Learner-centered Approach Research Articles

Formative assessment of group work skills: An analytics-enabled conceptual framework

Assessing group work formatively in higher education poses a significant challenge. The complexity of evaluating individual contributions is compounded by the lack of efficient and effective methods for tracking, analysing and assessing individual engagement and contributions, which can impede timely feedback and the development of group work skills. This paper contributes to the growing body of research on collaboration analytics, which focuses on learning analytics (LA) in collaborative settings, and formative assessment while providing practical guidance for educators seeking to enhance formative assessment practices. The potential enhancement lies at the intersection between analytics technology and assessment design. In this paper, we present a conceptual framework that can harness multimodal data collection as well as LA to formatively assess and provide feedback on individual engagement and contributions to group work across physical and digital spaces. Drawing on research that considers design for learning, conjecture mapping, assessment design, multimodal LA and feedback, we outline a structured approach to developing formative assessment of group work skills in collaborative projects and higher education contexts. Implications for practice or policy: Practical guidance is provided for educators to enhance formative assessment practices with LA. The integrated framework and process offers a guide for formative assessment in group work scenarios, providing tools for monitoring student progress, informing pedagogical decision-making and enhancing learning experiences. The integration of the activity-centred analysis and design framework and LA allows educators to harness the power of both data-driven decision-making and learner-centred pedagogical approaches to better support learner development in group work settings.

Students’ Self-Efficacy and Resilience in An Online Environment in a Post-Pandemic

Covid-19 has caused tremendous changes in all spheres of life, including education. Coronavirus has dramatically altered situation all over the globe. The pandemic has forced to switch education towards online teaching mode, where learning content was delivered both, synchronously and asynchronously. After the pandemic, it has become impossible to return to the same patterns of life and studies as before. Hybrid teaching has become a reality in majority of higher institutions in many countries. The aim of this study it to explore the aspects of efficacy in an online learning environment by building higher students’ stress resilience in facing New Normal in a post-pandemic time. Research methodology. For the purpose of this study the authors used a questionnaire to explore stress resilience and self-efficacy in an online learning environment in a post pandemic. New sentence: Additionally, they conducted focus group interviews to examine coping mechanisms for building greater stress resilience among students in higher education. It was concluded that online learning requires paradigm shift in education towards post-industrial model by focusing on learner-centred constructivist approaches in co-creating knowledge in a self-directed learning mode. The intention of the authors was to explore a potential of pedagogical approaches on how to apply complex design of an online learning environment to become more efficient.

Learning Analytics Based on Big Data: Student Behavior Prediction and Personalized Educational Strategy Formulation

Abstract: Learning analytics have become a game-changer in education by using big data to analyse student behaviours, predict student outcomes and provide personalised interventions. This paper outlines the main components in learning analytics including data collection, predictive modelling and personalised educational strategies. It demonstrates how predictive models can be used to identify at-risk students and why real-time feedback can keep students engaged and motivated. Two case studies and examples of the data are used to illustrate how institutions can shift from reactive to proactive mode using learning analytics to track engagement, performance, and personalise the learning path. The study also shows that learning technologies are becoming adaptive to personalise learning experience, which results in a more learner-centric approach to education catering for the individual needs of students. Overall, the study demonstrates the role of learning analytics in creating a data-driven environment, which improves the student learning success and retention by addressing the challenges ahead of time.

Considering the relevance of Jiddu Krishnamurti to contemporary Indian education: In conversation with the thought of Gert Biesta

Education was a compelling symbol in India’s struggle for independence representing as it did, empowerment, transformation, and liberation. India’s contemporary education system, influenced by neoliberalism has, however, largely focused on curricula, skills, literacy, and educational attainment, while overlooking the concepts of freedom or humanisation advocated by Indian educational philosophers. This article places pre-eminent philosopher of education, Gert Biesta, in conversation with Indian thinker, Jiddu Krishnamurti. The focus of this exchange is to consider, from the perspective of Biesta, the aims and conceptions of education, as proposed by Krishnamurti. Krishnamurti strongly emphasised the importance of a learner-centred approach that would cultivate critical thinking, enable learners to gain a deeper understanding of the integrated processes of life, and provide them an environment for realising their full human potential. The aim of Krishnamurti’s education philosophy was to empower the individual to be free, and capable of dealing with life as a whole, based on the conception of collaborative learning, self-awareness, moral virtues and the ability to live well. Though he acknowledges the importance of technique, curricula, and attainment, Biesta’s approach emphasises that students are not objects who need to be trained. Rather, their development as people with the discernment to know when to act and when to refrain from acting, is a critical function of education. Through its examination of the perspectives of Krishnamurti, from the contemporary standpoint of Biesta’s articulation of the purposes of education, this article argues for the relevance of Krishnamurti’s educational philosophy in India’s current educational realities.

The Impact of ICT on Fostering Creativity in Business Education Pre-service Teachers: A Comprehensive Literature Review

Creativity is a global issue in higher education in the 21st century since it has shifted teaching and learning into learner-centered approaches meant for skills development. Studies show that 21st century skills foster creativity through technology and change how teaching can be approached in higher education. Since the workforce demands that students be able to apply their creativity, higher education must recognize its critical role in helping students get ready for it. Despite the benefits of creativity to students, literature shows that there is a profound gap between the knowledge and skills that students learn in higher education and the knowledge and skills they need in 21st century community and workplaces. Hence, this study explores the impact of information and communication technology (ICT) on fostering creativity in Business Education pre-service teachers as well as suggests the strategies that could assist students to develop creative skills. The study followed the systematic literature review method PRISMA in selecting studies to be included and excluded in the synthesis of the study. The process commenced by identifying the problem and screening studies to include and exclude in the study. Only 30 studies conducted between 2013 and 2023 were screened for inclusion. Based on the literature and the two-tier model of creativity, it was identified that creativity empowers learning through interactive learning tools; can be used for personalized learning; can also be used for global collaboration; and cultivates innovative minds. The paper also suggests strategies that can effectively foster creativity, such as pedagogical training and support, professional development, mentorship programs, resource accessibility, an ICT-infused curriculum, cross-disciplinary collaboration, and technology-enhanced assessment.

The impact of utilizing the flipped classroom technique to teach students football skills including stopping and rolling the ball

The best types of learning are those that generate interaction in the educational environment and stimulate interest in knowledge. This makes the educational process more enjoyable and dynamic, filled with projects and readings in a learner-centred approach rather than a teacher-centred one. One of the most prominent indicators of this in educational systems is the emergence of the term e-learning, which relies on providing educational materials to students via mobile phones, computers, or social media. There are many e-learning methods that depend on the use of modern technologies, such as the flipped classroom approach. This approach aims to use e-learning effectively in learning, applying it with a new vision at home and in school lessons. Particularly when it is well designed by engaging the learner in the learning process and involving them in a positive, productive manner, encouraging them to understand the content and providing them with practical experience in self-learning outside the lesson's scope. From this, the researcher observed a lack of utilisation of educational curricula among students, in addition to the need to introduce curricula and strategies to achieve better results. He must see the researcher go through this experience by introducing the inverted class strategy in learning the extinguishing and rolling skills of football on a sample of students (the first stage) at the Faculty of Physical Education at the University of Babylon and using the process of the trial with the unintentional and the experimental with the two tribal and post.

A Critical Comparison of the Learning and Teaching Strategy of the University of Glasgow and the University of Manchester

Abstract: The two broad currents of changes in formal higher education this study focuses on are: the shift from teacher-centred to learner-centred educational approaches, and integration of information and communication technologies. The policy documents that are chosen to analyse in this essay are those of the University of Glasgow and the University of Manchester. This study found three claims that supported Learner centre Education, and the development of technology expanded students' access to education and challenging traditional teaching ways. UOG's policies reflect more first current of changes than UOM's, while UOM's policies reflect more second current of changes than UOG's. The first current of change is more explicitly reflected in UOG's education policy and is only implicit in UOM's policy. UOG regards technologies as flexibility to education, while UOM regards technologies as the fundamental support for new education. However, both the policies of UOG and UOM need to take more into account the challenges and response strategies brought about by these educational changes, and further refine their educational strategies to improve feasibility.

Serious Game Development for Public Health: Participatory Design Approach to COVID-19 Quarantine Policy Education.

Public health education plays a crucial role in effectively addressing infectious diseases such as COVID-19. However, existing educational materials often provide only foundational information, and traditional group education faces challenges due to social distancing policies. Addressing these gaps, our study introduces a serious game called "Flattening the Curve." This interactive experience immerses learners in the role of quarantine policy managers, offering unique insights into the effects and challenges of social distancing policies. The development of the game adhered to the SERES framework, ensuring a scientifically designed foundation. To achieve its learning objectives, the game incorporated learning and game mechanics including an agent-based infection model, a social distancing policy model, and an economic model, which were developed based on previous literature. After defining a broad concept of scientific and design foundations, we used a participatory design process. This study included 16 undergraduates and took place over one semester. Participants played the game, gave feedback, and answered surveys. The game was improved based on participants' feedback throughout the process. Participants' feedback was analyzed based on the Design, Play, and Experience framework. Surveys were conducted before and after the activity and analyzed to assess participants' evaluation of and satisfaction with the game. The game successfully achieved its learning objectives, encompassing a comprehensive understanding of infectious disease characteristics; the disease transmission process; the necessity and efficacy of quarantine policies and their delicate balance with economic factors; and the concept of flattening the curve. To achieve this, the game includes the following: (1) an agent-based infection model based on the modified Susceptible-Exposed-Infectious-Hospitalized-Recovered (SEIHR) model with five infectious disease scenarios; (2) a quarantine policy model with social distancing, travel control, and intensive care unit management; and (3) an economic model that allows users to consider the impact of quarantine policies on a community's economy. In response to participatory design feedback, the game underwent meticulous modifications, including refining game systems, parameters, design elements, the user interface, and interactions. Key feedback included requests for more scenarios and engaging yet simple game elements, as well as suggestions for improving the scoring system and design features. Notably, concerns about the fairness of the outcome evaluation system (star rating system), which could incentivize prioritizing economic activity over minimizing casualties, were raised and addressed by replacing the star rating system with a progress-based vaccine development system. Quantitative evaluation results reflect participants' positive assessments of the game through the learner-centric approach. The serious game "Flattening the Curve," developed through a participatory design approach, emerges as a valuable tool for public health education, particularly concerning social distancing policies. The game and its source code are openly accessible online, enabling widespread use for research and educational purposes.

Investigating the effect of video-based training on adherence of surgical positioning standards: a randomized controlled trial

BackgroundThe operating room is a high-risk environment where proper patient positioning is crucial for minimizing injury and ensuring optimal access to surgical sites. This process requires effective collaboration among surgical team members, particularly operating room nurses who play a vital role in patient safety. Despite advancements in technology, challenges such as pressure injuries persist, with a significant incidence rate. Video-based training (VBT) emerges as a promising educational tool, enhancing knowledge retention and fostering a learner-centered approach. This study aims to evaluate the impact of VBT on adherence to surgical positioning standards, highlighting its potential to improve safety protocols in the operating room.MethodsIn this clinical trial, 62 qualified operating room nurses (50 women, 12 men, average age: 28.90 ± 3.75 years) were randomly divided into control and intervention group (n = 31 in each group). The control group only received positioning recommendations, but in the intervention group, in addition to the recommendations, video-based surgical positioning training was performed for 1 month, at least 3 times a week. The performance of nurses in both groups was evaluated through a researcher-made checklist at baseline and post-intervention.ResultsBased on findings, there was no significant difference between the two groups in compliance with surgical positioning standards at baseline (p = 0.07). However, after the intervention, compliance scores significantly improved in the VBT group compared to the control group (p < 0.001). The VBT group showed a mean improvement of 62.12 points, while the control group improved by 10.77 points (p < 0.001).ConclusionsThis preliminary study demonstrated a notable improvement in compliance with surgical positioning standards among operating room nurses following VBT intervention. Despite the promising results, the small sample size and preliminary nature of the research necessitate further studies to confirm these findings and assess long-term outcomes. These initial insights highlight the potential of innovative training methods in enhancing surgical practices.

The Existence and Development of Variants in English Writing Teaching in International Corpus based on Time Series Data Analysis

This study investigates the evolution and prevalence of variant forms in English writing instruction within an international context, utilizing a time series analysis of corpus data. Recognizing the dynamic nature of language, especially in educational settings, this research aims to identify and analyze the changes in teaching methodologies and language usage over time. By examining a comprehensive corpus compiled from diverse international sources, the study focuses on how English writing instruction has adapted to linguistic variations and evolving pedagogical approaches.The methodology involves a quantitative analysis of corpus data spanning several decades, enabling a longitudinal view of trends in English writing teaching. The corpus includes a wide range of educational materials, academic publications, and teaching resources from different countries, ensuring a global perspective. Time series analysis is employed to track the frequency and context of various teaching practices and linguistic forms, offering insights into their development and dissemination.Key findings reveal a significant shift in teaching strategies, reflecting an increased emphasis on learner-centered approaches and the integration of digital technologies. Variants in language usage, influenced by cultural and regional differences, are also evident, highlighting the importance of context-specific teaching methods.

Teaching Strategies for Enhancing Reading Fluency and Comprehension Among Learners with Mild Hearing Impairment in Mainstream Classrooms

This paper presents the findings of a qualitative case study, which adopted the concept of communicative democracy to investigate the teaching strategies teachers use to enhance reading fluency and comprehension among learners with mild hearing impairment who were in mainstream classrooms. The purposively selected sample comprised two female teachers and 15 Grade 8 learners, aged between 14 and 15, from a public school in Gauteng province, South Africa. The data-collection methods included classroom observations and unstructured interviews with the teaching staff. Systematic sampling was used for the selection of suitable participants. Employing this technique meant acquiring a sample by selecting a random starting point close to the beginning of the target population list, and subsequently selecting every fourth name in a uniformly spaced unit thereafter. The findings revealed that the teachers’ use of strategies that emphasised active participation and learner-centred approaches considerably contributed to improving reading fluency and comprehension among learners with mild hearing impairment. These strategies included interactive reading activities, visual aids for vocabulary building, phonological awareness and rhyming techniques using visual aids, text immersion through peer collaboration, the adaptation of materials to suit individual learning needs, and word identification. The researcher concluded that learner-centred activities can be effective in enhancing reading fluency and comprehension amongst learners with mild hearing impairment. The recommendation is that future research should explore the long-term impact these teaching strategies have on the academic achievement and social inclusion of learners with mild hearing impairment in mainstream classrooms.

영어교육과 세계시민교육 융합 수업 사례에 대한 체계적 문헌 분석

This study analyzes 12 research papers focusing on the integration of English language education and global citizenship education (GCE) in South Korea from 2015 to 2024. The analysis reveals a predominance of research at elementary and university levels, while studies focusing on middle and high schools are comparatively scarce. Most studies pursued the dual objectives of enhancing English communication skills and fostering global citizenship awareness, with key themes including multiculturalism, human rights, and environmental issues. Teaching methodologies encompassed content-integrated learning, media-based learning, learner-centered approaches, and critical pedagogy. The effects of these integrated courses were global citizenship awareness and attitudes, English communication skills, socio-emotional and motivational aspects, and career and practical applications. Based on the research findings, the study discusses implications for future directions in integrated education.

Fostering Students L2 Writing Skills and Intercultural Awareness Through Digital Storytelling In Elementary Education

This paper presents a study conducted in a Greek Elementary school and explores the impact of Digital Storytelling (DST) on developing children’s second language (L2) writing skills and their intercultural awareness. The development of digital technologies has enabled the use of different multimedia tools to reconfigure traditional storytelling. The researchers’ aim was to reinforce a learner-centered approach to the teaching of writing by provoking influence in innovation of pedagogical practices that personalize learning. L2 learners of diverse cultural backgrounds attending the fifth grade (n=21) of a Greek state elementary school, were involved in composing, sharing and reflecting upon stories from their own cultural backgrounds. The researchers built an interculturally-oriented language framework for better addressing young learners’ literacies, ensuring they work in a stimulating environment, spending time online and engaging with digital applications. Qualitative and quantitative mix methods were used to estimate the feasibility of the intervention, including a pre- and post-test, teachers’ journals and focus group discussions with the L2 learners. Variables of the study were fifth graders in the context of an elementary school in Greece (independent variable) and their writing skills in Greek as a second language (dependent variable). Data processing, by means of a pre- and post-test, revealed that the DST approach provided students with opportunities to acquire improved communicative competence through writing creatively. Journal data indicated that DST application in a game-based context enhanced task engagement, encouraging young learners to use interactive media in a digital environment. Young learners’ intercultural competence development was also shown to be supported through the DST approach. In the focus group discussions, participants stated their interest and satisfaction in the approach and the methods applied. All in all, the results imply that the approach implemented has the potential to be used as a meaningful technology integration approach as far as language teaching and learning is concerned. The findings additionally explore pedagogical implications for future teaching practices in order to enhance and extend the approach and methods employed.

Unlocking the Power of Togetherness: Exploring the Impact of Cooperative Learning on Peer Relationships, Academic Support, and Gains in Secondary School Biology in Gedeo Zone South Ethiopia

The purpose of this study was to assess the relative effectiveness of cooperative learning (CL) strategies on learners’ peer relatedness, academic support (AS), and learning gains in Biology. A quasi-experimental non-equivalent group pre-test post-test design was employed, involving a sample of 81 students. Both quantitative and qualitative data were collected, and analyses were conducted using t-tests, one-way MANOVA, bivariate correlation, and regression analysis. As anticipated, the t-test and MANOVA results revealed that participation in CL strategies had a moderate to substantial effect on the measured variables, with Partial η2 values ranging from 0.471 to 0.722. In addition, regression analysis indicated that peer relationships and AS together accounted for 43.2% of the variance in overall learning gains. Qualitative findings highlighted significant challenges to the effective implementation of CL, including students’ unfamiliarity with the method, resource constraints, and teacher resistance. The findings provide preliminary evidence that shifting classroom instruction from a content-centric approach to a learner-centered approach can enhance not only the quality of teaching but also the quality of learning and key indicators of student success.

Assessing the impact of teacher characteristics, learner methods, and self-guided learning on technology adoption in mathematics instruction

This study explores the complex interplay between teacher attributes, learner instructional approaches, and the integration of Information and Communication Technologies (ICTs) in mathematics education, highlighting their collective impact on educational outcomes. Through a comprehensive survey of 196 teachers and 315 learners, the research delves into the relationships between teacher experience, educational qualifications, and the frequency and manner of technology use in the classroom. The analysis reveals that younger educators and those possessing advanced academic credentials are more inclined to actively incorporate ICTs into their teaching practices, demonstrating a higher level of comfort and enthusiasm for leveraging these tools to enhance student learning. Conversely, the study finds that more experienced teachers, particularly those with lower qualifications, tend to utilize technology less frequently, possibly due to a preference for traditional teaching methods or a lack of confidence in their ability to effectively integrate new technologies. Additionally, the study investigates the strategies employed by learners, with a particular focus on web-based self-learning approaches, such as the use of online educational videos and interactive platforms. The data indicates a significant positive correlation between these strategies and improved academic performance in mathematics, suggesting that learner-centered approaches that emphasize self-directed, technology-mediated learning can lead to better educational outcomes. These findings underscore the critical importance of considering both teacher characteristics and learner-centered instructional methods when developing strategies for the effective integration of technology in mathematics education. By tailoring these strategies to meet the diverse needs and preferences of educators, while simultaneously promoting effective self-learning techniques among students, educational institutions can better harness the potential of ICTs to improve learning outcomes in mathematics and beyond.

The Fourth Educational Revolution and the Impact of AI on Pedagogy

This study explores the capacity of Artificial Intelligence (AI) to revolutionize educational pedagogy, aiming to foster a more personalized and effective learning experience. Methodology: Through a bibliometric analysis of publications in Scopus and Web of Science, the research examines AI's impact on adaptive learning, personalized instruction, and effective teaching methods. It also evaluates AI's role in assessment, creation of simulated learning environments, and widening access to education, while addressing the integration challenges. Conclusions: The investigation demonstrates that AI has considerable potential to improve teaching and learning. AI-driven tools like intelligent tutoring systems, machine learning algorithms, and virtual simulations can facilitate a learner-centric approach. Nonetheless, it also highlights the necessity to confront issues such as technological overdependence, privacy concerns, and the potential displacement of teachers. A thoughtful adoption of AI in education could lead to a more equitable and engaging learning system. The advent of this educational revolution demands a focus on augmenting human capabilities with AI and transforming pedagogical strategies to enhance student outcomes. The research advocates for further development of ethical standards and informed policies to guide AI integration in the educational sector.

A Digital Health Humanities Approach to the Three-Body Problem in Healthcare Education: Balancing the Science, Art and Tech with M.A.G.I.C.

In the provision of patient-centered care, healthcare professionals face a challenging triad that is analogous to the classical "Three-Body Problem" in physics, whereby any shifts in the dynamics of medical knowledge, narrative competence and digital technologies can tip the balance of healthcare education and practice. Drugs/Medications are often caught in the dichotomy of being both "heroes" and "villains", which underscores the necessity of a balanced, informed, and empathetic approach to patient care. Drawing inspiration from the popular novel and Netflix series, the dynamic interplay between the science of medical knowledge, the art of empathy and narrative competence, and the advancement of healthcare technologies to harmonise the diverse, yet interconnected domains, of medication management, medical humanities and digital health is demonstrated - in the emerging field of Digital Health Humanities. The novel project called M.A.G.I.C. is revealed, that blends the rigour of medical science with the nuanced understanding of patient narratives, and the cutting-edge potential of digital innovations like Generative Artificial Intelligence and the Metaverse, to create a holistic, learner-centered approach for the education of the healthcare professions.

A systematic review of information literacy models in Yunnan province’s physical education faculty

This research aimed to explore the concerning characteristics of information literacy in the physical education faculty of higher education institutions in Yunnan Province. This study provides a systematic meta-analysis of 33 peer-reviewed papers from 2019 to 2023. It discusses that information literacy includes basic research skills, critical thinking, and problem-solving, which include their application in the learning process. The paper describes some approaches that can be used to implement information literacy into teaching and learning, including courses with learning objectives, learner-centered approaches, and institutional support. The study also explored technology and its relation to adopting competencies for the growing technologies’ evolution within the region’s education sector. In addition, the following factors could have enhanced the process: time constraints, differences in discipline, and variations in the usage of information technology. The results indicate the need for context-specific professional learning and policy intervention to facilitate the practice of physical education faculty in Yunnan. The information collected here serves as the framework for effective regional policies regarding education, curriculum, and teacher training, among other related aspects.

A Responsive Internship Program from the Viewpoint of Beginning Teachers

The final semester of a four-year education course involves a student teaching or internship period that poses a number of challenges to cooperating teachers, college supervisors, student teachers, and school administrators, among other stakeholders. This stage connects the theoretical and practical in real-world learning environments, acting as a pillar in the professional development of future educators. A seamless transition from theory to practice is made possible by responsive internship programs that integrate classroom experiences with pre-service training in response to evolving educational demands. This study explores the perspectives and experiences of pre-service teachers in internship programs using a qualitative phenomenological approach. Semi-structured interviews with stakeholders in Visayas, Philippines provide priceless information about program effectiveness and areas for improvement. Important issues come to light, highlighting the need of preparing teacher interns with flexible abilities, incorporating technology, learner-centered approaches, encouraging cooperation between organizations and educational institutions, and professionalism. Experiential learning and exposure to a range of student populations are essential for refining instructional strategies and fostering professional development. The study provides valuable information that may be utilized to improve internship programs, which in turn helps to foster the professional growth of new teachers and improves students’ educational achievement.

An informal and transformative learning environment: The case of ODTÜ Bostan community garden in Turkey

This study explores the role of ODTÜ Bostan (METU Garden), a community garden at the Middle East Technical University in Turkey, in promoting sustainability education, ecology, and food consumption practices. For ten years, ODTÜ Bostan has been a collaborative space where participants—including students, academic and non-academic staff, and their families—grow and share food using ecological agricultural methods. This research examines how this community garden creates a setting for alternative and interdisciplinary learning, supporting practical engagement, critical thinking, and community interaction for community participants. Drawing on the Education for Sustainable Development and transformative learning frameworks, this qualitative study employs autoethnography, thematic analysis of eight semi-structured interviews, and content analysis of archival data. The findings indicate that ODTÜ Bostan not only enhances participants' sustainability competencies but also serves as an educational laboratory, demonstrating the potential of community gardens to address global challenges such as climate change and biodiversity loss. The study highlights the importance of integrating interdisciplinary and learner-centered approaches in higher education leading to collective action for societal change toward sustainability.