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Journal articles on the topic 'Learner-centred'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 May 2022

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1

Sweeney, J. F. "Nurse education: learner-centred or teacher-centred?" Nurse Education Today 6, no. 6 (December 1986): 257–62. http://dx.doi.org/10.1016/0260-6917(86)90041-9.

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2

Reiss, Mary-Ann, and David Nunan. "The Learner Centred Curriculum." Modern Language Journal 73, no. 4 (1989): 491. http://dx.doi.org/10.2307/326892.

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3

Faux, Karen. "Let's remain learner-centred." Early Years Educator 21, no. 3 (July 2, 2019): 5. http://dx.doi.org/10.12968/eyed.2019.21.3.5.

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4

Crombie, Winifred. "The learner-centred curriculum." System 18, no. 2 (January 1990): 272–76. http://dx.doi.org/10.1016/0346-251x(90)90070-l.

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5

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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6

Dzimbiri, Lewis B. "The Learner-Centred Approach Revisited." Teaching Public Administration 13, no. 1 (March 1993): 28–33. http://dx.doi.org/10.1177/014473949301300105.

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7

Goodrich, Nathaniel, Rachel Naslund, Whitney Bossert, Stephanie Johnson, Stacy Salcedo, Liz Lyden, and Gary Beck Dallaghan. "Learner perceptions of family‐centred rounds." Clinical Teacher 17, no. 5 (February 10, 2020): 526–30. http://dx.doi.org/10.1111/tct.13135.

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8

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

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9

MINTON, ANN. "Editorial: Learner-centred education for radiographers." Medical Teacher 20, no. 5 (January 1998): 399–401. http://dx.doi.org/10.1080/01421599880463.

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10

Schweisfurtha, Michele. "Learner-Centred Education in International Perspective." Journal of International and Comparative Education 2, no. 1 (2013): 1–8. http://dx.doi.org/10.14425/00.45.70.

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11

Kovacevic, Ervin, and Azamat Akbarov. "The Elusiveness of Learner-centred Teaching." Interdisciplinary Description of Complex Systems 14, no. 2 (2016): 212–22. http://dx.doi.org/10.7906/indecs.14.2.10.

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12

Manapbayeva, Zhannura, and Xeniya Sklyarenko. "LEARNER-CENTRED APPROACH: TYPES OF PERCEPTION." Theoretical & Applied Science 16, no. 08 (August 30, 2014): 80–84. http://dx.doi.org/10.15863/tas.2014.08.16.14.

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13

Lee, Bob. "Learner Centred Courses: A Personal Experience." Management Education and Development 16, no. 1 (April 1985): 31–40. http://dx.doi.org/10.1177/135050768501600105.

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14

Pinsky, Linda. "'My question is...'- Learner-centred precepting." Medical Education 37, no. 5 (May 2003): 486–87. http://dx.doi.org/10.1046/j.1365-2923.2003.01502_17.x.

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15

Gray, Katie. "Language awareness: A learner‐centred view." Language Awareness 3, no. 3-4 (January 1994): 131–40. http://dx.doi.org/10.1080/09658416.1994.9959851.

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16

Thompson, Paul. "Learner-centred education and ‘cultural translation’." International Journal of Educational Development 33, no. 1 (January 2013): 48–58. http://dx.doi.org/10.1016/j.ijedudev.2012.02.009.

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17

Bremner, Nicholas. "From learner-centred to learning-centred: Becoming a ‘hybrid’ practitioner." International Journal of Educational Research 97 (2019): 53–64. http://dx.doi.org/10.1016/j.ijer.2019.06.012.

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18

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

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Adopting learner-centred teaching approaches is important to advance student performance in Mexican rural communities, which have historically been disadvantaged. Yet, little research exists on the factors that might promote the use of this teaching approach. In the study reported on here we examined the associations between principals’ transformational leadership, school climate, teacher commitment to learners, and learner-centred teaching practices. In total, 174 teachers were selected from 26 tele-secondaries in the state of Tabasco, Mexico. A structural equation model was calculated. Results do not provide evidence to support a direct association between transformational leadership and the use of learner-centred teaching. However, an indirect relationship was found between the effects of school climate and teacher commitment. These findings indicate that enhancing school climate and teachers’ commitment through a transformational leadership style are key to foster an environment for learner-centred teaching.
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19

Gretton, Nichola. "A learner centred approach to online education." Open Learning: The Journal of Open, Distance and e-Learning 30, no. 2 (May 4, 2015): 190–91. http://dx.doi.org/10.1080/02680513.2015.1041897.

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20

Nunan, David. "Learner-Centred Curriculum Innovation : A Case Study." RELC Journal 17, no. 1 (June 1986): 40–51. http://dx.doi.org/10.1177/003368828601700103.

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21

le Grange, Lesley. "Rethinking Learner-Centred Education: Bridging Knowledge Cultures." Africa Education Review 16, no. 6 (November 2, 2019): 229–45. http://dx.doi.org/10.1080/18146627.2018.1464642.

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22

Lennon, Paul. "Learner-centred testing: a role for cloze?" Language Learning Journal 17, no. 1 (June 1998): 33–40. http://dx.doi.org/10.1080/09571739885200081.

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23

Tudor, I. "Teacher roles in the learner-centred classroom." ELT Journal 47, no. 1 (January 1, 1993): 22–31. http://dx.doi.org/10.1093/elt/47.1.22.

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24

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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25

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

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Previous research has suggested a shift from instructor-centred to learner-centred approaches in an attempt to improve coach education programs. To implement such crucial change it is essential to master the ‘new language’ and better understand educational contexts. The purposes of this article are to (a) highlight new social factors indicating an urgent need to change, (b) present a learner-centred framework based on the work of a recognized group of researchers (i.e., Blumberg, Cullen, Harris, and Weimer), and (c) analyse the learner-centeredness of a Bachelor in Physical Education program, especially with respect to its sport performance area. Based on the social factors explored throughout the text and the learner centred principles, results showed inconsistencies between the conceptual orientations mentioned in the ‘official documents’ and the teaching processes used in the Bachelor program. Recommendations for higher education leaders and instructors are explored.
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26

Blaschke, Lisa Marie, and Stewart Hase. "Heutagogy and digital media networks." Pacific Journal of Technology Enhanced Learning 1, no. 1 (June 17, 2019): 1–14. http://dx.doi.org/10.24135/pjtel.v1i1.1.

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The combined trends of learner-centred teaching and ubiquitous technology use in the classroom have given instructors a unique opportunity to support students in developing lifelong learning skills. Heutagogy (or self-determined learning) provides a promising framework for capitalizing on these developing trends, drawing on established learner-centred education theories that strongly emphasize learner autonomy. The key principles of heutagogy – learner agency, self-efficacy and capability, reflection and metacognition, and non-linear learning – provide a foundation for designing and developing learning ecologies, the potential of which can be further maximized through the use of digital media. This article describes the theory of heutagogy and the learner-centred pedagogies on which the theory is founded, as well as providing an explanation of the pedagogy-andragogy-heutagogy (PAH) continuum and its use in developing student skills. It also explores the role of social media in supporting the development of those skills.
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27

du Plessis, André. "STUDENT-TEACHERS’ PEDAGOGICAL BELIEFS: LEARNER-CENTRED OR TEACHER-CENTRED WHEN USING ICT IN THE SCIENCE CLASSROOM?" Journal of Baltic Science Education 15, no. 2 (April 25, 2016): 140–58. http://dx.doi.org/10.33225/jbse/16.15.140.

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This exploratory qualitative case study explored the pedagogical beliefs and classroom practice of four Post Graduate Certificate in Education (PGCE) students when they implement Information and Communication Technology (ICT) for teaching and learning, including what influences their beliefs. Data were gathered by means of a teacher belief system (TBS) tool, drawing prompts that led to individual interviews, an open-ended questionnaire, lesson plans and assessment feedback forms, short summaries of how they used the ICT resources and feedback from the method lecturer and an appointed mentor teacher. The findings suggest that there appears to be a mismatch between the participants’ espoused beliefs and enacted beliefs when using ICT at this point in time. The participating student-teachers used ICT tools predominately in teacher-centred ways, yet they indicated that they held learner-centred beliefs. At the same time, this does not imply that there were no learner-centred activities during their lessons. The data seems to suggest that their exposure to teacher-centred pedagogy while being learners at school, as well as their tertiary experience could have played a role in how they taught Science. It is therefore important that lecturers model constructivist learner-centred pedagogy to students and provide opportunities for students to plan and model such practice. Key words: habitus, ICT beliefs, learner-centred pedagogy, student-teacher beliefs, teacher-centred pedagogy.
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28

Troop, Meagan A. C., Lauren E. Wallar, and Erin Aspenlieder. "Developing Graduate Students' Self-Efficacy with Learner-Centred Lecturing." Canadian Journal of Higher Education 45, no. 3 (December 31, 2015): 15–33. http://dx.doi.org/10.47678/cjhe.v45i3.187548.

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This paper presents the findings of a mixed-method case study conducted at the University of Guelph on the relationship between practice lecturing and graduate student self-efficacy. Building on the work of Boman (2013), and using surveys and individual interviews, we measured and characterized the perceived changes in graduate students’ self-efficacy in learner-centred lecturing. Our research question was: In what ways, if any, does microteaching contribute to participants’ perceived self-efficacy in learner-centred lecturing? Our results and discussion reveal that practice increases self-efficacy with respect to the design, facilitation, and assessment of learner-centred lectures, and is a vital component to graduate student teaching development programming.
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29

Neilson, Felicity. "Teaching scientific writing using the learner-centred approach." Medical Writing 22, no. 1 (March 2013): 23–25. http://dx.doi.org/10.1179/204748012x13560931063672.

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30

Mohammed, Abdel-Moneim M. "Towards a learner-centred technique of teaching grammar." Language Learning Journal 7, no. 1 (March 1993): 59–63. http://dx.doi.org/10.1080/09571739385200171.

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31

Tadesse, Abraham, Sirpa Eskelä-Haapanen, Hanna Posti-Ahokas, and Sami Lehesvuori. "Eritrean teachers' perceptions of learner-centred interactive pedagogy." Learning, Culture and Social Interaction 28 (March 2021): 100451. http://dx.doi.org/10.1016/j.lcsi.2020.100451.

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32

Koohang, Alex. "A learner-centred model for blended learning design." International Journal of Innovation and Learning 6, no. 1 (2009): 76. http://dx.doi.org/10.1504/ijil.2009.021685.

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33

Li, Yap Wei. "Transforming Conventional Teaching Classroom to Learner-Centred Teaching Classroom Using Multimedia-Mediated Learning Module." International Journal of Information and Education Technology 6, no. 2 (2016): 105–12. http://dx.doi.org/10.7763/ijiet.2016.v6.667.

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34

Idris, Mardiana Binti, and Abdul Halim Bin Abdul Raof. "LEARNER-DRIVEN ORAL ASSESSMENT CRITERIA FOR ENGLISH PRESENTATION." Journal of Nusantara Studies (JONUS) 4, no. 1 (June 29, 2019): 365. http://dx.doi.org/10.24200/jonus.vol4iss1pp365-383.

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Learner-centred assessment has been widely propagated in learner-centred approach. However, learners are rarely given the opportunity to engineer their own assessment. Therefore, this study attempted to gauge (1) the functionality of learner-driven oral assessment criteria scaling structure and (2) the reliability of learner-assessors in applying their own assessment criteria during oral presentation. In this study, 11 participants from an electrical engineering group, which consists of one year programme matriculation students, participated in assessment criteria development. First, participants discussed suitable criteria and scaling structure in small groups. Secondly, each group presented their oral assessment criteria for peer feedback. Thirdly, participants discussed and finalised the oral assessment criteria for the class. Fourthly, to test the learner-driven assessment criteria, three speakers from the group volunteered to present their speech. While presenting, these speakers were assessed by their peers. Participants’ ratings and scores were later analysed using the Many-Facet Rasch Measurement (MFRM) software. Findings show that despite the criteria being developed by learners, the scaling structures were functioning usefully with the Rasch Threshold measure indicated more than 1.4 logits between assessment levels and the learner-assessor reliability was > 0.80. The significance of this study lies in raising awareness for improving learners’ oral presentation skills as well as developing learner autonomy. Keywords: Learner autonomy, learner-centred, oral skills, Rasch measurement. Cite as: Idris, M. & Abdul Raof, A. H. (2019). Learner-driven oral assessment criteria for English presentation. Journal of Nusantara Studies, 4(1), 365-383. http://dx.doi.org/10.24200/jonus.vol4iss1pp365-383
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35

Olifer, Olena. "The learner-centred paradigm of education: its features and philosophical basis." SHS Web of Conferences 75 (2020): 03002. http://dx.doi.org/10.1051/shsconf/20207503002.

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Nowadays, educators notice swift changes in education as a social institution. One possible way to describe and analyze its transformations is T. Kuhn’s paradigmatic approach applied to education. The paper states that the contemporary educators work within the learner-centred paradigm. However, it may seem that education is still influenced by the previous paradigm. So, the paper has two main objectives. The first one is to consider the two educational paradigms: the teacher-centred and the learnercentred to show their differences. Secondly, it is essential to know what concepts are topical in contemporary philosophy, and if they coincide with the learner-centred paradigm. The author attempts to distinguish philosophical concepts that have a considerable impact on the worldview at present. They are the following: four-dimensional ontology, constructivist epistemology, the problem of agency, personal identity, and the narrative approach to the questions of identity and cognition. These concepts are explained and analyzed through the lenses of the learner-centred paradigm.
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36

Oyelana, Olabisi, Donna Martin, Judith Scanlan, and Beverley Temple. "Learner-centred teaching in a non-learner-centred world: An interpretive phenomenological study of the lived experience of clinical nursing faculty." Nurse Education Today 67 (August 2018): 118–23. http://dx.doi.org/10.1016/j.nedt.2018.05.012.

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37

Bulayi, Makungu, Vincent Naano Anney, and Loyce Kiiza Kobosingye. "Mathematics Teacher’s Content Knowledge and Pedagogical Content Knowledge in Learner-centred Approaches in Secondary Schools." Frontiers of Contemporary Education 2, no. 2 (January 20, 2022): p80. http://dx.doi.org/10.22158/fce.v2n2p80.

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This paper describes how mathematic teacher’s content knowledge informs teachers’ pedagogical content knowledge in the use learner-centred approaches and decision when teaching mathematics. Two trained mathematics teachers in the use of learner-centred approaches who were teaching mathematics at ordinary secondary school level in Tanzania were involved. Data was collected through classroom observation, video recording of classroom events and teacher’s self-reflections. Thematic analysis procedure both at conceptual and manifest level was employed. The findings indicated that, teacher’s weak knowledge of contents as a component of pedagogical content knowledge in the use of learner-centred approaches led to teacher’s inability to help students’ construct knowledge of the subject matter that teachers taught. The trained teachers did not teach lessons that were learners’ focused and were unable to help students discover the relationship between contents they taught with other contents in the syllabus. Teachers’ lack of content knowledge led to teachers’ communication of their misunderstanding to students through teacher-centred teaching approaches. In addition, these experienced teachers were unable to help students describe the rationale for learning contents. It is recommended that cementing on leaner-centred approaches during teachers’ professional development programs should go hand in hand with capitalizing on teacher’s knowledge of contents.
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38

Brinkmann, Suzana. "Teachers’ beliefs and educational reform in India: from ‘learner-centred’ to ‘learning-centred’ education." Comparative Education 55, no. 1 (November 2, 2018): 9–29. http://dx.doi.org/10.1080/03050068.2018.1541661.

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39

Kurilovas, Eugenijus, Silvija Serikoviene, and Riina Vuorikari. "Expert centred vs learner centred approach for evaluating quality and reusability of learning objects." Computers in Human Behavior 30 (January 2014): 526–34. http://dx.doi.org/10.1016/j.chb.2013.06.047.

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40

Murphy, Elizabeth, and María A. Rodríguez-Manzanares. "High School Teachers' Beliefs about Learner-Centred E-Learning." E-Learning and Digital Media 5, no. 4 (January 2008): 384–95. http://dx.doi.org/10.2304/elea.2008.5.4.384.

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Sudiran, Sudiran, and Flávia Vieira. "Learner-Centred Materials Development in Initial Language Teacher Education." IOSR Journal of Research & Method in Education (IOSRJRME) 07, no. 02 (February 2017): 70–79. http://dx.doi.org/10.9790/7388-0702037079.

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Nestel, Debra, Fernando Bello, Roger Kneebone, Kash Akhtar, and Ara Darzi. "Remote assessment and learner-centred feedback on procedural skills." Clinical Teacher 5, no. 2 (June 2008): 88–92. http://dx.doi.org/10.1111/j.1743-498x.2007.00199.x.

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Zepke, Nick, Linda Leach, and Tom Prebble. "Being learner centred: one way to improve student retention?" Studies in Higher Education 31, no. 5 (October 2006): 587–600. http://dx.doi.org/10.1080/03075070600923418.

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Kneebone, Roger, Fernando Bello, Debra Nestel, Neville Mooney, Andrew Codling, Faranak Yadollahi, Tanya Tierney, David Wilcockson, and Ara Darzi. "Learner-centred feedback using remote assessment of clinical procedures." Medical Teacher 30, no. 8 (January 2008): 795–801. http://dx.doi.org/10.1080/01421590801949941.

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45

Wei, Xiaoxia. "Using student voice in creating learner-centred course design." International Journal of Innovation and Learning 24, no. 1 (2018): 22. http://dx.doi.org/10.1504/ijil.2018.092932.

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46

Wei, Xiaoxia. "Using Student Voice in Creating Learner-Centred Course Design." International Journal of Innovation and Learning 24, no. 1 (2018): 1. http://dx.doi.org/10.1504/ijil.2018.10010127.

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47

McKay, Jim, and Michael Emmison. "Using learner-centred learning (LCL) in undergraduate sociology courses." Australian and New Zealand Journal of Sociology 31, no. 3 (December 1995): 94–103. http://dx.doi.org/10.1177/144078339503100308.

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48

Beevers, Cliff, Maureen Foster, and George McGuire. "Integrating formative evaluation into a learner-centred revision course." British Journal of Educational Technology 20, no. 2 (May 1989): 115–19. http://dx.doi.org/10.1111/j.1467-8535.1989.tb00271.x.

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49

Vásquez de Velasco, Guillermo, and Antonieta Angulo Mendívil. "Using HyperCard to make architecture education more learner-centred." British Journal of Educational Technology 23, no. 3 (September 1992): 172–80. http://dx.doi.org/10.1111/j.1467-8535.1992.tb00328.x.

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50

Kastantin, Joseph, and Milorad Novicevic. "Teaching the Choir: Challenges of a Learner-Centred Simulation." Accounting Education 17, no. 2 (June 2008): 209–12. http://dx.doi.org/10.1080/09639280601167529.

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