Learner-centered Approach Research Articles

Reflecting on Students' Experiences of an Innovative Teaching Model During Aged Care Visit in Clinical Placements: A Qualitative Pilot Study.

Clinical placement teaching could be challenging due to time constraints, lack of effective teaching models and consensus approaches. Learner-centred approach facilitated deeper learning by demonstrating "seeing-patients-under-supervision" being ideal during Residential-Aged-Care-Facility (RACF)-visit in GP clinical placements. The study aimed to reflect on the students' experiences in aged-care visits by applying an innovative teaching model of "students-being-the-GP-clinician-in-charge-of-RACF-visit-ward-round-under-the-supervision-of-clinical-supervisor". Through students' reflections, this study identified 12 commonly managed RACF problems to be introduced into the curriculum to optimise clinical reasoning learning during RACF-visit. This qualitative study used online surveys and interviews. All participating students reported all the encountered cases during the RACF visit through an online survey. The participating students acted as GP in charge of all clinical interactions with patients, caregivers, and nurses during RACF visits and final management plan discussions with GP supervisors to ensure clinical-service safety and teaching-and-learning quality. The interview questionnaires applied standard-and-open-ended-questions to examine the impact of this innovative teaching model on clinical-reasoning-learning, clinical-competence-improvement, Objective Structured Clinical Exam (OSCE) preparation, limitations-from-students'-patients'-and-supervisors' perspectives, and intern readiness. An online survey summarising students' encountered cases was returned by 30 students. The 12 most commonly-managed problems were tabulated. Falls, urinary tract infections, and behavioural and psychological symptoms of dementia were the three most commonly-managed problems. All thirty students' reflections indicated the positive impact of the innovative-teaching-models on "Improving-Clinical-Reasoning-Learning", "Enhancing-Clinical-Competency", "Enriching-Salient-Learning-Points", "Facilitating-Feedback-Discussion-with-Supervisor", "Strengthening-OSCE-exam-preparation", "Understanding-the-Limitation-from-students'-patients'-and-supervisors'-perspectives", "Enabling-intern-readiness". Twelve students' individual reflections were demonstrated. This qualitative pilot study demonstrated through students' reflection that "Student-doctor-in-charge-of-nursing-home-round" is an innovative teaching model for clinical reasoning learning. This model extended the concepts of "cognitive-apprenticeship" in the context of modern medical education. Students' reflections and summary of commonly managed problems indicated the need for further study to verify the feasibility of implementing this teaching model in the formal curriculum and creating a RACF-visit-specific curriculum for students.

How learning development and learning design can inform each other: reflections and discussion points

Learning Development and Learning Design have contributed to the transformation of higher education (HE) over recent decades, in the move towards a learner-centred approach in HE. While Learning Design is still somewhat ill-defined and emergent, practice has quickly gained traction since the Covid-19 pandemic, and it is now generally well embedded into academic training and institutional terminology (JISC, 2022). What does the intersection of these two ‘learning’ fields look like, and how could existing collaboration be strengthened for the benefit of learners? This poster aimed to promote discussion on the topic. The poster briefly summarises the history of Learning Design and explores commonalities in the two fields such as an interest in universal design, a focus on empathy, inclusivity, and active learning approaches. Then it explores the limits of Learning Design and gives examples of ways in which the author’s practice as a Learning Designer is strongly influenced by Learning Development. In particular, it discusses how Learning Development values, as laid out by ALDinHE provide a grounding for the author, and how the substantial body of work in Academic Literacies (Lillis, 2019) provides a critical framing for working with academic teams when exploring issues of belonging, identity and student learning within Learning Design. Finally, it explores how roles intersect, how practitioners from the two fields do (and could) work together, for example, to collectively deepen understanding about the learning experience and improve co-creation with students. It also outlines what adopting a strong ‘design’ approach could offer the Learning Development community.

Innovative Learning Models and Their Impacts on the Transformation in Education

Abstract: The field of education has rapidly evolved as new technologies and innovative teaching and learning models emerged. Innovative learning models, which integrate technology, flexible pedagogies, and learner-centered approaches, has been transforming the traditional classroom and revolutionizing the education system. This review paper walked around the impacts of innovative learning models on the transformation of education, drawing on a range of literature from both academic and professional contexts. The paper started with an overview and objectives of innovative learning and its related models, and then examined their impacts. It has highlighted some of the most promising innovative learning models and explored their effectiveness in fostering student-centered learning, improving engagement and outcomes, and enhancing teacher professional development. Furthermore, the paper examined the challenges and barriers that educators and policymakers face in integrating innovative learning models into mainstream education systems. The review concluded by providing recommendations for researchers, educators, and policymakers to further promote innovative learning models and their potential to transform education. Overall, this review paper emphasized the need for continued research, dialogue, and innovation to harness the full potential of innovative learning models to positively impact education and transform learning outcomes.

Empowering Diverse Learners through Design-Based Data Literacy Education: the Data Design Cycle Framework

Data literacy is a vital life-skill that is becoming increasingly necessary in today's society. As such, public data literacy education must become a substantive component in teaching, requiring an appropriate pedagogical model. This paper aims to present a new definition for data literacy, as well as conceptual framework for public data literacy education, drawing from tenets of design-based education and synthesized principles of data literacy education from literature. The resulting framework is termed the Data Design Cycle, and emphasizes collaboration, communication, and the development of problem-solving skills. The model is highly adaptable to different educational environments and learning styles, making it easily integrable into a variety of educational settings, including traditional classroom-based learning, online learning, and experiential learning programs. Furthermore, by promoting the principles of public teaching of data literacy and a learner-centred approach, the Data Design Cycle ensures that data literacy education is accessible to heterogeneous learners from diverse educational and socioeconomical settings.

Teaching collocations: a learner-centered approach

The focus of the present article is to investigate the role of teaching collocations in raising foreign language proficiency. Students of English as a Foreign Language are facing a variety of problems (overuse of general, delexicalized words; misuse of collocations by neglecting word combinability; tendency of using fancy and complicated words not frequently used by native speakers) that make their speech non-nativelike. One major problem is the lack of appropriate vocabulary which could be related to the ignorance of a subset of formulaic sequences – topical collocations which is one of key aspects enabling native speakers to be fluent. Thus, pedagogical principles have been outlined aimed at raising awareness about collocations and helping students to internalize the acquired units, language learners’ attitudes towards the phenomenon of collocation in the process of foreign language learning have been obtained.

Promoting Learner-Centered Approaches for Teaching Arabic Phrase Syntax in College Classrooms: The Role of Teacher Training Programs

This article examines the relevance of learner-centered approaches in teaching Arabic phrase syntax to college students and explores the role of teacher training programs in promoting the adoption and implementation of these approaches. The benefits of learner-centered instruction are discussed, and the importance of teacher training in equipping educators with the necessary knowledge, skills, and strategies is emphasized. Recommendations for enhancing Arabic phrase syntax instruction are provided based on the findings of this study.

Teachers’ and Students’ Perspectives of Using Mother Tongue in EFL Classes at a Higher Education Institution in Vietnam

The use of mother tongue to teach a second language has been a controversial issue in the field of second language acquisition. This study aims to compare the effectiveness of using mother tongue (Vietnamese) to teach a foreign language (English) under the pressure of the implementation of an English-only policy at the tertiary level in Vietnam where English is taught as a foreign language. The mixed-methods approach was conducted to contrast the perspectives of 11 teachers participating in semi-structured interviews, and 255 students answering 5-point Likert scale questionnaires. These research instruments were carefully designed by the researchers adopting the factual and behavioural criteria proposed by Dörnyei and Taguchi (2009). The results show that the minimal use of Vietnamese is utilized as a necessary pedagogical tool to teach English. The empirical results propose that the English-only policy can be effective if the actions such as more English learning time, English entry tests, English materials and teaching aids with techno-facilities are seriously taken into consideration. To adopt the English-only policy in EFL classes, school administrators have to renovate the foreign language regulations while teachers must adapt their teaching methodology to meet the requirements of the learner-centered approaches.

Virtual reality video project design to improve vocational teachers' skills in implementing Kurikulum Merdeka

This project aims to improve the skills of vocational teachers in implementing the Merdeka Curriculum, with the design of the Merdeka Curriculum virtual reality video project to encourage the use of a learner-centered approach and prioritize skills-based learning relevant to the world of work. VR video content is designed to improve vocational teachers' understanding and skills in implementing the Merdeka Kurikulum. The purpose of this research is to facilitate teachers to have pedagogical skills in preparing teaching materials to evaluate learning. The method in this research is Action research with the VR video content development process involving determining clear learning objectives, designing a VR curriculum, preparing VR materials and content, and making VR videos using relevant technology and software. Furthermore, VR video content is implemented in vocational teacher learning by providing access to VR devices and clear usage guidelines. Evaluation is conducted to measure the effectiveness of VR videos in achieving learning objectives and obtain feedback from vocational teachers. The results of this project show that using VR videos in vocational teachers' learning can improve their engagement, understanding, and skills in the context of the Merdeka Curriculum. Vocational teachers experience a more interactive and immersive learning experience through a realistic virtual environment. Students also benefit from using VR videos, with an increased understanding of vocational concepts and their readiness for the world of work. The project also faced some challenges, such as the accessibility of VR devices and technical constraints. In discussing the project results, it is recommended to collaborate with related parties and share experiences with the education community so that the use of VR videos in vocational learning can expand and continue to grow.

Composing Team Compositions: An Examination of Instructors' Current Algorithmic Team Formation Practices

Instructors using algorithmic team formation tools must decide which criteria (e.g., skills, demographics, etc.) to use to group students into teams based on their teamwork goals, and have many possible sources from which to draw these configurations (e.g., the literature, other faculty, their students, etc.). However, tools offer considerable flexibility and selecting ineffective configurations can lead to teams that do not collaborate successfully. Due to such tools' relative novelty, there is currently little knowledge of how instructors choose which of these sources to utilize, how they relate different criteria to their goals for the planned teamwork, or how they determine if their configuration or the generated teams are successful. To close this gap, we conducted a survey (N=77) and interview (N=21) study of instructors using CATME Team-Maker and other criteria-based processes to investigate instructors' goals and decisions when using team formation tools. The results showed that instructors prioritized students learning to work with diverse teammates and performed "sanity checks" on their formation approach's output to ensure that the generated teams would support this goal, especially focusing on criteria like gender and race. However, they sometimes struggled to relate their educational goals to specific settings in the tool. In general, they also did not solicit any input from students when configuring the tool, despite acknowledging that this information might be useful. By opening the "black box" of the algorithm to students, more learner-centered approaches to forming teams could therefore be a promising way to provide more support to instructors configuring algorithmic tools while at the same time supporting student agency and learning about teamwork.

Cultivating a New Ecosystem in English Language Teaching: A Focus on Researchers in a Textbook Development Project

This study explores the evolving landscape of English language teaching and the critical role researchers can play in textbook development. Traditional methods, often rigid and outdated, are increasingly giving way to dynamic, learner-centered approaches, influenced by advancements in pedagogy and sociocultural shifts. Despite these changes, textbooks, a cornerstone in language education, often remain static and unresponsive to current educational needs. This disconnect between research and practice not only questions the textbooks' relevance but also affects their effectiveness. By integrating researchers into the textbook development process, this study argues for a more empirically-grounded, dynamic, and responsive pedagogical framework. Researchers can offer cutting-edge insights in areas such as second language acquisition, corpus linguistics, and educational psychology, thus enhancing the quality and efficacy of textbooks. The study posits that the inclusion of researchers can help bridge the existing gap between theory and practice, thereby creating a more enriching and effective educational ecosystem for English language teaching.

Development and implementation of a student tumor board as a teaching format for medical students.

Tumor boards serve as established platforms for interdisciplinary expert discussions and therapeutic recommendations tailored to individual patient characteristics. Despite their significance, medical students often lack exposure to such interdisciplinary discussions as tumor boards are currently not integrated into medical curricula. To address this, we aimed to enhance future physicians' interdisciplinary communication skills and subject-specific knowledge by introducing an interactive series of five linked tumor board seminars within the domain of neuro-oncology. We developed a neuro-oncological student tumor board using a flipped-classroom format. The primary objectives of this case-centered approach included fostering an understanding of the tumor board process, active participation in multidisciplinary case discussions, honing appropriate communication strategies, and creating personalized therapy plans that consider inputs from all relevant disciplines, individual patient factors, and ethical considerations. To gauge the effectiveness of the seminar series, we administered structured pre- and post-course questionnaires. Fourteen medical students in third to fifth year participated in the pilot series. Despite its organizational complexity, the interdisciplinary seminars were feasible. Students demonstrated significant growth in competence, aligned with predefined learning objectives. Notably, they appreciated the supportive learning environment and interactive teaching format, which kindled their interest in interdisciplinary oncology. Active participation in a student tumor board can empower students to tackle the diverse challenges of caring for cancer patients within an interdisciplinary team during the early stages of their careers. The student tumor board represents an innovative, learner-centered approach to teach interdisciplinary cancer treatment, communication strategies, and ethical aspects of medical practice.

Data-Driven Learning in an EFL class: a study of Ecuadorian learners’ perceptions

Previous research has reported an increased interest in the application of Data-Driven Learning (DDL), which was derived from corpus linguistics, to aid English as a foreign or second language learning. DDL emerged as a learner-centered approach that emphasizes the discovery of linguistic patterns by analyzing natural occurrences of language. Many studies have investigated the effect of DDL on several linguistic components and have reported positive outcomes. Consequently, its application has germane importance in an Ecuadorian context as it has not been widely explored. This study seeks to document the experience of 14 EFL students from an Ecuadorian public university and examine their perceptions towards the implementation of DDL activities. The intervention included two stages: assisted guidance for students to retrieve information on their own and corpus-based materials developed by the teacher. Students' perceptions were gathered via a questionnaire, a reflection, and a follow-up interview. The findings indicate that students perceived DDL as a practical and innovative approach to support grammar discovery in an EFL class. Nevertheless, students encountered some challenges associated with the use of DDL, for example, the limited number of searches, an issue that can be resolved by a complete registration in the COCA web. This article concludes with pedagogical implications and recommendations for future DDL applications and research in Ecuadorian EFL classes.

Competency-based medical education: An overview

Abstract Competency-based medical education (CBME) has emerged as a transformative approach to medical training, revolutionizing traditional models of education. This comprehensive review article provides an in-depth overview of CBME, encompassing its underlying principles, implementation strategies, and impact on medical education. By synthesizing current research and literature, this article highlights the strengths and challenges of CBME while also identifying potential future directions for advancement. The review emphasizes CBME’s learner-centered approach and focuses on outcomes and performance, integration of clinical practice and theory, and continuous assessment and feedback. It explores various implementation strategies, including competency framework development, curriculum design, program assessment, and technology integration. The impact of CBME on medical education is discussed, emphasizing enhanced learner outcomes, improved patient care, alignment with evolving healthcare needs, flexibility in training, and the development of lifelong learning skills. The strengths of CBME, such as its emphasis on outcomes, tailored learning experiences, and assessment-driven feedback, are examined, along with the challenges of faculty development, resource allocation, standardization, and resistance to change. Furthermore, the review suggests future directions for CBME, including continued research, technology integration, interprofessional education, global adoption, and longitudinal assessment. In conclusion, this comprehensive review underscores the transformative potential of CBME in medical education, calling for further exploration, research, and collaborative efforts to shape its future.

Experiences and Views on Interdisciplinary Project-based Learning Program for Teachers and Students

This two-year study investigated the impact of professional development interventions for teachers on students’ learning. In the first year, this study focused on designing, implementing, and evaluating the teachers' professional development program of interdisciplinary project-based Learning (T-IPjBLP). In the second year, this study focused on the experimental teaching of the student learning program of interdisciplinary project-based learning (S-IPjBLP) that teachers designed. Further, the author assessed the impact of S-IPjBLP on students’ capacities for critical thinking, communication, creativity, and collaboration (i.e., the 4Cs) and technological application from teachers’ and students’ views. The participants comprised seven teachers who taught natural science and technology subjects at the same junior high school in central Taiwan and their 26 eighth-graders. The results revealed that after attending the T-IPjBLP, the teachers' beliefs changed from a teacher-centered approach to a learner-centered approach, and their knowledge of PjBL improved significantly. After implementing the S-IPjBLP in class, teachers affirmed that PjBL pedagogy was a practical approach for increasing the students’ 4Cs capacities and technological application. The barriers that they encountered included time constraints and mandated curriculum pacing. Regarding student learning, students had positive experiences and feelings toward the S-IPjBLP. Most perceived that S-IPjBLP could improve their capacities for 4Cs and technological applications.

Characteristic features of building life strategies by university student: Psychological and educational support for developing

Introduction. The article addresses the problem of psychological and educational support for university students in building their life strategies in the context of global transformation. The purpose of the study is to identify the characteristic features of building life strategies by university students and to determine the ways and forms of psychological and educational support for this process. Materials and Methods. The study is based on the ideas of learner-centered approach. In order to achieve the purpose of the study and test its hypotheses, the authors used theoretical (analysis, comparison, generalization, systematization) and empirical (questionnaire, method of mathematical and statistical information processing) methods. An electronic survey was used to collect empirical data. The study sample included 422 students of Kostroma State University. Results. The article presents a theoretical analysis of approaches to the problem of building life strategies, as well as the research findings in the field of psychological and educational support for students in the educational environment of the university. The study revealed the following characteristic features of the process of building university students’ life strategies: the external determination of this process, the dominance of short- and medium-term planning, the close connection of their own readiness for long-term planning with the existing experience of building life strategies in the family; the greater dependence of life strategies on the circumstances of a close social environment than on global transformational processes, the determination of the dynamics of building life strategies by personal competencies to a greater extent than changing social circumstances; ambivalence of the university’s impact on the process of building individual’s life strategies, which is expressed positively in the increase in the ability to plan and negatively – in the destruction of previously established life strategies. The authors have drawn the conclusion that mediated, contextual formats of education have a much stronger impact on individual’s life strategies than specially organized training programs on self-design. The study revealed the willingness of students to engage in specially organized activities aimed at designing life strategies at the university. Students’ demand for individual, psychological formats of support in the process of long-term planning has been identified. University teachers and curators are considered to be the most referential subjects for students to influence the life strategy in the university environment. Conclusions. Based on the data obtained, the authors identified the characteristic features of building university students’ life strategies and revealed the ways and forms of psychological and educational support for this process.

THE PECULIARITIES OF ELICITATION TECHNIQUES’ USAGE IN DEVELOPING FOREIGN LANGUAGE SKILLS

The article highlights the importance of elicitation in modern foreign language teaching. The author states that eliciting various language skills, such as vocabulary development, grammar structures, speaking, listening, writing, and cultural understanding, plays a vital role in providing students with meaningful opportunities to produce language. The problem is to create a dynamic and interactive learning environment through elicitation, which fosters active participation, fluency, and the practical application of language skills within authentic contexts. In the context of language teaching, elicitation can be used interchangeably with eliciting. In this article elicitation is defined as a number of techniques used in teaching to gather (or elicit) knowledge from the students as well as to get them to actively produce speech or writing. These techniques are useful when you want to encourage and prompt students to produce language, express their ideas, or provide responses. It involves the teacher’s deliberate efforts to draw out or elicit language from students rather than directly providing the answer or information themselves. The author emphasizes that by eliciting students’ responses and actively involving them in the learning process, teachers facilitate a learner-centred approach that empowers students to gain confidence and proficiency as language users. It was noted that taking into account the integration of technology in foreign language teaching, current works have begun to explore the use of digital tools and online platforms for elicitation purposes. That is why, the article also mentions the effectiveness of virtual tasks, and online communication tools in eliciting language production and promoting learner engagement. The findings of this article underscore the significance of incorporating elicitation techniques in language teaching. Ultimately, elicitation serves as a powerful range of techniques in language classrooms, enabling students to develop essential foreign language skills and succeed in authentic communication situations.

Exploring the Landscape of Teaching and Learning English as a Second Language in India

This systematic review examines the challenges, opportunities, and ways forward for teaching and learning English as a second language in India. The study explores the current landscape of English language teaching in India, considering factors such as policy, curriculum, teaching methodologies, and technology integration. The review identifies the significant challenges learners and teachers face, including linguistic and cultural barriers, inadequate infrastructure, and limited teacher training. The study also highlights the opportunities and potential solutions to overcome these challenges, such as utilizing innovative teaching strategies and digital technologies. Based on the findings, the study suggests a way forward for developing English language teaching in India, emphasizing the need for comprehensive language policies, teacher development programs, and a learner-centered approach

Escala prácticas profesionales en estudiantes universitarios de la Facultad de Ciencias de la Salud de la Universidad Católica de Temuco, Chile

IntroductionHigher education processes have shifted from teacher-centered teaching to student-centered and learning-centered approaches. Professional practices have needed to adapt teaching methods, curriculum planning, and evaluation accordingly. Regarding evaluation, within the Educational Model of the Catholic University of Temuco, competency-based evaluation has emerged. This has brought about challenges such as the generation of new evaluation instruments. Materials and methodsThe aim of the research was to design and explore the psychometric properties of a scale of perception of the teachers in the practice of students in the Faculty of Health Sciences at UCT, through exploratory factor analysis. ResultsAnalysis of the psychometric properties of the scale resulted in two dimensions with adequate fit indexes, called generic competencies, made up of collaborative work and interculturality and specific competencies, made up of management, evaluation and intervention. ConclusionsIt is recommended to further examine the behavior of the scale in different universities.

The Effectiveness and Privacy Preservation of IoT on Ubiquitous Learning: Modern Learning Paradigm to Enhance Higher Education

The progress made in Information and Communication Technologies (ICT) has played a crucial role in turning the Internet of Things (IoT) into a reality. IoT is an emerging technology that refers to networks of interconnected and Internet-enabled objects equipped with sensors, processors, and actuators that interact with each other to create significant collaboration and interaction environments. The field of education is one of the areas where IoT can be applied. However, the implementation of IoT poses security and privacy risks, such as unauthorized access, denial-of-service (DoS) attacks, and interference with wireless signals where IoT devices collect a significant amount of data, including user’s personal information like identity, location, and daily behavior. Therefore, it is crucial to protect users’ privacy in IoT applications. The innovative Ubiquitous Learning Environments (ULEs) have been created by ubiquitous computing technologies (mobile, wireless, network), which provide learners with learning experiences beyond the traditional classroom in both the real and virtual worlds. Ubiquitous learning (U-learning) is an emerging technology as a result of the tremendous technological revolution of ICT. U-learning is a novel learner-centered approach that aims to enhance learning, motivation, and creativity by utilizing innovative technology and IoT. U-learning enables learners to access the appropriate learning content, collaborate with the right learning partners, and engage in self-learning at the right time and place in a ubiquitous computing environment. To support learners in developing their social skills, in this study a framework for implementing the ULE based on the Internet of Things is designed, which consists of three main layers: perception, network, and application. The article explores the effects of IoT on education and how U-learning, which incorporates IoT to enhance learning experiences, has the potential to replace traditional classroom learning. Furthermore, the article addresses privacy preservation measures for different layers within the IoT environment and ULE. A framework for implementing the ULE model is in progress, which is a part of our future work.

Community Language Learning in Tertiary-level Teachers

Community Language Learning, or CLL, is a student-centered method that strongly emphasizes building supportive learning communities and interpersonal communication. The study looks into the strategies instructors use to support CLL, the difficulties experienced in putting this strategy into practice, and the outcomes seen in student involvement, participation, and language competency. Interviews with tertiary-level instructors who know CLL were used in the research method to gather qualitative data. The research identified several CLL framework components, such as subject contextualization and sharing in groups, the teacher approaches to collaborative learning, and group discussions and sharing as beneficial practices. These techniques promoted individualized interaction, attentive listening, and direction, which boosted student involvement and engagement. The study did note specific issues with involvement and communication, as well as the language barrier experienced by non-native English speakers while applying CLL. A supportive classroom learning environment and scaffolding strategies to enhance language development were proposed as solutions to these problems. The findings demonstrated CLL's achievements, such as improved student engagement, enhanced communication abilities, learner empowerment, and the emergence of authentic use of language. In addition, the results underscored the significance of student involvement and engagement as success markers. The study also covered the effects of CLL on developing a learner-centered approach and a conducive atmosphere for language acquisition.