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Journal articles on the topic 'Student centred'

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Author: Grafiati

Published: 4 June 2021

Last updated: 10 March 2023

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1

Fatima, Sadaf. "Teacher Centered Versus Student Centered Strategies for Undergraduate Students." Pakistan Armed Forces Medical Journal 72, no. 2 (May 1, 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 students were recruited from a college following a traditional curriculum through only teacher-centred strategies and lectures. The comparison between the two groups of students was based on adult learning principles. A questionnaire including 17 items from the principles of adult learning scale (PALS) was given to medical students. Out of 17 items from the principles of adult learning scale, 13 were related to student learning, and four were regarding teacher instruction. The students were asked to determine the teaching practices promoting the development of adult learning principles on a Likert scale from 0-5. Results: In the learning section, the medical students having student-centred learning strategies had 28.16 ± 10.98 scores compared to students with teacher-centred strategies with a score of 33.73 ± 12.66 on the principles of adult learning scale. In the teacher instruction section, the score was 13.81 ± 3.76 in students with learner-centered strategies and 14.76 ± 3.79 in students with teacher-centred strategies. Conclusion: The teacher-centred learning strategies promote the development of adult learning principles better than the student-centred strategies in medical students.

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Ogun, Olufunmilola A., Timothy E. Nottidge, and Sue Roff. "Students’ perceptions of the learning environment in two Nigerian medical schools offering different curricula." Ghana Medical Journal 52, no. 3 (December 26, 2018): 116–21. http://dx.doi.org/10.4314/gmj.v52i3.2.

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Objective: Compare the results of administering the DREEM questionnaire in two Nigerian medical schools offering traditional and student-centred curricular respectively, to identify any differences in the learning environment and appreciate advantages of the more modern curriculum.Methods: A survey design was used. Data was analysed using the DREEM scoring rubric. The independent t-test was used to compare results. Setting: The DREEM questionnaire was administered to final year medical students at two participating centres. Participants: Final year students of a teacher-centred and a student-centred medical school. Results: There were 138 respondents – 50 (96.2% of the final year students) from the teacher centred school and 88 (59.1% of the final year students) from the student-centred school. The mean total DREEM score was 117+22.3 in the former and 119 +23.6 in the latter (p = 0.798). Mean age of students in the teacher centred school was 28 ± 5.28 years, while that of the student-centred school was 23 ± 1.83 years (p < 0.05). Conclusion: The mean total DREEM score proximity between the schools suggests that the younger students using a more student-centred curriculum have less of an appreciation of their improved learning environment than is expected. Thus, the hidden curriculum could be lagging behind the written one. The older students in the teacher centred environment have a more mature appreciation of their learning climate. Funding: Personal sourcesKeywords: medical education, Nigeria, curriculum, DREEM

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Elen, Jan, Geraldine Clarebout, Rebecca Léonard, and Joost Lowyck. "Student-centred and teacher-centred learning environments: what students think." Teaching in Higher Education 12, no. 1 (January 12, 2007): 105–17. http://dx.doi.org/10.1080/13562510601102339.

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4

Boyapati, Ed. "Learning: Student-centred vs teacher-centred." Korean Journal of Chemical Engineering 17, no. 3 (May 2000): 365–67. http://dx.doi.org/10.1007/bf02699054.

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5

Rachman, Rose. "Student centred learning." Practice 1, no. 2 (June 1987): 173–89. http://dx.doi.org/10.1080/09503158708416841.

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6

Ludigo, Harriet, C. B. Mugimu, and A. M. Mugagga. "PEDAGOGICAL STRATEGIES AND ACADEMIC ACHIEVEMENT OF STUDENTS IN PUBLIC UNIVERSITIES IN UGANDA." Journal of Education and Practice 3, no. 1 (September 17, 2019): 81. http://dx.doi.org/10.47941/jep.314.

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Purpose: This study analysed the relationship between pedagogical strategies and academic achievement of students in public universities in Uganda. Specifically, the study analysed the relationship between student-centred, teacher-centred and teacher-student pedagogical strategies with academic achievement of students.Methodology: The study adopted a correlational design and data were collected using a questionnaire on a sample of 383. Quality control of data was ensured by carrying out Confirmatory Factor Analysis and calculating Cronbach’s alpha. Data analysis involved descriptive and inferential analyses.Findings: Regression results revealed that the student-centred strategy had a positive and significant influence on academic achievement of students but the teacher-centred and teacher-student interaction strategies did not. Therefore, the student-centred pedagogical strategy is essential for academic achievement of students, the teacher-centred pedagogical strategy is less affective teaching strategy for academic achievement of students and the teacher-student pedagogical strategy is not the most important teaching strategy for academic achievement of students.Contribution to policy, practice and policy: The study suggests that lecturers in the universities should prioritise the student-centred pedagogical strategy when teaching students, should give least priority to teacher-centred pedagogical strategy when teaching students, and should not over prioritise the teacher-student pedagogical strategy when carrying teaching of students.

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Gibson, Deborah. "A Student-Centred Writing Curriculum." TESL Canada Journal 3 (August 26, 1986): 255. http://dx.doi.org/10.18806/tesl.v3i0.1010.

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This paper presents a design for a flexible curriculum for a writing class which meets the problem of varied student levels and goals by basing the course curriculum and content on the students' own written work. Whole class, small group, and individual student pre-writing and follow-up activities are described.

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8

Wood, J., and D. Whitaker. "Student Centred School Timetabling." Journal of the Operational Research Society 49, no. 11 (November 1998): 1146. http://dx.doi.org/10.2307/3010095.

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Wood, J., and D. Whitaker. "Student centred school timetabling." Journal of the Operational Research Society 49, no. 11 (November 1998): 1146–52. http://dx.doi.org/10.1057/palgrave.jors.2600628.

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10

Wood, J., and D. Whitaker. "Student centred school timetabling." Journal of the Operational Research Society 49, no. 11 (1998): 1146–52. http://dx.doi.org/10.1038/sj.jors.2600628.

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11

Torrisi-Steele, Geraldine. "Facilitating the Shift From Teacher Centred to Student Centred University Teaching." International Journal of Adult Education and Technology 11, no. 3 (July 2020): 22–35. http://dx.doi.org/10.4018/ijaet.2020070102.

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Design thinking is gaining momentum across the many fields of human endeavour, including education. Its use in education is predominantly to shape learning activities undertaken by students with the aim of nurturing the growth of desirable 21st century capabilities in students. There is relatively less attention given to the application of design thinking as a process for educators to engage in with the aim of developing curriculum and teaching practices that are characteristically student centred. In the present article, the author brings to the fore the suitability of design thinking as a process with the potential to further provoke the necessary shift in university teaching from teacher centred, instructive approaches towards the more desirable constructivist, and student centred approaches.

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Bailey, Patrick D. "Should 'teacher centred teaching' replace 'student centred learning'?" Chem. Educ. Res. Pract. 9, no. 1 (2008): 70–74. http://dx.doi.org/10.1039/b801308j.

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13

Ganeshan, Kathiravelu, Marianne Cherrington, and Nemanja Vukikjevikj. "Experiential Student-Centred Learning and Teaching." Rere Āwhio - The Journal of Applied Research and Practice, no. 1 (2021): 22–33. http://dx.doi.org/10.34074/rere.00103.

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Student-centred learning and teaching (SCLT) is gaining interest internationally in tertiary education institutions. SCLT is an indicator of quality assessment in higher education, and scholars and educators are seeking ways to implement SCLT to boost engagement, participation, agency, and confidence in students. This paper considers some of the practical benefits of SCLT and discusses a unique inter-departmental experiential project, used to augment assessment in an international tertiary campus. Working through stops and starts with conversations and agile pivots presented many perspectives on experiential SCLT approaches. Evidence is mounting that active student learning practices facilitate more meaningful or deeper learning, that is retained longer. The novel contribution of this paper is the experiential link with SCLT paradigms used with diverse, agile student-led teams. With planning and perseverance, exceptional real-life learning can be achieved. Moreover, the underlying capabilities that are developed, support students to be highly employable graduates.

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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.

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Taye, Markos Tezera, and Ahmed Alduais. "Exploring the Practice of Academic Freedom and Active Learning in Ethiopia’s Higher Education: A Case Study." Athens Journal of Education 9, no. 4 (October 12, 2022): 655–78. http://dx.doi.org/10.30958/aje.9-4-7.

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Given the immense role of the student-centred approach in enhancing students learning, this study explores the role of academic freedom in implementing a student-centred approach. To achieve this objective, the study relies on a qualitative case study research design. In this regard, semi-structured interviews and observation were employed as data gathering tools. The data passed through a series of data analysis processes ranging from data reduction to data verification. The study was conducted at a public university in Ethiopia and recruited ten instructors and twelve students from four randomly selected colleges/institutes belonging to the participating university. The initial analysis resulted in two major themes, each having two subthemes. That is academic freedom at the institutional level for instructors and students and academic freedom at the classroom for instructors and students. Given this, the findings show that the academic freedom of students at the classroom level affects the adoption of student-centred approaches. Students seem to be restrained from freely sharing their concerns, being afraid of the backlash from their instructors and colleagues. Moreover, the instructors in Abay University seem excluded in deciding to implement a student-centred approach in every classroom other than receiving pedagogical training to implement it as a non-negotiable change. These findings call for higher education reforms at national and institutional levels to cultivate an organisational environment that facilitates student-centred approaches. Keywords: student-centred approach, academic freedom, active learning approaches, higher education, Ethiopia

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Leahy, Christine. "Student Centred Legal Language Study." Computer Assisted Language Learning 11, no. 3 (June 1998): 289–308. http://dx.doi.org/10.1076/call.11.3.289.5678.

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Jennings, Alan, and Pauline Mackinnon. "Student-centred investigation of hazards." Engineering Structures 23, no. 1 (January 2001): 131–35. http://dx.doi.org/10.1016/s0141-0296(00)00029-8.

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Leach, C. K., B. Tanner, and R. O. Jenkins. "Student-Centred Learning in Biotechnology." Biotechnology & Biotechnological Equipment 8, no. 3 (January 1994): 99–104. http://dx.doi.org/10.1080/13102818.1994.10818797.

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Papinczak, Tracey, Raymond Peterson, Awais Saleem Babri, Kym Ward, Vaughan Kippers, and David Wilkinson. "Using student-generated questions for student-centred assessment." Assessment & Evaluation in Higher Education 37, no. 4 (June 2012): 439–52. http://dx.doi.org/10.1080/02602938.2010.538666.

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Calder, Nigel. "Student wonderings: scaffolding student understanding within student-centred inquiry learning." ZDM 47, no. 7 (September 15, 2015): 1121–31. http://dx.doi.org/10.1007/s11858-015-0734-z.

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21

Henry, Mel. "Online Student Expectations: A Multifaceted, Student-centred Understanding of Online Education." Student Success 11, no. 2 (October 16, 2020): 91–98. http://dx.doi.org/10.5204/ssj.1678.

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University students are more likely to feel satisfied and persist with their studies if their experiences have met their expectations, and vice versa (Wu, Tsai, Chen, & Wu, 2006). Understanding what online students expect, therefore, is important to guide how universities might satisfy and retain these students. Research into online student expectations to date, however, has been limited to pre-defined expectations of the academic experience, and extrapolations from traditional higher education. To gain a deeper understanding of what online students expect, the author conducted in-depth interviews with 43 commencing online students. Thematic analysis revealed online students’ expectations were described by six key themes: Motivation, Ability, Circumstances, Interaction, Curriculum, and Environment. The findings offer an empirical, student-centred, and multifaceted understanding of online student expectations. Opportunities are illuminated to clarify inaccurate expectations, and to design online education to better meet student needs, facilitating enhanced online student satisfaction and retention.

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Sulaiman, Noor Adwa, Suhaily Shahimi, and Zarina Zakaria. "Student-centred, lecturer-centred, and hybrid teaching methods: Impacts on accounting students' technical and soft skills." Asian Journal of Accounting Perspectives 14, no. 2 (August 30, 2021): 67–92. http://dx.doi.org/10.22452/ajap.vol14no2.4.

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Research aim: This study examines the impacts of teaching methods: student-centred, lecture-centred, and hybrid (lecture-student) on technical and soft skills of accounting students. Design/ Methodology/ Approach: The impacts are assessed via a structural modelling procedure using Smart PLS based on survey data gathered from accounting students in one public university in Malaysia. Research findings: Results show the lecturer-centred method impacting the students’ technical skills, and the hybrid method impacting students’ technical and soft skills. It is evident from the analysis that there is minimal impact of the student-centred teaching method on technical and soft skills and of the lecturer-centred teaching method on soft skills of the accounting students. The results suggest that the hybrid teaching method is the most effective teaching method in enhancing accounting students’ technical and soft skills. Practitioner/ Policy implication: This research could assist universities and policymakers to formulate relevant teaching strategies and approaches to enhance accounting students’ competency. Limitation/ Implication: The findings in this study is revisiting and revising the current teaching methods is necessary to prepare future accountants for a career in accounting.

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Hockings, Christine. "Reaching the students that student‐centred learning cannot reach." British Educational Research Journal 35, no. 1 (February 2009): 83–98. http://dx.doi.org/10.1080/01411920802041640.

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Farias, Cláudio, Peter Andrew Hastie, and Isabel Mesquita. "Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions." European Physical Education Review 24, no. 3 (January 13, 2017): 269–91. http://dx.doi.org/10.1177/1356336x16687303.

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This study was the first in sport education to provide a yearlong, in-depth examination of the scaffolding processes used by a teacher during student participation in four consecutive seasons. Given the peer teaching format of the learning activities and curriculum ownership allocated to students, a focus was placed on the preparation of the students in the role of team coaches to conduct instruction in student-centred interactions (active engagement of teammates in problem-solving, discovery, and the construction of knowledge). Twenty-six seventh grade students participated in four consecutive seasons of sport education (basketball, handball, soccer, and volleyball). The research involved four action-research iterative cycles of planning, acting, monitoring, and reflecting. Data collection involved semi-structured interviews with teams and exclusively with the student–coaches, lesson observations, and a field diary kept by the first author, who assumed the role of practitioner–researcher. Findings showed the scaffolding of the student–coaches’ instructional leadership was a non-linear process contingently adjusted in reference to aspects such as student–coaches’ progress in the mastery of instructional processes, the complexity of the domain-specific content, and the nature of the sports. As the student–coaches developed knowledge of content and instruction, they became increasingly self-assisted in the conduct of the learning activities. The ability to use simplified questioning to scaffold teammates’ prior learning experiences, to prompt teammates’ analysis and active discovery of solutions to game problems, and independent adjustment of instruction to the particular context were the key achievements. Specific training is necessary if student–coaches are to engage teammates actively in learning interactions.

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Liu, Wei, Yanhua Hao, Xiaowen Zhao, Tao Peng, Weijian Song, Yuxin Xue, Siyi Tao, et al. "Gender differences on medical students’ attitudes toward patient-centred care: a cross-sectional survey conducted in Heilongjiang, China." PeerJ 7 (October 24, 2019): e7896. http://dx.doi.org/10.7717/peerj.7896.

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Objectives Assessing medical students’ attitudes toward patient-centred care is essential to bettering medical education. Based on doctor-patient relationships and the medical system in China, it is important to explore the impact of gender differences and other background factors on patient-centred attitudes and to provide references for medical education reform. Methods A cross-sectional study was conducted on fourth-year medical undergraduate students from November 2017 to March 2018 in Heilongjiang Province, Northeast China. The Chinese-revised Patient-Practitioner Orientation Scale (CR-PPOS), which has been validated in previous research, was used to measure the medical students’ attitudes. The medical students’ demographic data was collected, including their gender, age, information on whether they have siblings, family residence location, doctor(s) for parents, year in which the student first experienced clinical practice, and student category. Results A total of 513 students (91.12%) completed the survey. The Chinese medical students scored considerably higher for ‘Caring’ (including patients’ preferences into the decision-making process) than for ‘Sharing’ (sharing information/responsibility with patients). These students tended to have patient-centred attitudes, as measured by an average overall CR-PPOS score of 3.63 (scores higher than 3.5 indicate patient-centred attitudes), which is higher than Malian (3.38) and Pakistani (3.40) medical students but lower than American (4.57) and Brazilian (4.66) students. Female students (P < 0.05) were significantly associated with more patient-centred attitudes and with higher ‘Sharing’ and ‘Caring’ subscale scores. Student category (P < 0.05) was associated with ‘Sharing’ and ‘Caring’ scores. Clinical hospital students (P < 0.05) were associated with more patient-centred attitudes and with higher ‘Sharing’ and ‘Caring’ subscale scores, Students without siblings (p < 0.07) were associated with the higher ‘Sharing’ subscale scores. Conclusions In China, gender has a significant impact on medical students’ patient-centred attitudes, which is similar to findings from other countries. If medical schools want to raise patient-centred attitudes across the board and bridge the gap between male and female patient-centred attitudes, gender, student category, and other factors should be incorporated into medical education.

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Jacobs, George M., and Willy Ardian Renandya. "ANY QUESTIONS? IDEAS FOR ENCOURAGING MORE AND BETTER STUDENT QUESTIONS." LLT Journal: A Journal on Language and Language Teaching 24, no. 2 (November 5, 2021): 349–63. http://dx.doi.org/10.24071/llt.v24i2.3819.

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One of the key characteristics of student-centered learning is the active involvement of students in the learning process, where they co-construct knowledge with the guidance of the teachers and their peers. The co-construction of knowledge can be greatly facilitated when students respond to teachers’ questions and when they themselves generate well-thought out questions. The purpose of this article is to discuss the role of student-generated questions in a student-centred learning environment and to offer practical strategies for language teachers to guide students in asking more and better student questions in the classroom, i.e., the kind of questions that promote deeper engagement and learning.

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Sultana, Carl-Mario. "Religious Education in Transition: From Content-Centred to Student-Centred." Religions 13, no. 10 (October 19, 2022): 986. http://dx.doi.org/10.3390/rel13100986.

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Catholic Religious Education as a subject in school curricula is an area in which the need for change is constantly felt. This change is driven by the paradigm shift in anthropology brought about by Vatican Council II, which sought to put the human being at the centre. Notwithstanding this shift proposed more than 50 years ago, we are still struggling to handle and implement this change. In practice, this calls for a re-evaluation of the traditional doctrinal methods, which have been associated with teaching Religious Education in the past and seeking to adopt new methods which are more anthropological and depart from where the human being actually stands and seek to answer the existential questions which contemporary human beings pose. The point of departure for such a vision is the etymological meaning of the term ‘education’ from the Latin root educere. In practical terms, such a shift from a content-centred to a more student-centred approach entails adopting a constructivist approach and putting into practice the principles of what is referred to as ‘Adaptive Religious Education’, which seeks to educate children in all the six dimensions of the human being simultaneously in a holistic way.

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Hobson, Julia, and Angus Morrison-Saunders. "Reframing teaching relationships: from student-centred to subject-centred learning." Teaching in Higher Education 18, no. 7 (October 2013): 773–83. http://dx.doi.org/10.1080/13562517.2013.836095.

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Hurst, Gill. "Foundation Skills for Caring – Using Student-centred LearningFoundation Skills for Caring – Using Student-centred Learning." Nursing Standard 24, no. 11 (November 18, 2009): 31. http://dx.doi.org/10.7748/ns2009.11.24.11.31.b988.

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Akhter, Nasrin, Muhammad Naseer Ud Din, and Abdul Majeed Khan. "The Mathematics Elementary School Teachers’ Perceptions of the Student-Centered Approaches and Professional Learning Experiences." Global Social Sciences Review III, no. IV (December 30, 2018): 87–101. http://dx.doi.org/10.31703/gssr.2018(iii-iv).06.

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This research explores the perceptions’ of mathematics teachers who are teaching in Pakistani schools at secondary level. The study aimed to explore the elementary school teachers’ perceptions about student-centred approaches, and their difficulties facing in using these approaches. The study uses a methodology of questionnaire and interview to gather data from mathematics teachers at secondary level. The results of this study indicate that the most mathematics teachers were positive about the role and importance of student-centred approaches in their mathematics. The majority of teachers appreciated their role as a facilitator of the learning process using student-centred approaches Moreover, the majority of teachers reported that continued practice in teaching mathematics courses and/or teaching method courses had contributed to their developing a fair understanding of teaching mathematics. The teachers responded positively regarding the role of student-centred approaches to enhance the procedural understanding of students in mathematics. Most of the findings supported student-centred approaches positively. Finally, the recommendations concerning the importance of student-centred approaches in mathematics, the arrangement of resources, and teachers’ professional development are presented for the attention of teachers, administration and curriculum developers.

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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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Ismail, Annafatmawaty B. T., Sukanlaya Sawang, and Roxanne Zolin. "Entrepreneurship education pedagogy: teacher-student-centred paradox." Education + Training 60, no. 2 (February 12, 2018): 168–84. http://dx.doi.org/10.1108/et-07-2017-0106.

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Purpose The purpose of this paper is to answer the research question: “Do different pedagogies used in teaching entrepreneurship education influence individual skill development, which then in turn translates into a likelihood of entrepreneurial implementation intention?” Design/methodology/approach The number of total participants for the quasi-experiment was 308 undergraduate students in Malaysia, in which pre- and post-test (n=203) and control (n=105) groups are included. Students who enroled in the entrepreneurship course were randomly allocated into a class employing teacher-centred pedagogy or student-centred pedagogy. Learning outcomes are measured by objective and subjective measures. Findings Both pedagogical approaches had a positive effect on the development of the learning outcomes. However, the students who learned using the teacher-centred approach statistically developed a higher level of objective and subjective learning outcomes compared to the students who learned using the student-centred approach. The findings also suggest that the relationship between entrepreneurship education and entrepreneurial intention mediates by learned skills. Originality/value The quasi-experimental design greatly improves the ability to make accurate claims about the impact of entrepreneurial education on entrepreneurship-related outcomes. Further, the study uses the implementation intention strategy in measuring the entrepreneurial intention. Thus, the study strongly supports for the view that implementation intention improves predictive validity of the behavioural intention within the framework of theory of planned behaviour by setting out in advance when, where, and how the goal will be achieved.

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Päuler-Kuppinger, Lena, and Regina Jucks. "Perspectives on teaching: Conceptions of teaching and epistemological beliefs of university academics and students in different domains." Active Learning in Higher Education 18, no. 1 (March 2017): 63–76. http://dx.doi.org/10.1177/1469787417693507.

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This study examines how academics and students from different disciplines perceive teaching and knowledge acquisition. University academics and students from both hard and soft disciplines completed the Domain-specific Epistemological Beliefs Questionnaire and the Approaches to Teaching Inventory. Results showed that academics held more student-/learning-centred and less teacher-/content-centred conceptions about teaching than students. Furthermore, prior findings on different beliefs about knowledge and teaching in different academic domains were confirmed for the entire sample. Finally, less sophisticated epistemological beliefs were associated positively with an information-transmission/teacher-centred and negatively with a student-/learning-centred view of good teaching. The findings are discussed against the background of effective teaching and the professionalization of university academics.

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CRISAN-TAUSAN, Liana. "FOSTERING ACADEMIC MOTIVATION FROM A STUDENT-CENTRED PERSPECTIVE." JOURNAL PLUS EDUCATION 31, no. 2/2022 (November 1, 2022): 227–37. http://dx.doi.org/10.24250/jpe/2/2022/lct.

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The fostering of the academic motivation of pupils/students by the teachers should represent one of the fundamental and permanent objectives of the instructive-educational activity, all the more so since motivation is assigned the second place in the hierarchy of importance of academic success factors, right after academic intelligence ( D. Ausubel, F. Robinson, 1981). The quality of the results of the learning activity and the student's academic adaptation are also conditioned by the degree and type of motivation that supports the learning activity. From the set of variables that determine the students' academic motivation, the school can influence or control, through the instructive-educational activity, only the factors that pertain to its own domain: the interactions between pupils/students and teachers; the interactions between pupils/students and other pupils/students; selecting, processing, and adapting the content of the educational process, the didactic methods, the assessment methods of academic performance. Considering the importance of strategies to stimulate the motivation for learning in the context of academic performance, we set out to investigate the perception of a group of students from faculties with a technical profile regarding educational practices that favour the development of academic motivation. The research method used is the questionnaire-based survey. To identify the students' perceptions of strategies that contribute to stimulating their academic motivation, we used closed-ended items in a questionnaire.

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Muravyeva, A. A., O. N. Oleynikova, and N. M. Aksyonova. "MULTIPLE DIMENSIONS OF STUDENT-CENTRED LEARNING." University Management: Practice and Analysis 21, no. 3 (2017): 92–99. http://dx.doi.org/10.15826/umpa.2017.03.041.

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Vaughan, Ian, Stefano Larsen, Isabelle Durance, and Steve Ormerod. "Student‐centred experiments with stream invertebrates." Journal of Biological Education 45, no. 2 (June 2011): 106–11. http://dx.doi.org/10.1080/00219266.2010.546007.

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Taylor, Andrew. "A 'window' on student-centred learning." British Journal of Educational Technology 21, no. 3 (September 1990): 229–30. http://dx.doi.org/10.1111/j.1467-8535.1990.tb00043.x.

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Tangney, Sue. "Student-centred learning: a humanist perspective." Teaching in Higher Education 19, no. 3 (November 21, 2013): 266–75. http://dx.doi.org/10.1080/13562517.2013.860099.

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French, Sally. "Teaching Methods: 3. Student Centred Learning." Physiotherapy 75, no. 11 (November 1989): 678–80. http://dx.doi.org/10.1016/s0031-9406(10)62402-9.

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Farrington, Ian. "Student‐Centred Learning: Rhetoric and Reality?" Journal of Further and Higher Education 15, no. 3 (September 1991): 16–21. http://dx.doi.org/10.1080/0309877910150302.

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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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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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Salvatori, Penny. "Meaningful occupation for occupational therapy students: a student-centred curriculum." Occupational Therapy International 6, no. 3 (August 1999): 207–23. http://dx.doi.org/10.1002/oti.98.

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Malisa, Annamweka Joseph, and Reginald Lyamuya. "Teachers’ Views on the Effectiveness of Student-Centred Approach in Teaching English Subject in Public Secondary Schools in Tanzania." East African Journal of Education Studies 5, no. 2 (September 2, 2022): 410–22. http://dx.doi.org/10.37284/eajes.5.2.822.

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This study used a qualitative approach to examine teachers’ views about the effectiveness of the student-centred approach in the implementation of free education policy in teaching English subject in secondary schools. The study used a case study design to collect qualitative data from 30 participants who were English teachers, academic officers, and heads of schools. Data collection was done by using interviews, focus group discussions, and observation. Data analysis was done under thematic analysis. The findings of the study revealed that the teachers had the view that the student-centred approach depended on the nature of students, the teaching and learning environment, and the nature of the teachers. The findings also revealed that the free education policy violated the principles of the student-centred approach by enrolling unqualified students and without considering the adequacy of teaching/learning resources. It was concluded that an effective student-centred approach depends on some factors such as the ability of the students, the learning environment, the number of students in the class, the ability of the teacher, and the economic background of the families of the students. It was recommended that the government should prepare the pupils from the primary level for secondary education.

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Masek, Alias, Kahirol Mohd Salleh, and Maizam Alias. "A Hybrid Facilitation Model For Inexperienced Students Via Integration of Teacher-Centred and Student-Centred Roles." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 156–64. http://dx.doi.org/10.16920/jeet/2022/v35is2/22126.

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Abstract: Inadequate experience in handling Student- Centred Learning (SCL) approaches may hinder teachers from demonstrating the full spectrum of the facilitation as proposed in the Heron facilitation model. Therefore, this study was undertaken to investigate the utility of the Heron facilitation model in SCL among teachers and students of higher educational institutions who are relatively inexperienced in SCL. The participants were 177 teachers from a higher engineering educational institution, and a survey using questionnaires was carried out to gauge their experience with the SCL facilitation methods. The results obtained by using the Exploratory Factor Analysis (EFA) indicate the presence of four new dimensions instead of six, as proposed in the Heron model, namely planning, shared decision-making, flexible teamwork, and shared outcome. The first construct indicates teacher-empowered teaching, while the other three indicate students’ empowered learning. The finding provides a set of new guidelines for novice teachers in planning the facilitation of SCL. Keywords: dimension of facilitation, facilitator, heron facilitation model, higher education, mode of facilitation, student-centred learning

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Tickle, Sharon. "Integrating student-centred learning in Asia-Pacific." Pacific Journalism Review : Te Koakoa 9, no. 1 (September 1, 2003): 149–55. http://dx.doi.org/10.24135/pjr.v9i1.761.

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Universities are ideally placed to support the developing media industry in the Asia-Pacific by integrating their student projects with community service activities. Particular oppportunities exist to support the mission of media industry support organisations by using the worldwide web as a platform for information dissemination, training and campaigning. The benefits for the media partner, the academy and the students are considerable. This article presents a successful model in East Timor and Melanesia that may be adapted in other tertiary institutions.

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Mugizi, Wilson, Joseph Rwothumio, and John Kanyesigye. "Teacher-centred pedagogical approach and student engagement at a private university in Western Uganda." Journal of Educational Research and Reviews 8, no. 8 (October 13, 2020): 128–37. http://dx.doi.org/10.33495/jerr_v8i8.20.154.

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This study investigated the relationship between the teacher-centred pedagogical approach and student engagement at a private university in south western Uganda. The teacher-centred approach was conceived in terms of immediate feedback, continuous practice and reinforcement. On the other hand, student engagement was conceptualised in terms of behavioural, affective, cognitive and agentic engagements. The study adopted the cross-sectional research design on a sample of 264 undergraduate students. Data were collected using a self-administered questionnaire and were analysed quantitatively. Descriptive analysis indicated that students rated high in their levels of engagement and lecturers’ use of reinforcement. However, offering of immediate feedback to students and carrying out of continuous practice were rated moderate. Regression analysis revealed that reinforcement positively and significantly predicted student engagement. However, immediate feedback and continuous practice positively but insignificantly predicted student engagement. It was concluded that while immediate feedback and continuous practice are not the most essential teacher-centred pedagogical practices for promoting student engagement, reinforcement is very imperative. Therefore, it is recommended that lecturers in universities should ensure effective use of reinforcement while teaching.

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Tiron, Elena. "Systemic Pattern of Student-centred Education, Strategies Applied in Romania Student-centred Education Reflected in Legal Documents." British Journal of Education, Society & Behavioural Science 5, no. 2 (January 10, 2015): 158–68. http://dx.doi.org/10.9734/bjesbs/2015/12855.

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Trinidad, Jose Eos, and Galvin Radley Ngo. "Technology’s roles in student-centred learning in higher education." International Journal of Action Research 15, no. 1/2019 (April 4, 2019): 81–94. http://dx.doi.org/10.3224/ijar.v15i1.06.

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Given challenges of covering course content, ensuring skills acquisition, and assessing student’s work, higher education faculty often experience difficulties in practicing student-centered learning. The education literature has shown that one way of addressing these concerns is through the use of educational technologies. In this action research, ten faculty members from a Philippine university participated in a coaching programme on using technology for student-centered learning. From interviews and classroom observations, the study finds that when introduced to appropriate tools, higher education faculty use technologies for interactive learning, timely feedback, and better engagement with students. The present research elaborates how faculty from different departments have used these technologies and how the students have responded to their use. The study contributes to the discussion of how technologies can enhance student learning and complement classroom instruction.

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Hoidn, Sabine. "The Pedagogical Concept of Student-Centred Learning in the Context of European Higher Education Reforms." European Scientific Journal, ESJ 12, no. 28 (October 31, 2016): 439. http://dx.doi.org/10.19044/esj.2016.v12n28p439.

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The increasing gap between the demand and supply of graduates with high-level qualifications, i.e. tertiary attainment levels, has been a central driver for curricular higher education reforms in Europe. In the last decade, the Bologna Process has established curricular reforms; however, progress toward the implementation of the pedagogical concept of student-centred learning in European higher education has been rather slow. This paper reviews the current educational policy context within which European higher education institutions operate. Societal developments and trends as well as curricular reform efforts to facilitate a paradigm and culture shift from teacher-centred learning to student-centred learning are discussed. The paper further outlines major obstacles from the perspectives of faculty and students that continue to hinder the successful and widespread implementation of a student-centred learning approach in higher education practice.

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