Concept Of Student-centered Learning Research Articles

Educational Complex Geographical Practice in Student-Centered Learning

The article presents the problem of creating an optimal list of components of educational and professional programs in geography. It is noted that the Concept of student-centered learning provides for the mandatory involvement of students in the formation of educational programs, and therefore in the formation of the content of individual disciplines - a component of educational and professional programs.
 The purpose of the article is to determine the ways to optimize the process of forming students' competencies in the context of «soft skills» and «hard skills» based on the results of the study on the analysis and evaluation of the content and method of geographical practice. The study was conducted with students of the first (bachelor's) level of higher education (educational and professional program «Geography») at the Odesa I. I. Mechnikov National University. To analyze and evaluate the content of training, an educational complex geographical practice was chosen as a component of the educational and professional program «Geography». The respondents were students and graduates of 1980-2020. The survey questionnaire contained 12 questions, which were divided into 4 blocks: 1) age and sphere of employment of respondents; 2) received «hard skills»; 3) received social and life safety skills; 4) emotional assessment of the practice and recommendations for improving the practice program. The obtained results proved that the survey of applicants should serve as an additional source for monitoring and modernization of both the program of the discipline and the educational and professional program of the specialty as a whole.

Проблематика використання змішаного навчання при викладанні дисципліни «Гігієна та екологія»

Every year the rate of spread of new educational models in higher education is increasing. This leads to a change in the trajectory of the educational environment towards the active use of Internet technologies. At the present stage, in order to qualitatively update the content of education, a polyparadigmatic approach to the choice of pedagogical technologies with a combination of different teaching methods, flexible educational models and styles is needed. This is a "blended learning" – modern technology that has broad prospects for use and further development, attracts the student and allows you to study according to an individual educational trajectory. The article highlights the features of the introduction of elements of blended learning in mastering the discipline "Hygiene and Ecology" by the 6th-year students of the Medical University. The purpose of the study was to determine the features of the use and ways of further improving the blended learning model in teaching the discipline "Hygiene and Ecology". Materials and methods. The methodological basis of the research is the concept of student-centered learning, theory, principles and own experience of using information systems in the implementation of a blended learning model. Results and discussion. The study highlights the main positive benefits of blended learning compared to traditional classroom learning. As a result of the study, it was established that when studying the discipline "Hygiene and Ecology" it is advisable to use the "inverted class" technology, which has a positive effect on the level of learning the material. At the same time, teachers faced the need for a clear structuring and distribution of topics for self-study by students and mandatory mastering within the classroom work in the study of this discipline. The introduction of elements of blended learning in mastering the discipline led to an increase in the pedagogical load in terms of the teacher's performance of significant amounts of methodological work, the search for adequate and relevant sources of scientific and medical information, actualized the need to create a unified methodological system in the institution. Conclusion. Problems that require a gradual solution on the way to the effective use of blended learning opportunities at a medical university are the organization of continuous training for teachers to develop their digital competencies, active promotion of the use and creation of open information resources, the distribution of the percentage of students' independent work and the labor intensity of classroom work in the network

ПРИНЦИПЫ И МЕТОДЫ СТУДЕНТОЦЕНТРИРОВАННОГО ОБУЧЕНИЯ (СЦО)

The concept of student-centered learning is based on the following provisions: student in the center of learning, emphasis on active rather than passive learning; emphasis on critical and analytical learning and understanding; interdependence of teacher and student; a reflective approach to the educational process on the part of both the teacher and the students. Student-centered learning requires an ongoing process of reflection (introspection and self-esteem). Teachers and students regularly review their teaching methods and assimilation of competence, thereby stimulating critical thinking and personal skills. Students are given the opportunity to control their own learning. They are given the opportunity to participate in the development of educational programs, academic disciplines and in their assessment. The point of student-centered learning is to create learning opportunities. The student-centered approach places a great responsibility on the student, encourages him to think, process materials, analyze and solve problems. Key words: student-centered learning, the concept of student-centered learning, principles and methods of student-centered learning, the system of expected learning outcomes, life skills and competencies

KOMPETENSI DAN STRATEGI PENGAJARAN KONTEKSTUAL TERHADAP PEMBANGUNAN KEMAHIRAN KEBOLEHDAPATAN KERJA DALAM KALANGAN MAHASISWA

Nowadays, teaching and learning need to improve parallel with the change of time and demand from society. Employers' demand for students who are going through the phase of revolution 4.0 is not just academic excellence but also look at the aspects of skills that can be applied while working. The unemployment scenario among students can be seen as a big challenge for them and it is not limited to a particular field of study. Educators or lecturers act to help students solve problems given to them as a learning process and this can indirectly build skills in students. However, previous studies have found that the implementation of learning in shaping job availability skills among students nowadays appears to contribute various forms of challenges to lecturers. Through this study, researchers identify how this concept of student-centered learning and contextual teaching strategy can be used as an effective teaching medium in building job availability skills among students. The study was conducted using a qualitative design, in a semi-structured interview with 12 undergraduate students from different fields of study such as medicine, business management, and counseling. The findings of the study found that the benefits of student-centered learning on the formation of student personalities such as building self-confidence, leadership attitudes, critical thinking, and creativity. Although they successfully applied student-centered learning, there were some students who had to face some form of challenge. The two dominant forms of challenges that emerged during the interviews conducted were the first, to work in groups consisting of peers who had a passive, uncreative attitude and high dependence on others. Second, the challenge in applying group works effectively and successfully completing assigned tasks. The findings of the study show that the preparation of lecturers by using certain techniques of teaching like contextual teaching strategy is very important to form job availability skills among the new generation who are always competing in their careers.

Challenges to the Global Concept of Student-Centered Learning with Special Reference to the United Arab Emirates: ‘Never fail a Nahayan’

Student-centered learning has been conceived as a Western export to the East and the developing world in the last few decades. Philosophers of education often associate student-centered learning with frameworks related to meeting the needs of individual pupils: from Deweyan experiential learning, to the ‘pedagogy of the oppressed’ and other social justice orientations. Yet student-centered learning has also become, in the era of neoliberal education, a jingoistic advertisement for practices and ideologies which can be seen to lead to a global devaluation of the educational profession, and the bolstering of the view of the student as a customer. In this article, I want to disentangle these views and explore some limitations of either model of student-centered learning. To add context, I consider education in the United Arab Emirates (UAE) today, which provides an extreme example of the risks involved with prioritizing student’s self-identified needs and interests above all else, as in an idealized or exaggerated student-centered concept. I conclude with brief comments on amending the philosophical concept of student-centered learning to be useful in diverse contexts today.

2010 Pauline Cerasoli Lecture: Rhetoric and Responsibility in Physical Therapy Education

INTRODUCTION I want to thank the Awards Committee and Education Section for this tremendous honor. I am truly humbled to have been recognized in this way. And I want to thank Polly's family for establishing this lectureship. I knew Polly only a little, but I respected her wisdom a lot. When I was informed of this lectureship, I was told to talk about anything I wanted related to professional education, so I decided that I would like to be a bit heretical. Early in my research career, I published papers that challenged some of our cherished clinical beliefs. Today, I would like to reflect a bit on some of our cherished educational beliefs. For some time, I have been struggling with the popular concept of student-centered learning and whether an inaccurate understanding of such a model could actually encourage inappropriate student behavior. This lectureship offers me an opportunity to try to get those thoughts to coalesce and to talk about some of the challenges our educational methods pose as we prepare our future colleagues. Let me say at the start that I do not mean to disavow student-centered learning, which is well supported by research. GOALS FOR STUDENT LEARNING Based on APTAs Core Values,1 Vision 2020,2 and the Generic Abilities,3 1 think we would agree that our goals for our students include some of those listed in Table 1, which is not an exhaustive list. We all want our students to develop the background knowledge and skills to be scholarly practitioners. We want them to use the best evidence available to strive to achieve the most positive patient outcomes.4 We want them to be prepared for lifelong learning and professional development.5 In addition, we want them to understand the culture of the profession and practice in a manner that upholds it. As part of the professional culture, we expect certain professional behaviors1,5,6 that reflect the core values of our profession1 as well as respectful interaction with others,6 critical thinking,5 critical self reflection,7,8 and personal balance.5 These goals will be difficult to achieve if students are not exposed to learning environments in which they have the opportunity and latitude to develop them. The studentcentered learning model is a popular effort to provide such a learning environment. This model is somewhat broader than student-directed learning or student-regulated learning, which I believe are included within student-centered learning. So, although there are some differences between these various models, I will refer to the more global model as student-centered learning. DEFINITION OF STUDENT-CENTERED LEARNING Beginning with the learning theory behind student-centered learning, constructivism9 is learner-centered, and, according to Baviskar and colleagues,10 there are 4 essential elements. First, knowledge is constructed based on existing mental models or prior knowledge. Second, these existing mental models are challenged by new information that creates a cognitive dissonance and stimulates learners to construct new mental models.10 The new knowledge is connected in the brain to the existing knowledge, not simply stored.11 The third element is that the new learning must then be applied, with feedback If students do not actually use information, they cannot remember it They learn to use information by trying to solve problems about which they care.11 Finally, there must be reflection on the learning process.10 Student-centered learning as a curricular model has grown out of constructivism. There are many definitions of student-centered learning, but they all have some common themes. First, it is learner-centered, as distinguished from teacher-centered. In teacher-centered models, the teacher is the sage on the stage, and student learning is assumed. Teachers have no sense of variation among students. Student failures are attributed to lack of motivation, attention, or ability.12 In contrast, in student-centered learning, it is the responsibility of the student to learn. …

Cooperative learning in E-learning: A peer assessment of student-centered using consistent fuzzy preference

E-learning is a popular method of disseminating knowledge in a variety of fields. In order to promote student interaction, this paper integrates the concept of cooperative learning into an E-learning environment. However, how to assess individual student achievement in groups is an important issue needing to be solved. Since a teacher can not observe students’ interactions in an E-learning environment, the peer assessment appears more important. Peer assessment in a group is an important part of both teaching and the learning processes that allow student to assess the others’ contributions in a group. Based on the concept of student-centered learning, a fuzzy peer assessment system (FPAS) is developed to satisfy the requirements of cooperative learning in an E-learning environment. All students participate all phases of the assessment processes; cooperatively creating the peer assessment questionnaire, assessing other peers’ works, and finally assigning the appropriate score to each student.

The rhetoric and reality of good teaching: A case study across three faculties at the Queensland University of Technology

Universities now have a lot to say about tertiary teaching. University policy, teaching units, and promotion criteria have a very specific understanding of good teaching within the academy. This case study of Queensland University of Technology (QUT) found that good teaching has two central features: it is necessarily student centred, and it is ‘innovative’, a characteristic that, at QUT at least, is increasingly equated with the use of technology. This paper—based upon interviews with twenty-four QUT academics across three faculties (Education, Science, and Law), an analysis of QUT’s teaching and learning policies, and some additional historical research—will suggest four things. First, that the concept of student centred learning, based on ideals of progressive education, is neither an historical inevitability nor theoretically unproblematic. Second, that irrespective of discipline, all lecturers espouse an underpinning ‘progressive’ teaching philosophy, even though, in practice, teaching style appears to be determined primarily by subject-matter. Third, given that, in practice, the progressive model seems to suit some faculties and subject areas better than others (ie. Education, as opposed to Science and Law) this has significant professional implications for the lecturers concerned. Finally, that rather than promoting a ‘progressive’ pedagogy, the use of technology in teaching actually appears to reinforce traditional teaching techniques. Consequently, it is suggested that monolithic understandings of good teaching, when applied across the academy irrespective of context, are often inappropriate, ineffective and inequitous, and that universities need to think through their teaching policies and programmes more thoroughly.