International Conference of the Learning Sciences (ICLS) 2024. International Society of the Learning Sciences, 2024. http://dx.doi.org/10.22318/icls2024.234291.

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Guan, Zhiwei, Jessica Yellin, Jennifer Turns, and Vipin Kumar. "User-Centered Design of Course-Based Portfolios for Mechanical Engineering Student Learning." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81768.

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One challenge for engineering educators is to design appropriate educational curricula that address both students’ needs and educators’ expectations. It is therefore important for the engineering education community to think about how to include students and faculty into the assignment design process. In this paper we discuss our use of user-centered design (UCD) principles, including early focus on users, empirical measurements, and iteration design, to design course-based portfolio (CBP) assignments for mechanical engineering students. To support the assignment design decisions, we collected
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Peng, Xiaobo, Tianyun Yuan, Uzair Nadeem, et al. "Assigning Students Teacher’s Role: A Student-Centered Approach in Computer-Aided Design Education." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66871.

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This paper presents the preliminary work of implementing the learning by teaching approach, a student-centered pedagogy, in the Computer-Aided Design (CAD) education. Following an experimental study design, students were grouped into control section and experimental section. In the control section, students received the traditional instructor-centered instruction. In the experimental section, students were assigned into small groups and taught the course content to their peers during the class meeting. The students’ learning outcomes were evaluated, such as life-long learning skill, engineerin
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Günzel, Holger, and Lars Brehm. "A Roadbook for the Professionalization of Project-based Learning Courses." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17194.

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Project-based learning (PBL) is a teaching method that encourages active, experimential learning and transforms students from passive recipients to active participants. This method shifts the educational process from a teaching-centered to a learning-centered environment, thereby promoting effective and sustainable learning outcomes. Although a large number of research articles deal with learning outcomes from the students' perspective and the adjustments made by teachers, the transition from traditional to PBL-based teaching methods can be a challenge for all involved. The roadbook method pro
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Reports on the topic "Students-centered learning"

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Näslund-Hadley, Emma. Acceleration of Education and Learning. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005072.

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In Latin America and the Caribbean (LAC), significant proportions of students struggle to attain basic competencies in reading and mathematics. To address this issue, traditional practices like grade repetition are prevalent, leading to delayed access to grade-level education and overcrowded classrooms. However, emerging research challenges the effectiveness of this approach. Instead, an innovative solution gaining traction is Accelerated Learning, rooted in neuroscience and psychology. It emphasizes learner-centered pedagogy, socioemotional development, and collaboration with families. EdTech
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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing
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Tribbett, Krystal, Derek Quezada, and Jimmy Zavala. Library Impact Research Report: Improving Primary Source Literacy Learning Outcomes through a Community-Centered Archives Approach. Association of Research Libraries, 2023. http://dx.doi.org/10.29242/report.ucirvine2023.

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As part of ARL’s Research Library Impact Framework initiative, the University of California, Irvine (UCI) Libraries used its humanities core program—a year-long undergraduate freshman course that introduces students to the development of scholarly research using primary and secondary source resources—to answer the research question, “When students ‘see themselves’ represented in archives, do they experience an affective response that has an effect on how and what they learn through primary source literacy workshops?” UCI used entrance and exit surveys as assessment tools. Survey results show t
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Russell, Christina A. Centering Wellbeing: Advancing Social Emotional Learning for All. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/177.

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The Working Group on Social Emotional Learning (SEL) and Learning Differences was launched in 2021 as an initiative of the Global Cities Education Network (GCEN). Fourteen school districts each worked to implement a unique action plan designed to strengthen SEL supports in their district, including for students with learning differences. Districts drew on expertise and resources shared in the working group and adapted the strategies to meet their needs. The learning centered on deep dives into two international school systems: a virtual site visit to Surrey Schools (British Columbia, Canada) a
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Green, Crystal, Clara García-Millán, and Frederika Warren. HundrED Global Collection: 2022. HundrED, 2021. http://dx.doi.org/10.58261/bdye5393.

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2021 has once again been a challenging year, with the educational provision and students’ learning continuing to be impacted globally. We have seen firsthand how education innovators over the last two years have not been overwhelmed, but have risen to the occasion and put students and their education first. This year has shown us the value of enhancing social and emotional learning, supporting teacher professional development, engaging parents in education, and teaching 21st-century skills to ensure students can adapt to a constantly changing society. We have seen that all these factors must b
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Darling-Hammond, Linda, Matt Alexander, and Laura E. Hernández. Redesigning High Schools: 10 Features for Success. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/533.285.

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This publication outlines 10 lessons that constitute evidence-based features of effective redesigned high schools that help create safe environments where exciting and rigorous academic work occurs and where all groups of students succeed academically, graduate at high levels, and go on to college and productive work. The 10 features of successfully redesigned schools include: positive developmental relationships; safe, inclusive school climate; culturally responsive and sustaining teaching; deeper learning curriculum; student-centered pedagogy; authentic assessment; well-prepared and well-sup
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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken in
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Abrigo, Michael Ralph, and Aniceto Jr Orbeta. Basic Education: Quality is the ‘Now’ Frontier. Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/pn2023.16.

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Over the past three decades, there have been significant improvements in basic education attendance and survival rates. However, schooling quality remains an important challenge. For instance, returns to education, although still decent and economically meaningful, have declined over time. Moreover, issues continue to affect learners across generations, despite advancements in basic education. Written for the Second Congressional Commission on Education, this Policy Note recommends developing a system for generating and utilizing locally validated solutions to learning problems, considering th
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Looi, Chee-Kit, Longkai Wu, Peter Sen Kee Seow, and Wendy Huang. Researching and developing pedagogies using unplugged and computational thinking approaches for teaching computing in the schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22601.

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INTRODUCTION/BACKGROUND In 2017, Singapore’s Ministry of Education implemented a new GCE ‘O’ Level Computing curriculum. The new curriculum is a distinct shift from the teaching students on the use of software technology to the development of Computational Thinking skills and programming competencies. Computing thinking skills are associated with problem solving, reasoning and logic skills that all students should develop. As Singapore moves to implement a new curriculum with a greater emphasis on the development of computational thinking and programming, the following are some of the challeng
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