Статті в журналах: "Learner-centred approaches to education"

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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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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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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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Qambaday, Daudi, and Prospery M. Mwila. "Learner-Centred Approach: Its influence on Quality of Learning in Public Secondary Schools in Hanang District." International Journal of Research and Innovation in Social Science 06, no. 10 (2022): 99–115. http://dx.doi.org/10.47772/ijriss.2022.61007.

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Learner Centred Pedagogical Approaches have become a global practice in the teaching and learning process. The approaches have been credited with the potential to impart learners with different skills and prepare them to work effectively in this ever-changing world. This study investigated the role of learner centred pedagogical approaches on quality learning in public secondary schools in Hanang District. The Social Constructivism Theory by Vygotsky (1968) provided a theoretical lens to this study. The Mixed research approach and a Concurrent embedded research design were used in this study. Data was obtained from a sample of 174 participants, including students, teachers, Heads of schools, Ward Education officers, and District Education officer. Questionnaires and interview guide were used to collect primary data. Quantitative data were analysed through descriptive statistic with the help of Statistical Package for Social Science (SPSS) version 21 while Qualitative data were analysed thematically. The study revealed that learner centred approach contributes to quality learning through student’s involvement in complex learning situations in the classroom and ensuring active learning in the classroom. The study also reported that learner centred approach attracts learner’s interest and thus enhances good academic achievement. On the basis of the findings, it was concluded that though learner centred approach had contributed in some way to improving quality of learning it had failed to influence –effectively, the quality of learning because of some challenges. Among challenges identified includes; lack of enough knowledge on implementation of learner centred, teacher’s resistance to change, overcrowded classroom, teacher’s low morale, poor teaching and learning material. Therefore, the study recommended that school administrators should work tirelessly resolve these challenges- for better implementation of learner centred approach in secondary schools in the country.

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O’Sullivan, Margo. "The reconceptualisation of learner-centred approaches: a Namibian case study." International Journal of Educational Development 24, no. 6 (November 2004): 585–602. http://dx.doi.org/10.1016/s0738-0593(03)00018-x.

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Granger, Daniel. "‘Putting the Student First: learner centred approaches in open and distance learning’,." Open Learning: The Journal of Open, Distance and e-Learning 11, no. 2 (June 1996): 56–58. http://dx.doi.org/10.1080/0268051960110210.

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G Malakyan, Petros. "International Curriculum and Conceptual Approaches to Doctoral Programs in Leadership Studies." International Journal of Doctoral Studies 14 (2019): 325–50. http://dx.doi.org/10.28945/4254.

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Aim/Purpose: This study explores the various teaching and learning approaches, curriculum design, and program requirements for 70 doctoral programs in leadership. Background: Early research indicates that few studies have addressed learner-centred and process-based approaches to leadership studies among doctoral programs in leadership worldwide. This study is the first complete review of programs in the interdisciplinary field of leadership. Methodology: A qualitative method approach through internet-mediated research was employed to identify explicit and implicit textual data on learning approaches of doctoral programs in leadership. The sample represents a list of 70 doctoral programs in leadership studies and organisational leadership (62 programs are in the United States and eight in Europe, Canada, Philippines, and South Africa). Contribution: This study provides an overview of doctoral program characteristics, delivery methods, coursework and research requirements, discipline-relevant teaching and learning approaches, and process-based approach to leadership. It may serve as a resource and a roadmap to assess teaching and learning approaches of doctoral programs in leadership for program reviews and improvement. Findings: The significant findings of this study are: (a) 91.4% of doctoral programs are coursework-driven, leaving little room for original research. (b) 46% of programs show lack of evidence to context-based approaches to learning (learning as a social activity served outside of classroom environment where learning tools and the context intersect with human interactions). (c) Various teaching and learning approaches, including those prescribed to constructivist, interactionist, situated, and action-based learning approaches. Recommendations for Practitioners: Leadership cannot be understood or learned without social interactions in context. In order to produce experts and “stewards of the field,” a clearer learner-centred strategy to doctoral education, including context-based experiences, should be considered. This pedagogical approach needs to be explicitly articulated (on the public website) to enable students to make an informed decision about doctoral programs in leadership. Recommendation for Researchers: In order to produce theoreticians and “stewards of the discipline” (Golde & Walker, 2006), doctoral curricula design and implementation should seek a balance between coursework, independent research, and creation of collaborative learning environment between students and faculty. Further, due to the shift from the leader-centred to the process-based understanding of leadership, doctoral programs in leadership should consider the relationship process between leaders and followers as one academic inquiry or continuum. Impact on Society: Doctoral programs in leadership that utilise more learner-centred and context-based approaches for knowledge acquisition (epistemologies) as well as studying the leadership phenomenon as a relationship process are more likely to become more impactful and sustainable in society. Future Research: More research seems necessary to identify the extent to which learner-centred approaches within doctoral programs in leadership positively impact on doctoral students’ motivation for learning, program completion, retention, and personal and professional development.

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Shipton, Brett. "Police Educators’ Experiences of Teaching: Detailing Differences between Teacher- and Learner-Centred Approaches." Journal of Criminal Justice Education 31, no. 2 (December 27, 2019): 232–49. http://dx.doi.org/10.1080/10511253.2019.1698755.

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Dolgopolovas, Vladimiras, Valentina Dagienė, and Tatjana Jevsikova. "Methodological Guidelines for the Design and Integration of Software Learning Objects for Scientific Programming Education." Scientific Programming 2020 (July 1, 2020): 1–19. http://dx.doi.org/10.1155/2020/6807515.

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The motivation for the research is the need to develop an integrated and holistic approach to fostering students’ scientific inquiry based on scientific programming education by conducting computational experiments and simulations. At the same time, the implementation of the learner-centred approaches to scientific programming education and the related development of science, technology, engineering, and mathematics (STEM) learner-centred educational environment are of primary importance for K-16 education. The key interest is how to design and integrate learning resources which include software learning objects for making simulations. The research investigates educational aspects of the technological, pedagogical, and content knowledge (TPACK) framework applied to scientific computing and scientific programming educational domain and provides methodological guidelines and design principles of practical implementation of educational resources. These include design principles for the development of the model-based scientific inquiry-centred learning resources, generic design templates for designing educational aspects of scientific programming education, generic use case models for learning resources for scientific programming education, and supportive methodological considerations.

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McGlacken-Byrne, Sinead Mary, Mark O'Rahelly, Peter Cantillon, and Nicholas M. Allen. "Journal club: old tricks and fresh approaches." Archives of disease in childhood - Education & practice edition 105, no. 4 (August 29, 2019): 236–41. http://dx.doi.org/10.1136/archdischild-2019-317374.

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Journal club is a long-standing pedagogy within clinical practice and education. While journal clubs throughout the world traditionally follow an established format, new approaches have emerged in recent times, including learner-centred and digital approaches. Key factors to journal club success include an awareness of the learning goals of the target audience, judicious article selection and emphasis on promoting the engagement of participant learners. This article reviews the role that journal club plays in modern clinical education and considers how to optimise its benefit for contemporary learners.

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Mufalo, Setwin Mutau, Gistered Muleya, and Francis Simui. "Exploration of the Pedagogy of Civic Education in Social Studies Lessons to Support Learner Transformation in Selected Schools in Masaiti district:." European Journal of Education and Pedagogy 3, no. 1 (February 18, 2022): 95–102. http://dx.doi.org/10.24018/ejedu.2022.3.1.272.

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The paper examines how the teaching of Civic Education in Social Studies lessons is conducted to support learner transformation. The study was qualitative in nature, driven by a hermeneutic phenomenological design. Twelve (12) participants from selected schools and the Ministry of Education District Education Board Secretary’s office were sampled through homogenous purposive sampling. Data generation for the study was through semi-structured interviews, semi-structured questionnaires, observation schedules and document analysis. What emerged from the study was that teacher-centred mode of delivery was mostly used by teachers of Civic Education during classroom delivery as compared to use of learner-centred activities. Further, it was discovered that there were very few teachers who were trained in Civic Education. Hence, most of the teachers who taught Civic Education component in Social Studies lessons were trained in other subjects such as History, Geography, Business Studies, Psychology, Religious Education and Special Education among others. Therefore, these teachers taught the component on secondment basis due to the shortage of qualified teachers of Civic Education in schools. In this regard, the study revealed that these teachers had limitations in pedagogical knowledge. Therefore, the study recommended among others that teachers of Civic Education should employ 21stcentury teaching approaches (learner-centred activities) during their delivery. In addition, the Ministry of Education should employ more qualified teachers of Civic Education in schools. Further, it was recommended that the Ministry of Education and the Curriculum Development Centre through the District Education Board Secretary officials and school authorities should enhance Continuous Professional Development programmes (CPDs) in schools.

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Ornellas, Adriana, Kajsa Falkner, and Eva Edman Stålbrandt. "Enhancing graduates’ employability skills through authentic learning approaches." Higher Education, Skills and Work-Based Learning 9, no. 1 (February 11, 2019): 107–20. http://dx.doi.org/10.1108/heswbl-04-2018-0049.

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Purpose The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to design activities that enable students to develop employability skills. Design/methodology/approach Three methods were used to develop the framework: desk research on current demand and supply of new graduate’s employability skills; interviews in four European HE institutions to identify authentic learning scenarios; and asynchronous online focus group to validate the framework. Findings The paper takes a competence-centred approach to the concept of employability skills and sets out a taxonomy of skills required to enhance new graduates’ employability. It also gives criteria and examples of authentic learning scenarios in HE settings that promote the acquisition of these skills. Research limitations/implications The framework developed remains theoretical. In a second phase, the framework will be applied to implement authentic activities in different programmes and subjects of five HE institutions, and the results will be reported in future publications. Practical implications The framework gives directions to create real and practical ways to enhance new graduates’ employability skills by improving the connection between HE curricula and the demands of the real world. Originality/value The added value of the paper lies in adopting a learner-centred, genuine and effective learning approach, such as authentic learning as a catalyst for bringing work experience to formal learning in HE institutions, in order to better develop graduates’ employability skills.

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Thompson, Jeanette. "person centred approaches to professional education." Learning Disability Practice 8, no. 2 (March 2005): 14–17. http://dx.doi.org/10.7748/ldp2005.03.8.2.14.c1608.

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Gorry, Jonathan. "Cultures of learning and learning culture: Socratic and Confucian approaches to teaching and learning." Learning and Teaching 4, no. 3 (December 1, 2011): 4–18. http://dx.doi.org/10.3167/latiss.2011.040302.

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A wide variety of British universities are expanding efforts to attract international students. This article argues that higher education's implicit claim to all-inclusive 'universality' may hereby be challenged by subsequent issues of cultural particularity. Here I set to conceptualise possible differences in the learning culture of Asian international students through a Confucian-Socratic framework. The Socratic method, our archetypal Occidental model, is traditionally seen as an experiential learner-centred pedagogy that values creativity and intellectual independence. But the Confucian approach, the archetypal Oriental exemplar, is normally presented as a didactic teaching-centred pedagogy with greater emphasis on strategic, directed thinking. I conclude that refl ection in these ways may lead to a culturally sensitive form of education and also help identify the epistemological and ontological dimensions that enhance a more flexible approach to teaching and learning.

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Qhobela, Makomosela, and Eunice Kolitsoe Moru. "Understanding Challenges Physics Teachers Come Across as they Implement Learner-centred Approaches in Lesotho." African Journal of Research in Mathematics, Science and Technology Education 18, no. 1 (January 2, 2014): 63–74. http://dx.doi.org/10.1080/10288457.2014.884351.

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Wasson, Barbara, and Paul A. Kirschner. "Learning Design: European Approaches." TechTrends 64, no. 6 (May 13, 2020): 815–27. http://dx.doi.org/10.1007/s11528-020-00498-0.

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Abstract Research on instructional and learning design is ‘booming’ in Europe, although there has been a move from a focus on content and the way to present it in a formal educational context (i.e., instruction), to a focus on complex learning, learning environments including the workplace, and access to learner data available in these environments. We even see the term ‘learning experience design’ (Neelen and Kirschner 2020) to describe the field. Furthermore, there is an effort to empower teachers (and even students) as designers of learning (including environments and new pedagogies), and to support their reflection on their own practice as part of their professional development (Hansen and Wasson 2016; Luckin et al. 2016; Wasson et al. 2016). While instructional design is an often heard term in the United States and refers to “translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith and Ragan 1999), Europe tends to lean more towards learning design as the key for providing efficient, effective, and enjoyable learning experiences. This is not a switch from an instructivist to a constructivist view nor from a teacher-centred to a student-centred paradigm. It is, rather, a different mind-set where the emphasis is on the goal (i.e., learning) rather than the approach (i.e., instruction). Designing learning opportunities in a technology enhanced world builds on theories of human learning and cognition, opportunities provided by technology, and principles of instructional design. New technology both expands and challenges some instructional design principles by opening up new opportunities for distance collaboration, intelligent tutoring and support, seamless and ubiquitous learning and assessment technologies, and tools for thinking and thought. In this article, the authors give an account of their own and other research related to instructional and learning design, highlight related European research, and point to future research directions.

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Fogarty, Matthew. "Centralised Supports for Writing in Higher Education and Their Applicability to Research, Teaching and Learning Contexts." Journal of Academic Writing 10, no. 1 (December 18, 2020): 14–24. http://dx.doi.org/10.18552/joaw.v10i1.583.

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In 2018, as part of an EU COST Action (COST Action 15221 – www.werelate.eu), 43 academics, based at various higher education institutions in Europe, were asked about existing and desirable centralised support for writing, research, teaching and learning. This article draws on the academics’ responses. It uses that data to demonstrate the ways in which the learner-centred approach, typically adopted by writing centres, might function as a blueprint for a blended centralised support model for these four strands of higher education. In order to explore this idea, the article examines the reported support for research, as the data suggest that the majority of the centralised supports that currently exist at these institutions are designed primarily to support research. The study unpicks the mechanisms and approaches that are designed to ensure that research can be supported; it identifies what is effective in terms of supporting staff as researchers. From there, turning to the existing and desirable supports for writing, teaching and learning, I argue that, using a learner-centred writing centre model as inspiration, the structures which are currently in place to effectively support research can be modified and repurposed to more effectively support writing, teaching, and learning in higher education.

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Paquette, Kyle, Pierre Trudel, Tiago Duarte, and Glenn Cundari. "Participating in a Learner-Centered Coach Education Program: Composite Vignettes of Coaches’ and Coach Educators’ Experiences." International Sport Coaching Journal 6, no. 3 (September 1, 2019): 274–84. http://dx.doi.org/10.1123/iscj.2018-0085.

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Given the inextricable roles of the coach learner and coach educator in learner-centered (LC) coach education, research into their perceptions and experiences in these programs appears to be a priority. As such, building on Paquette and Trudel’s examination of Canada’s golf coach education program relative to its alignment with learner-centered approaches, the present study examined coaches’ and coach educators’ perspectives of their experiences participating in the abovementioned program that was found to have a LC design. In-depth semi-structured interviews were conducted with 16 participants (6 coach educators and 10 coaches), and data were analyzed using a thematic analysis. The finalized themes were used as a narrative skeleton for the creation of the four composite vignettes. The vignettes represented the experiences of four composite characters relative to their learning orientations to learner-centered teaching (LCT) and instructor-centred teaching (ICT): LCT Coach Educator, LCT Coach, ICT Coach Educator, ICT Coach. As influenced by their cognitive structures, the vignettes depict the composite coaches’ varied engagement and perceptions of the program, as well as the coach educators’ varied delivery of the program and adherence to the program’s LC design. These diverse experiences are discussed in relation to the impact of LC coach education.

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Vieira, Ana C. L., Michel Vidal, Jean-Baptiste Menassol, Teresa Letra Mateus, Ana Sofia Santos, Jean-Pierre Durieux, and Mónica D. Oliveira. "ANIPHI: An innovative pedagogical platform based on the Delphi method to support animal welfare teaching." PLOS ONE 17, no. 11 (November 4, 2022): e0277189. http://dx.doi.org/10.1371/journal.pone.0277189.

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As a teaching subject, animal welfare is challenging for educators and learners, as was recently shown in a recent survey on the evolution of animal welfare teaching in Europe. Among several suggestions to overcome the current resistance to implementing animal welfare education, we highlight two. The first is that animal welfare education should be based on learner-centred approaches; the second is that it should encompass both animal welfare science and ethics and law. To the best of our knowledge, there are no learner-centred pedagogical approaches that can simultaneously explore scientific and ethical concepts. Furthermore, when exploring ethical concepts within the educational context, there is the additional challenge of being able to depart from discussion and debate to a systematic organization of knowledge. Our work simultaneously addresses these two challenges, presenting the design and implementation of a novel web-based learner-centred pedagogical platform for farm animal welfare teaching. The platform, named ANIPHI, uses the Delphi method’s iterative nature as a learning process to generate both reflection and (online) debate among learners. ANIPHI can be used by educators in an online environment, in a classroom environment, or in a combination of the two environments. ANIPHI was developed within the ERASMUS+ ANICARE project and is an open web-based platform for all educators interested in teaching farm animal welfare. Given ANIPHI’s flexible and user-friendly nature, the platform simultaneously exposes learners to ethical and scientific concepts in different educational realities, according to the educator’s objectives. Furthermore, videos depicting different husbandry practices across different types of animal production and countries are embedded in the platform. These videos are commented on by the farmer himself and by animal scientists, which enriches the learner’s experience. Educators across the ANICARE consortium have already successfully tested the ANIPHI platform for different farm animal welfare topics. We conclude this article by presenting one example of using ANIPHI in a real-life educational context, where we discuss some aspects of the design and use of our pedagogical platform.

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Davey, Theresa, José Victorio Salazar Luces, and Rebecca Davenport. "Individual-Centred Approaches to Accessibility in STEM Education." Education Sciences 11, no. 10 (October 18, 2021): 652. http://dx.doi.org/10.3390/educsci11100652.

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Equitable access to high-quality higher education is in line with the United Nations Sustainable Development Goals 4, 5, and 10, which indicate that it is crucial for a future sustainable society. Globalisation and reductions in systemic barriers to university admission are creating increasingly diverse higher education classrooms, but traditional education methods may unfairly disadvantage some groups of students. Creating equity in access to high-quality education requires teaching approaches that are considerate of each student’s individual sociocultural context as it affects their educational attainment. Building on discipline-based education research (DBER) principles in science, technology, engineering, and mathematics (STEM) education, a modified holistic approach is proposed that primarily centres on students and tailors the teaching methods to the needs of the individuals and the dynamic of the whole class. This work demonstrates that educational attainment and student confidence was improved by applying an individual-centred teaching approach in a highly diverse undergraduate engineering classroom. Trials of this approach in a pilot classroom showed clear and consistent improvement over standard active learning approaches. Best practice guidelines for individual-centred teaching in STEM classrooms are provided. Further work is needed to examine the efficacy of this approach in a generalised setting, but the positive outcomes for student attainment are in line with existing research in the literature. The best practice guidelines presented herein may serve as a starting point for other educators to become more aware of the sociocultural needs of their individual students and classrooms, which may result in a move towards equity in STEM higher education.

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Aveyard, Barry. "Education and person-centred approaches to dementia care." Nursing Older People 12, no. 10 (February 2001): 17–19. http://dx.doi.org/10.7748/nop2001.02.12.10.17.c2151.

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Ichinose, Tomonori. "An Analysis of Transformation of Teaching and Learning of Japanese Schools that Significantly Addressed Education for Sustainable Development." Journal of Teacher Education for Sustainability 19, no. 2 (December 20, 2017): 36–50. http://dx.doi.org/10.1515/jtes-2017-0013.

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AbstractEducation for Sustainable Development (ESD) requires learner-centred and interactive teaching strategies such as critical thinking, participatory decision-making, value-based learning, and multi-method approaches, all of which to some degree contrast traditional lecture-based teaching practices. As there is very little evidence providing international comparison across different educational backgrounds, the research digs deeper into the effects of a pluralistic ESD approach to teaching in the context of Japanese primary and secondary education. Based on answers from a questionnaire administered by head teachers in 469 ESD schools, the present research shows that teachers recognise that at least in relation to the local environment, community welfare, and depopulation of communities, the students are increasingly aware of their role and the need to act ambitiously to create a sustainable society. In these teacher comments about ESD methods, the main emphases were on the whole system, for example, the use of integrated studies (referred to 37 times), cross-curriculum development (13), and the ESD calendar (12). The fact that ESD is learner-centred (26), learning in the society (23) focused on collaboration with local community, and based on active learning (20) also frequently appeared. The research also reveals that by using local resource materials and conducting experiential activities, studentsí awareness of their local district deepens, and students then start to tackle with difficulties of local society such as declining population, protection of natural environment, and preservation of traditional culture by themselves. However, it cannot be said that teachers clearly understand their role as coaches and change agents, and there were no reported cases of teachers and students collaboratively designing school activities. Thus, there is still space for more profound teaching and learning growth in ESD in Japan.

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Rege Colet, Nicole Mary. "From content-centred to learning-centred approaches: shifting educational paradigm in higher education." Journal of Educational Administration and History 49, no. 1 (November 7, 2016): 72–86. http://dx.doi.org/10.1080/00220620.2017.1252737.

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Reddie, Anthony G. "African‐centred Approaches to Education as a Resource for Christian Education." British Journal of Religious Education 25, no. 1 (September 2002): 6–17. http://dx.doi.org/10.1080/0141620020250102.

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Dyvnych, Hanna. "HIGHER EDUCATION TREND: SOCIAL ENTREPRENEURSHIP AS THE KEY TRANSVERSAL SKILL." Baltic Journal of Legal and Social Sciences, no. 3 (December 2, 2022): 21–28. http://dx.doi.org/10.30525/2592-8813-2022-3-3.

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The aim of this article is to provide analysis of the current regulations in the sphere of higher education in the European Union and scientific works related to the development of social entrepreneurship skills under modern conditions. Moreover, the paper brings in a comprehensive system towards providing students with the necessary entrepreneurial skills within the present higher education system. It has been defined that the set of key transversal skills outlined by the Commission to the European Parliament in 2017 lay in the area of social entrepreneurship. The reason for this is seen in the current trends on the global market and the challenges that humankind is facing in the present time. Three approaches have been studied as the most relevant ones for providing students with relevant skills: transdisciplinary, learner-centred and challenge-based. Based on their reconsideration, a comprehensive system towards development of social entrepreneurship skills among students has been suggested.

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Goh, Bee Chen. "Some approaches to student‐centred learning in legal education." Law Teacher 28, no. 2 (January 1994): 158–67. http://dx.doi.org/10.1080/03069400.1994.9992891.

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Adler, Ralph W., Markus J. Milne, and Carolyn P. Stringer. "Identifying and overcoming obstacles to learner-centred approaches in tertiary accounting education: a field study and survey of accounting educators' perceptions." Accounting Education 9, no. 2 (June 2000): 113–34. http://dx.doi.org/10.1080/09639280010001911.

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Boyadzhieva, Ellie. "Reflections on the Relation between National Cultures and Innovations in Education - the case of Bulgaria." English Studies at NBU 2, no. 2 (December 31, 2016): 89–103. http://dx.doi.org/10.33919/esnbu.16.2.2.

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Pluralism, multiculturalism, leaner autonomy and motivation have become buzz expressions discussed widely both by the Common European Framework of Reference and the European Centre for Modern Languages. However, despite the hard work to implement these new approaches in the classroom, some countries seem to be more adaptive compared to others. In the author’s opinion, the answer is rooted in the specifics of national cultures. The article discusses the roles of teacher and student as an archetypal case of micro social organization as they reveal typical patterns of social behaviour. Provided is a detailed description of the specifics of the Bulgarian national culture along the six dimensions of Hofstede’s theory of organizations and cultures with regard to the educational system. The readiness of the Bulgarian teachers and students to comply with the concepts of pluralistic approaches, multiculturalism, learner–centred teaching and autonomy in the Bulgarian classroom are explored. The general conclusion is that these ideas are highly culture-sensitive and the success of their implementation depends on the closeness of the cultures where they emerged and the recipient countries to which they are exported.

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Almazán Ruiz, Encarnación, and Raquel Fuentes Martínez. "A pilot study of the flipped classroom approach in higher education." Huarte de San Juan. Filología y Didáctica de la Lengua, no. 20 (December 15, 2020): 7–30. http://dx.doi.org/10.48035/rhsj-fd.20.1.

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Teaching and learning grammar have become arduous tasks in the English classroom. On the one hand, students feel they are studying the same topics repeatedly. Teachers, on the other one, think students are not able to acquire the grammatical contents of the syllabus. As a direct consequence, it can be assumed it is high time to change the traditional methodology and introduce new approaches which allow us to involve students in their learning process. This paper is aimed at demonstrating the effectiveness of using the flipped classroom approach when teaching grammar. As it is a learner-centred model, students actively expose to contents at home and the in-class time is used to do tasks related to the previously worked contents. The instrument employed for this study is a questionnaire designed to know students’ opinion about a flipped experience implemented in the English classroom. The results show that this teaching model can be a good option to avoid students’ demotivation when teaching English grammar.

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Bedi, Gitanjali, and Susan Germein. "Simply Good Teaching: Supporting Transformation and Change Through Education for Sustainability." Australian Journal of Environmental Education 32, no. 1 (January 26, 2016): 124–33. http://dx.doi.org/10.1017/aee.2015.52.

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AbstractThis article proposes that Education for Sustainability (EfS), with its focus on transformative and learner-centred approaches, and higher order thinking skills, enriches teaching and learning in Vocational Education and Training (VET), with implications for quality pedagogy more generally. EfS pedagogy has the potential to inform a new discourse on VET's role in citizenship and responsibility for the future, characterised by some as a shift from productivism to ecologism, and described by UNESCO/ILO as critical thinking towards sustainable development. After reviewing the literature on quality pedagogy in VET, as well as on EfS itself, this article evaluates the impact and effectiveness of a nationwide professional development program to upskill VET practitioners in EfS pedagogy. Early findings indicate personal transformations for participants both as individuals and VET professionals, with high levels of teaching practice enhancement generally through uptake of EfS principles and practice. Based on our findings, we draw conclusions and make recommendations for further research.

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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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Jaiswal, Preeti. "Using Learner-centered Instructional Approach to Foster Students’ Performances." Theory and Practice in Language Studies 9, no. 9 (September 1, 2019): 1074. http://dx.doi.org/10.17507/tpls.0909.02.

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This study aims to delineate the significance of using student centered instructional approaches for enhancing learners’ competency in vocabulary learning, in higher education. The working group for this study comprised of 26 students studying the Foundation Year Program in the English Language Centre at University of Bahrain during the academic year 2018-2019. Student Centered “instructions designed according to the model consisting of nine steps of instructional events based on the Condition of Learning theory by Robert. M. Gagné” was used for this purpose. Gagne's model of instructional design provides valuable guidelines to organize lessons as a systematic instructional design process. It focuses on the instructional learning outcomes and how to organize specific instructional events to facilitate effective learning experiences in order to accomplish the intended learning objectives. Applying Gagne's nine stages of learning administers a systematic learning program as it presents a structured framework for lesson planning and a holistic view to the teaching learning process. Prior to using this series of nine levels of learning, students were given a pretest, in order to understand the stratum of active and passive vocabulary they utilize in language learning. At the end of the study, students were evaluated by a post test. The results demonstrated that learner centered instructional approach was successful in augmenting learners ’retention and transfer of productive and receptive vocabulary knowledge in language learning therefore, such learner centred instructional approaches are cogent for paving higher educational academic accomplishments and promoting learner autonomy.

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Gray, Tonia, and Cameron Thomson. "Transforming Environmental Awareness of Students Through the Arts and Place-Based Pedagogies." LEARNing Landscapes 9, no. 2 (April 1, 2016): 239–60. http://dx.doi.org/10.36510/learnland.v9i2.774.

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Incorporating the Arts into immersive place-based education programs can increase connectivity with the environment and facilitate the development of socially responsible and pro-environmental learners. Increasingly, children and adolescents are alienated and detached from the natural world. Given this noticeable shift, educators working in the outdoor setting need to rethink their modus operandi. Past attempts to promote learner connection with the environment have centred upon short-term stays and risk-centric approaches that embrace high adrenaline activities. This is the antithesis of Touched By The Earth, a yearlong place-based enrichment program using multi-modal creative methods with young learners to delve into the impact of experiential learning and how the Arts promote a personal relationship with the environment.

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Carlson, Jerry S., and Karl H. Wiedl. "Cognitive Education: Constructivist Perspectives on Schooling, Assessment, and Clinical Applications." Journal of Cognitive Education and Psychology 12, no. 1 (2013): 6–25. http://dx.doi.org/10.1891/1945-8959.12.1.6.

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Our responses to the five questions concerning cognitive education that Robert Sternberg raised focus on the school, the learner, and applications to clinical settings.Considering the school and the learner, we emphasize constructivist theory and applications of learner-centered instructional and assessment approaches. Considering applications to clinical settings, we focus on cognitive remediation and dynamic assessment (DA) approaches that address the impaired balance of cognitive level and task requirement for people with psychoses and other cognitive or developmental disorders. Emphasis is on the goal of including these persons into communities of learners that will be able to benefit from cognitive education.

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El Batri, Bouchta, Lhoussaine Maskour, Jamal Ksiksou, Eila Jeronen, Jalal Ismaili, Anouar Alami, and Mohammed Lachkar. "Teaching Environmental Themes within the “Scientific Awakening” Course in Moroccan Primary School: Approaches, Methods and Difficulties." Education Sciences 12, no. 11 (November 20, 2022): 837. http://dx.doi.org/10.3390/educsci12110837.

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In addition to identifying the pedagogical approaches favoured by teachers in environmental education, the study aims to reveal the impact of the teaching methods and tools used as well as the teaching difficulties encountered on the effectiveness of teachers’ pedagogical action, particularly in the “Scientific Awakening” course.The study concerns a sample of 636 primary school teachers from the urban and rural areas of the Fez-Meknes Regional Academy of Education in Morocco. The data was collected using a 37-item questionnaire covering the following variables: the teaching methods adopted, the preferred pedagogical approaches, the teaching material used, and the teaching difficulties encountered. The study fits under a descriptive correlational design. The most used teaching methods were the teacher-centred oral methods (dialogue and demonstration method) lacking learner-centred activities (working in small groups, discovery method). The least used ones were laboratory experiments and ICT-based demonstrations. The study shows that teachers who use active methods are the most aware of difficulties in teaching environmental issues and were the most capable of effectively solving learning problems and achieving pedagogical objectives. The study shows that Moroccan primary school teachers need in-service training for the adoption of a systemic and interdisciplinary pedagogical approach. In addition, to address the issue of the alarming failure to complete the “Scientific Awakening” program, we recommend continuous training for the benefit of teachers. This training should cover the appropriate active methods to effectively complete this program. Finally, the study underlined the need to solve the problem of the enormous lack of teaching tools. Certainly, this shortage significantly influences the pedagogical action of teachers regardless of the pedagogical methods adopted.

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Sukrajh, Verona, and Adegoke Olusegun Adefolalu. "Understanding Learning and the Components of the Learning Process in Medical Education: A Review of the Literature." European Journal of Education and Pedagogy 2, no. 1 (February 20, 2021): 69–72. http://dx.doi.org/10.24018/ejedu.2021.2.1.53.

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Active learning can be described as any evidence-based strategy that seeks to engage the students during their learning process by deliberately involving them in participating in some form of meaningful activities, upon which they are subsequently tasked to think about what they have just done. It is learner-centred in its approach, thereby fostering deeper learning on the part of the student. The understanding of how people learn has developed substantially over the decades with different theories and approaches to learning haven been described by various authors in the literature. The importance of this is that all these postulated theories have offered greater insight into the learning process in particular. The current paper aims to describe the learning process and its components with a view towards providing a better understanding of the learning process, exploring some of the theoretical background that underpinned the learning and the learning process.

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Bergström, Peter. "Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship." International Review of Research in Open and Distributed Learning 11, no. 2 (May 27, 2010): 33. http://dx.doi.org/10.19173/irrodl.v11i2.816.

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This article reports on a study that was carried out in autumn 2007 with students in a professional nurse education distance course at a Swedish university. The study aimed to develop a greater understanding of the student-teacher relationship based on research questions addressing the teachers’ role, the learning process, and the assessment process in traditional approaches to teaching and learning. A didactical design was adopted, focusing on three learning outcomes in three phases. In each of the three phases, these learning outcomes were assessed by each student documenting his/her knowledge at the beginning, middle, and end of the course. Data was collected via in-depth interviews with students (n = 14) and through a questionnaire (n = 40) and was analysed using an inductive thematic analysis of the material. The results indicate a student-teacher relationship involving ambiguity and complexity in relation to the degree of teacher direction as being teacher-centred or learner-centred and also in relation to the learning process as being reproductive or productive. The interpretation of the results shows diverse aspects of the student-teacher relationship arising from students’ beliefs about teaching, learning, and assessment and, in particular, process-based assessment. The locus of control involves the teachers’ role, the learning process, and the assessment process, which illuminates different perspectives of power relations in the student-teacher relationship.

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Thompson, Lily, Nicholas Melendez, Justin Hempson-Jones, and Francesca Salvi. "Gamification in Cybersecurity Education: The RAD-SIM Framework for Effective Learning." European Conference on Games Based Learning 16, no. 1 (October 18, 2022): 562–69. http://dx.doi.org/10.34190/ecgbl.16.1.504.

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The effectiveness of gamification in educational technology and digital learning environments has been the subject of research for over a decade. Gamified interventions encourage active learning by promoting role-playing, mentalisation, and experimentation. Learner-centred approaches have been shown to increase learning outcomes compared to traditional methods in some domains. Although the behavioural drivers associated with gamified learning are now well documented, practical advice for game designers who produce workplace training is much less common. This paper proposes the RAD-SIM framework for behaviourally effective cybersecurity games design, whereby psychological and behavioural principles are combined with learning theories to facilitate practical game-based learning. Using the framework will increase the engagement and retention of knowledge of the end-user. Although designed with cybersecurity training in mind, there are implications for educational game design in general. Future avenues for research, including potential case studies in practice, increasing the customisability of gamified interventions, and utilising natural data from organisations are considered. Social Machines conducted this work funded by the Research Institute for Sociotechnical Cyber Security (RISCS

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HUNTER, PAULETTE V., THOMAS HADJISTAVROPOULOS, and SHARON KAASALAINEN. "A qualitative study of nursing assistants' awareness of person-centred approaches to dementia care." Ageing and Society 36, no. 06 (May 20, 2015): 1211–37. http://dx.doi.org/10.1017/s0144686x15000276.

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ABSTRACTRecently, the number of education programmes addressing person-centred approaches to long-term residential dementia care has increased, and nursing assistants (NAs) are often the target audience. The effectiveness of employee education programmes is actively debated, and our objective is to contribute to this discussion by exploring the knowledge NAs acquire through practice. We examined approaches to person-centred care generated during a series of interviews with NAs, and compared these to the content of five frameworks for person-centred dementia care. Our results suggest that although NAs acquire significant knowledge about person-centred dementia care during the course of their work, application of person-centred care strategies varies across NAs. We propose ways of enhancing NA education in order to address gaps in knowledge. We also recommend sustained attention to organisational factors that contribute to variability in practice.

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Baxter, Sue, and Cheryl Gray. "The Application of Student-Centred Learning Approaches to Clinical Education." International Journal of Language & Communication Disorders 36, s1 (January 2001): 396–400. http://dx.doi.org/10.3109/13682820109177918.

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del Valle, Rodrigo, and Thomas M. Duffy. "Online learning: Learner characteristics and their approaches to managing learning." Instructional Science 37, no. 2 (November 9, 2007): 129–49. http://dx.doi.org/10.1007/s11251-007-9039-0.

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Leece, Rhonda, and Alison Jaquet. "Engaging professional staff in the discourse of engagement." Student Success 8, no. 2 (July 25, 2017): 101–5. http://dx.doi.org/10.5204/ssj.v8i2.386.

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The shift in higher education away from traditional, transactional service models and toward innovative, transformational approaches, has led to a reframing of professional identities. At the University of the Sunshine Coast (USC), the creation of the Student Engagement team in 2015 took a learner-centred, theory-driven and evidence-based approach. However, the new team has been drawn from diverse backgrounds and is building a new, shared identity. To create a common language and understanding of practice in the team, the theory and scholarship of higher education was integrated into team leader discussions. These staff participated in a series of discussions, were encouraged to apply this learning to their daily practice in work with students and in communicating and contextualising their work among staff. The participants have shared their perspective on this new approach and results indicate that, while we are successfully achieving some objectives, the initiative can be adapted to become more effective.

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Васьков, Ю. В. "Innovative Approaches to Organizing Physical Education of Pupils of Secondary Comprehensive Educational Institutions." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 4 (December 30, 2016): 5–12. http://dx.doi.org/10.17309/tmfv.2016.4.1174.

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The objective is to determine ways of improving the educational process in terms of physical training in a secondary comprehensive educational institution pursuant to the introduction of innovative approaches to organization of pupils’ activity. Materials and methods. The experience gained in organizing the educational process in terms of physical training demonstrates that secondary comprehensive educational institutions lack implementation of innovative approaches based on the learner-centered training. Results. The paper determines the relevant problems in the educational process improvement at physical training lessons. It reviews the theoretical aspects and conditions of implementation in the academic process of such modern innovative approaches as culturological, competency-based, synergetic, axiological, acmeological, and others, and outlines ways of implementing these approaches in the real academic process. The paper studies the consequences of the effect of the innovative approaches on ensuring the learner-centered training in the educational process. Conclusions. The implementation of the innovative approaches proves to be contributing to the increase in the level of organization of the educational process with the learner-centered approach applied. The research determines certain complications when organizing pupils’ training in secondary comprehensive educational institutions with innovative approaches implemented therein.

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Menzies, Victoria, and Jennifer Tredinnick. "Flipped peer leader training: A modularised, blended and active peer leader training and development program." Student Success 8, no. 2 (July 25, 2017): 79–85. http://dx.doi.org/10.5204/ssj.v8i2.383.

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Blended and flipped classroom pedagogical models are recognised as having the potential to deepen and enrich student learning while also being a more engaging learning experience (Partridge, Ponting, & McCay, 2011). E-learning platforms and blended pedagogies have transformed the higher education landscape, changing how teaching and learning occur along with learner expectations about the nature of their learning experience. Active-learning, collaborative learning, blended pedagogies and flexibility in deciding where, when and how they engage have now become mainstreamed (Gaebel, Kupriyanova, Morais, & Colucci, 2014). In the peer leader training and development landscape, blended pedagogical approaches are typically not applied; however, if adopted, they have the potential to similarly transform the learning experience. This article describes a student-centred blended and flipped classroom model of peer leader training that aims to establish a more flexible, connected, coherent and deeper student learning experience.

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COLES, C. R., and J. M. TOMLINSON. "Teaching student-centred educational approaches to general practice teachers." Medical Education 28, no. 3 (May 1994): 234–38. http://dx.doi.org/10.1111/j.1365-2923.1994.tb02704.x.

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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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Teppo, Moonika, Regina Soobard, and Miia Rannikmäe. "GRADE 6 & 9 STUDENT AND TEACHER PERCEPTIONS OF TEACHING AND LEARNING APPROACHES IN RELATION TO STUDENT PERCEIVED INTEREST/ENJOYMENT TOWARDS SCIENCE LEARNING." Journal of Baltic Science Education 20, no. 1 (February 5, 2021): 119–33. http://dx.doi.org/10.33225/jbse/21.20.119.

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Student perceptions of science teaching could be expected to differ in grade 6 compared with teaching in grade 9, as could student interest in science learning. To compare Estonian grades 6 and 9, lower secondary school student and science teacher perceptions of teaching/learning approaches as well as student perceived interests/enjoyment on science learning, an instrument was developed taken into account 18 different teaching approaches that could take place in science lessons. An analytical, exploratory structural equation modelling (ESEM) approach supported 4-factor models differentiating between teacher-centred and constructivist approaches for both teachers and students, each having acceptable model fits. Based on outcomes, a regression model was developed associating student interest to learn science with the frequency of teaching and learning approaches explored. Results indicated that approaches associated with teacher-centred approaches were those most frequently undertaken in science classes when compared with those seen as social constructivist and student-centred, both among science teachers and students. Regression analysis showed that there was a relationship between student interest/enjoyment towards science subjects and the frequency, in which different teaching and learning approaches took place in the classroom. Keywords: exploratory structural equation modelling, regression analysis, social constructivism, student interest/enjoyment, teaching-learning approaches

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Giannikas, Christina Nicole. "The Benefits of Management and Organisation: A Case Study in Young Language Learners’ Classrooms." Center for Educational Policy Studies Journal 3, no. 3 (September 30, 2013): 87–104. http://dx.doi.org/10.26529/cepsj.233.

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This study focuses on primary language education within a Greek region: specifically, on the positive effects of classroom management and organisation on a student-centred approach of teaching. In the case of the Greek education system, language teachers are encouraged to adopt student-centred approaches in their classroom but have not received any guidance on how to do so. Language educators are reluctant to abandon their teacher-centred ways, because they have not been trained to apply classroom management and organisation techniques that could support a student-centred environment.

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Tilleczek, Kate C., Mark Terry, Deborah MacDonald, James Orbinski, and James Stinson. "Towards Youth-Centred Planetary Health Education." Challenges 14, no. 1 (January 8, 2023): 3. http://dx.doi.org/10.3390/challe14010003.

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This paper presents data and analyses from our Planetary Health Film Lab (PHFL) and its sister project the Youth Climate Report. Qualitative data include semi-structured interviews with youth and their educators and content analysis of films produced by young people (ages 19–25) from six countries (Australia, Columbia, Ecuador, Italy, India, Canada). The educative processes designed for the Planetary Health Film Lab are illustrative of our work to build the field of planetary health education that is with/for young people whose educative projects are mobilized in turn to educate wider audiences and for policy change. The analyses show how youth document and record planetary health concerns alongside responsive projects that are embedded in awareness of climate justice and their interconnected ecological systems. The qualitative content analyses of selected films resulted in three themes: (1) Anthropogenic footprints, (2) Ecological and climate justice, and (3) Collective local/global solutions. Data also illustrates how young people’s participation in educative film projects contribute to the education of others and address related intergenerational justice issues. Implications for the knowledge, ethics and practices of youth-centred planetary health education are discussed as they augment the Framework for Planetary Health. Youth are crucial but overlooked collaborators in redressing planetary health education, an error we begin to correct through transdisciplinary approaches with/for young people who could help define the field.

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Kinsella, Claire, David W. Putwain, and Linda K. Kaye. "Learner Engagement: A Review of Approaches in the Psychology of Education and Art Education." Review of Education 4, no. 3 (May 26, 2016): 266–89. http://dx.doi.org/10.1002/rev3.3063.

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