Learner-centered Teaching Research Articles

L2 learner experiences in a playful constructivist metaverse space

Abstract This study creates a virtual space for language learning using a user-customizable metaverse platform and explores its potential for EFL learning. To this end, a virtual learning space, grounded in constructivist learning principles – contextualized learning, active learning, and collaborative learning – was created on a 2D metaverse platform. The metaverse was designed as a simulated deserted island for enjoyable and playful learning, allowing the students to actively explore, discover, and interact as they look for clues to escape the island. For educational application, 29 Korean middle school students participated in a two-hour activity. Data included screen recordings of student activities, student surveys, and interviews with the students and teachers. The findings showed that, as an EFL learning space of playful constructivism, the metaverse had great potential to embed contextualized learning and served as a medium for active learning that positively affected student interest and motivation. The results confirmed that the team-based approach combined with a game-like metaverse fostered student collaboration. Overall, the study showcased how language instructors can make use of a customizable metaverse for L2 learning and how a virtual space may serve as an arena for learner-centered instruction.

Meningkatkan Hasil Belajar Peserta Didik Kelas VII pada Materi Kemampuan dan Keterbatasanku Melalui PBL di SMP Negeri 02 Ketungau Hilir Tahun Ajaran 2024/2025

The provision of high-quality education is significantly influenced by key factors, specifically educators and students. Competent educators are likely to cultivate quality individuals, adhering to the philosophy that "people can only share and give to others what they possess." In the teaching and learning process, one of the key elements that facilitates successful learning is the Problem-Based Learning (PBL) model, which significantly enhances student independence, interest, and motivation in their educational pursuits. According to observations conducted by researchers at SMP Negeri 02 Ketungau Hilir, particularly in class VII, it has been determined that in Catholic Religious Education, teachers predominantly employ teacher-centered learning methods and have yet to implement the Problem-Based Learning (PBL) model. This approach has adversely impacted student learning outcomes, resulting in the failure to meet minimum completion criteria. Based on the findings from data analysis and discussions in this study, it can be concluded that the results regarding the enhancement of learning outcomes indicate a sustained improvement in Cycle II, where student performance rose by 82% from Cycle I to 100%. The average student score increased from 79.06 in Cycle I to 84.37 in Cycle II.

Deep learning in high schools: exploring pedagogical approaches for transformative education

In today's ever-changing education landscape, fostering deep learning is paramount for transformative education. Teachers play a pivotal role in this endeavor by implementing effective pedagogies that guide students beyond surface-level understanding toward profound learning experiences. This study aimed to explore the effective pedagogical approaches used in schools to promote deep learning within a transformative educational setting. Adopting a qualitative approach with a case study design, the study focused on a single school to investigate these approaches. The study population comprised teachers and learners, with a purposive sample of eight participants, including four teachers and four learners. Data collection utilized semi-structured interviews with predetermined questions for the participants. Thematic analysis was employed to systematically distill meaningful themes and patterns from the collected data. The findings indicated that pedagogical approaches significantly contribute to both deep learning and transformative education, emphasizing active student participation. As a result, schools should adopt effective pedagogical approaches such as group discussions, presentations, and projects to enhance students’ learning experiences. The study therefore recommends that learner-centred pedagogies, teaching methods and strategies should be used in schools to foster deep learning of learners.

ADULT EDUCATION PROGRAM IMPLEMENTATION FACTORS AND ADULT LITERACY LEARNING OUTCOMES IN RWANDAA CASE OF GICUMBI DISTRICT

The research assessed adult education program implementation factorsand adult literacy learning outcomes in GicumbiDistrict, Rwanda. Specifically, the research identified teaching methods that affect adult literacy learning outcomes in GicumbiDistrict, Rwanda, established the extent of adult literacy learning outcomes in GicumbiDistrict, Rwanda and assessed the relationship between adult education program implementation factors and adult literacy learning outcomes in GicumbiDistrict, Rwanda. The population in this study consisted of 4625 respondents, while their sample size was 368. Sample size determination was done by using Yamane formula.Descriptive survey design was adopted by the researcher as the study wanted to obtain insight for basic information provision in the study area. This study used questionnaire, interview, and observation to gather data. The questionnaire was administered to instructors and learners while the interview was given to District Director of Education, District Education Officer and Sector Education Officers. It usedpurposive, simple random sampling and stratified methods. The data of the study were analyzed in tables and charts by relying on descriptive statistics. The researcher used statistical tools like means, percentages, standarddeviations, correlation coefficients and coefficients as regression models.IBM SPSS Version 21 was used to organize and summarize data with accuracy and finding evidences assurance. Both quantitative and qualitative methodologies were used, including content analysis. Regarding the first objective, results indicate that 74.9% strongly agreed that their instructor puts them in a small group to complete tasks, 64.2% strongly agreed that they take an active role in their learning by setting their own goals, 75.6% strongly agreed that their instructor uses games to increase their motivation, and 88.1% strongly agreed that they act out specific roles to learn different concepts.The implication of this is that the instructors use learner-centered teaching methods in order to improve adult literacy learning outcomes. For the second objective, 86.6% strongly agreed that improved learners living standards indicate adult literacy learning outcomes 74.9% strongly agreed that an increased number of small businesses indicates adult literacy learning outcomes 75.6% strongly agreed that increased digital communication indicates adult literacy learning outcomes and 63.2% strongly agreed that improved health practices indicate adult literacy learning outcomes. Results on the effects of teaching methods on adult literacy learning outcomes in public adult literacy centres in Gicumbi District. The study revealed a strong positive relationship between group learning, self-directed learning, and role-playing, as well as between game-based learning and improved learners living standards, small business growth, and digital communication. The positive correlation was less than 0.05, indicating that adjustments in group learning and self-directed learning positively impacted these factors. The study also found a significant positive correlation between game-based learning and improved learners living standards, small business growth, and high attractiveness rate. This implied that there is a positive correlation among adult education factors and adult literacy learning outcomes. The Pearsons p value was than 0.05. The researcher recommended that the Ministry of Education should provide robust government, support, clear guidelines, and infrastructure for adult education programs. Rwanda Basic Education Board should involve NGOs and local communities and authorities in monitoring and evaluating the functioning of adult education at grass root level. Gicumbi District should use quality materials, well-trained teachers for improved effectiveness.

Effects of highlights and annotations on EFL learners’ Reading comprehension: an application of computer-assisted interactive reading model

This mixed-methods study investigates the effects of highlights and annotations on reading comprehension among Chinese EFL students majoring in teaching English as a foreign language, within a computer-assisted interactive reading model. The study involved 183 participants, randomly assigned to three experimental groups and a control group, each utilizing distinct combinations of highlights and annotations to evaluate their impact on reading comprehension. The results indicate that the intervention groups exhibited significant improvements in reading comprehension compared to the control group. Qualitative feedback from participants revealed increased engagement and metacognitive awareness, suggesting that these interactive features function as effective cognitive scaffolds. By facilitating information processing and reducing cognitive load, highlights and annotations enhance the reading experience and comprehension. These findings support cognitive load theory and underscore the pedagogical potential of integrating interactive elements into digital reading materials. This integration can promote active reading strategies and learner-centered instruction, offering valuable insights for educators and curriculum designers. By demonstrating the efficacy of technology-enhanced reading interventions, this research contributes to the broader field of Computer-Assisted Language Learning (CALL), emphasizing the role of interactive tools in improving language proficiency and academic success among EFL learners.

Critiques of learner-centered teaching

The discourse surrounding learner-centered teaching has been a focal point since the 1980s, with particular intensity during the 1990s. Following this period, dissent emerged from some educational theorists who criticized learner-centered teaching from various angles. One faction argued that learner-centered teaching disproportionately emphasizes the learner, thereby diminishing the role of the teacher, while another group contended that the model's focus on the learner's interests and needs comes at the expense of the content's importance. Many educators advocate for a teacher-centered, formalistic approach, positing that it is more effective in environments where resources are ample and the professional capabilities of teachers are exceptionally high. These divergent viewpoints have led to significant uncertainty among policymakers, curriculum developers, and educators regarding the implementation of educational strategies. Consequently, the ambiguity surrounding learner-centered teaching poses substantial challenges in its practical application within the classroom setting. Thus, how can these contradictions in the curriculum be effectively resolved? How can a lay parent, who may struggle to grasp these conflicting viewpoints, actively engage in their child's education? Additionally, how can a primary school teacher, who may lack sufficient qualifications, comprehend these concepts and deliver instruction effectively? It is urgent solve these problems. Therefore, the major intention of the present study is to revisit these major criticisms associated with learner-centered teaching. This study entirely based on the analysis and examination of the existing literature. This study has focused on nine criticisms of learner centered teaching to examine its deficiencies and weaknesses. These nine criticisms are- extreme contradiction in ideologies; legitimacy of learner centred teaching; more emphasis on the need, interest, freedom of learner; excessive attention on the learner; developmentally appropriate practice; practicality of learner centered teaching; individual and society; teacher's roles and responsibilities; and natural sequence of child development. An effort has been made to delve deeply into each criticism to reveal its underlying reality. The study concludes that while learner centered teaching is appealing in theory, its implementation is notably challenging. This difficulty is particularly pronounced in both developed and developing countries where there is a significant lack of resources and infrastructure, making the adoption of this pedagogy quite arduous.

PENGEMBANGAN MULTIMEDIA INTERAKTIF BERBASIS ANDROID PADA MATERI RELASI DAN FUNGSI KELAS VIII SMP MENGGUNAKAN KODULAR

The field of learning is greatly influenced by technological advances, and mathematical skills are no exception. This research aims to share alternatives in delivering relation and function material for grade VIII junior high school students through an assessment of the validity and practicality of interactive learning media based on Kodular. The development of this product explores the stages of the 4D model (Definition, Design, Development, Dissemination). At the Definition stage, the initial analysis showed minimal enthusiasm and involvement of students and teacher-centered learning, so it was deemed necessary to innovate, namely an interactive learning application resulting from development using Kodular. The Design stage, designing a prototype by compiling test standards based on the formulation of learning objectives, choosing the Kodular website as the main platform with APK format, creating a learning application product called Math Voyager. At the Develop stage, students calculate and evaluate the Math Voyager learning media, which is validated by media and material experts. Analysis of the trial results using the Aiken V index. The validation value from the material expert is 0.72, the validation value from the media expert is 0.92, and the practicality value is 0.66. All of these index values are greater than 0.4 so it can be concluded that Math Voyager is valid and practical. The Disseminate stage, distributes Math Voyager to users via the Google Drive platform. This dissemination effort is carried out so that the Math Voyager media can be accessed by teachers and students.

Education for people with serious chronic respiratory diseases and their informal caregivers: how to address challenges that impact learning

Purpose of review Shared decision making is crucial in palliative care for people with serious chronic respiratory diseases and their informal caregivers. Patient education is a critical component in this process, as it provides patients and their informal caregivers the necessary knowledge for informed decisions regarding symptom management, coping with breathlessness, and advance care planning. However, education does not automatically lead to acquiring knowledge. This review describes challenges for education for people with serious chronic respiratory diseases and their informal caregivers and describes how learner-centered education can address these. Recent findings People with serious chronic respiratory diseases and their informal caregivers face diverse information needs and learning challenges, with low health literacy and cognitive problems being common. Healthcare professionals can facilitate learner-centered education by enhancing motivation for knowledge acquisition by meeting information needs and learning preferences of patients and their informal caregivers, and by ensuring that information is understandable and readable for those with low health literacy and cognitive problems. E-health applications may serve as valuable tools in this process. Summary Learner-centered education may enhance knowledge acquisition in people with serious chronic respiratory diseases and their informal caregivers aiming to gain control over symptoms and optimize shared decision making and advance care planning.

Learner-Centered Pedagogy and Preaching: A Postmodern Framework for Transformation of Preacher and Listener

This essay will contribute to the ongoing conversation related to postmodern homiletics by engaging with the elements of learner-centered teaching. Recognizing that modernist methods have diminished effectiveness for the postmodern hearer, learner-centered preaching holds potential value by realigning preaching with the cultural shift in theological beliefs about authority, power, and community. Learner-centered teaching, represented by Maryellen Weimer, is a pedagogical approach rooted in democratic and egalitarian values that focuses on these changes in the classroom: the role of the teacher, the balance of power, the function of content, the responsibility for learning, and the method of evaluation. This essay will present the advent of learner-centered teaching and outline its elements. Next, the relationship between teaching and preaching will be examined. Then, an exploration of the context of learner-centered preaching. After that, each learner-centered teaching element will be considered focusing on how they have been utilized in preaching and offering proposals of how they could be integrated. Finally, conclusions will be drawn about the power of learner-centered preaching for the transformation of speaker and hearer. The end goal of learner-centered preaching is a change in Christian practice; therefore, more than just discussing the theory of learner-centered preaching, this essay will provide praxis for immediate implementation.

HIERARCHICAL ENCODING AND CONDITIONAL ATTENTION IN NEURAL MACHINE TRANSLATION

Constructivist learning theory posits that learners develop their comprehension and knowledge of the world by reflecting on their experiences. This theory stresses the importance of active, learner-centered education, in which students develop critical thinking skills, solve problems, and build upon their prior knowledge. Constructivist methodologies can substantially improve language acquisition and proficiency in the context of English instruction. This paper investigates the fundamental principles of constructivist learning theory and evaluates its practical applications in English as a Foreign Language (EFL) instruction. The efficacy of critical strategies, including scaffolding, authentic tasks, and collaborative learning, are emphasized in cultivating a dynamic and interactive learning environment. In addition, the adaptability of constructivist methods in various educational environments is examined, allowing educators to customize their teaching strategies to accommodate the distinctive requirements of English language learners. This paper endeavors to provide educators with a comprehensive framework for integrating constructivist principles into their English teaching practices, thereby improving student engagement and language mastery through thoroughly examining literature and case studies.

Group Discussion and Simulation: Its Relation to Students’ Performance in Entrepreneurship

Innovative teaching strategies are some of the essential elements that impact student achievement. In this context, teachers play crucial and greater roles in engaging learners to boost learning effectiveness. This investigation was designed to determine the group discussion effect and simulation on students' achievement in academics. The sample was made up of forty-three Grade 12 Senior High School students taking Accountancy, Business and Management (ABM) and General Academic Strand (GAS). Students’ performance was based on the learners’s scores in the diagnostic and summative tests in the Entrepreneurship subject and also their final semestral grade. The collection of data was conducted during the first semester of the school year 2019-2020. Descriptive statistics, Pearson r, and T-test were used and complemented with qualitative data from students through focus group discussion. The research investigation found that the student's results in the post-test were substantially higher than their marks in the pre-test. They are good predictors of students’ performance in Entrepreneurship. Recommendations include strengthening the learner-centered teaching strategies, collaboration with teachers and school heads, private academic institutions, and other government agencies, and the enhancement of business enterprise simulation.

Analysis of the effects of dance movement variation in experience using eurhythmics rhythm : Focusing on learner-centered teaching methods

Analysis of the effects of dance movement variation in experience using eurhythmics rhythm : Focusing on learner-centered teaching methods

Implementation Of Problem-Based Learning In Sar Education And Training: A Narrative Study At Basarnas

The purpose of this study is to conduct an in-depth examination of the implementation of the problem-based learning (PBL) process through SAR (Search and Rescue education and training) experienced by Basarnas Yogyakarta members. The PBL model, which is relevant to the needs of SAR personnel, helps them face emergency situations and prepares them through realistic and learner-centered education. This research used a qualitative method with a narrative approach. The subjects of this study are 10 SAR personnel. Data were collected using observation techniques, in-depth interviews, documentation, and triangulation. The data analysis technique follows the qualitative descriptive analysis model of Matthew B. Miles, A. Michael Huberman, & Johnny Saldana, which includes data condensation, data presentation, and conclusion drawing. The findings indicate that the learning process using the PBL model through SAR training is oriented toward student-centered learning. The extensive opportunities provided by the PBL model offer direct experience that aligns with the goals of SAR training, fostering the development of problem-solving skills, teamwork, motivation, and independent learning among SAR personnel. The results of this study are expected to make a significant contribution to SAR education literature, offer practical recommendations for developing more effective and responsive SAR training curricula, and provide practical guidelines for other training institutions. The results of this research can be a basis for developing SAR training policies and curricula that are more problem-solving oriented. Basarnas may consider adopting PBL as the main approach in SAR education and training across their units.

The Effect the Canva Based Problem Based Learning Model on Student Motivation and Learning Outcomes in Science and Technology Subjects

Classroom learning that is only limited to listening, doing assignments, and only focusing on books and teachers causes the learning process to be passive. This results in low achievement of learning outcomes and lack of learning motivation in students. The purpose of this study is to explore the impact of using a canva-based problem-based learning model on the motivation and learning outcomes of grade V students in IPAS subjects at SDN Tugurejo 01. This study adopted a quantitative approach with a quasi-experimental method using a nonequivalent control group research design. Data collection was done through observation, tests, questionnaires, and documentation. The results showed a significant difference in learning outcomes and student motivation between the use of a canva-based problem-based learning model and conventional teacher-centered learning. Hypothesis testing using independent T-test shows the significance value of learning outcomes is 0.004, which means <0.05, so H0 is rejected and H1 is accepted. Similarly, in learning motivation, the Sig (2-tailed) value is 0.031, which means <0.05, meaning H0 is rejected and H1 is accepted. From the results of this study, it can be concluded that the canva-based problem-based learning model has a positive influence on student motivation and learning outcomes in class V IPAS subjects at SDN Tugurejo 01.

Development of Website-Based Interactive Multimedia on the Topic of Glorifying Allah SWT by Obeying His Orders, PAI Subject Class VII SMP

This research is a type of development research (Research and Development/R&D) carried out at SMP Muhammadiyah 6 Padang to overcome the problem of class VII Islamic Religious Education (PAI) learning which is still teacher-centered learning and does not involve students optimally. As a solution, website-based interactive multimedia was developed to increase student involvement. This research aims to develop and evaluate the validity and practicality of this multimedia. The ADDIE model, which consists of analysis, design, development, implementation and evaluation stages, is used in the development process. Validation by experts shows that this media is "very feasible" with a score of 4.88 for media and 4.68 for material. Implementation in class VII resulted in a practicality score of 4.20, which is also in the "very practical" category. The results show that this website-based interactive multimedia is suitable for implementation in PAI learning with the topic "Glorifying Allah SWT by Submitting to His Commands."

Assessment of the competency of learner-centered teaching of clinical preceptor using the augmented Stanford Faculty Development Program Questionnaire (SFDPQ): a cross sectional comparative study

BackgroundEducation is an important part of the work of most doctors. Clinical preceptors act as role models and supervisors. Preceptors’ quality of supervision strongly influences the learning quality of clinical interns (Bartlett et al. BMC Med Educ 20:165, 2020). To ensure a consistent approach to every preceptorship experience, the competency of clinical preceptors should be assessed to ensure that the desired outcomes are achieved. This study aims to evaluate clinical preceptors’ competency in learner-centered teaching, to provide constructive feedback to develop the preceptors’ competency and improve supervisory skills and internship quality at Kunming Medical University (KMU) in Kunming of China.MethodsThis is a cross-sectional study with a quantitative self-administered online questionnaire. The convenience sampling technique was employed. In the undergraduate internship stage of KMU, clinical preceptors (N = 340) and interns (N = 487) were invited to use the augmented Stanford Faculty Development Program questionnaire (SFDPQ) (Stalmeijer et al. Med Teach 30:e272–e277, 2008), to (self-) assess the preceptor’s competency of learner-centered teaching on a five-point scale (1 = strongly disagree, 5 = strongly agree).ResultsTwo hundred twenty-eight preceptors and two hundred thirty-six interns completed the questionnaire correctly. Overall, the assessment was positive, but the preceptors’ self-assessment significantly higher than the interns’ (p < 0.00). The overall mean of each category of preceptors’ self-assessment was greater than 4.5, with no difference based on educational qualification. Male preceptors scored significantly higher in two categories than female preceptors. Preceptors under 30 years of age with less than 5 years of teaching experience rated “Teacher’s knowledge and attitude” lower than those over 40 years of age with more than 5 years of experience (p < 0.05). There were statistically significant differences in the four categories across disciplines (p < 0.05). Undergraduate interns rated “Teachers’ knowledge” as the highest category and “Learning climate” as the lowest, and interns of different genders are evaluated without distinction in all categories of SFDPQ.ConclusionsEmploying the augmented SFDPQ to evaluate learner-centered teaching competency of clinical preceptors, offers potentially useful information for delivering constructive feedback. Combining self-evaluations with learner evaluation data can contribute to exploring preceptor competency development framework to guide them in targeted learner-centered teaching skill and acquisition and improvement, finally improving the overall quality of internships.

Toward an Alternative Pedagogical Framework to Learner-Centered Pedagogy: Historically Nurtured and Currently Valued Pedagogies in Tanzania

Toward an Alternative Pedagogical Framework to Learner-Centered Pedagogy: Historically Nurtured and Currently Valued Pedagogies in Tanzania

CRITICAL THINKING SKILLS OF GRADE 5 STUDENTS ON SCIENCE LESSONS IN THE INDEPENDENT CURRICULUM

This research is motivated by the fact that in the 21st century, the learning process is no longer centered on educators (teacher-centered learning) but is centered on students (student-centered learning), learning consists of skills known as "The 4C Skills". Indonesia's low ranking in the PISA results designed by the OECD in 2018, was ranked 71st in the science category. Students' critical thinking abilities are needed in the learning process, especially in science learning in the independent curriculum, but each student has different essential thinking abilities. In the independent curriculum, the learning process is to meet the needs of the students, both in terms of planning learning and conditioning the classroom atmosphere and giving freedom to students to be active in learning. This research aims to determine the critical thinking abilities of grade 5 students in science lessons in the independent curriculum at SDI Al Azhar 27. The research method uses a combination research method with a concurrent triangulation design model. The instruments used in this research were tests, observations, and interviews. The results of the research show that students' critical thinking abilities before using the independent curriculum and students' critical thinking abilities after using the independent curriculum have increased. Quantitative analysis using the Paired Sample T-Test using SPSS 26 for Windows shows that the average value ranges from 85.00 to 90.90. Thus, it can be concluded that there is a significant increase in students' critical thinking abilities.

21st Century-Teacher Reinforcement Techniques and The Application of a Learner-Centered Approach in the Intermediate Grades

This study aimed to determine the relationship between reinforcement and learner-centered approach. Sixty-one intermediate-grade teachers (grades four, five, and six) from First City Providential College, Marangal Elementary School, and Benito Nieto Elementary School participated in the study. The tools used to measure reinforcement techniques and learner-centered approaches are the reinforcement techniques questionnaire and the effective role of applying a learner-centered approach questionnaire. Quantitative data were analyzed using Pearson’s r correlation if there was a statistically significant relationship between the two variables and simple regression analysis. The study revealed that there is a significant negative relationship between reinforcement and a learner-centered approach, as it implies that as one variable increases, the other tends to decrease, and vice versa. The result revealed that most teachers are using negative reinforcement, which does not entirely contribute to learner-centered teaching. The researcher designed a “Learner-Centered Educational Framework” that contributes through a systematic application of a learner-centered process that provides structure, guidance, and a common notion of key concepts and practices to be applied to various expertise in educational settings intended to be flexible to accommodate changes in educational practices, societal needs, and educational research.

Meningkatkan Pemahaman Konsep dan Kolaborasi Siswa: Peran Model Problem Based Learning Terhadap Siswa Kelas V

Purpose – Teacher-centered learning models and a lack of variety limit students' opportunities to be active and think critically, affecting their concept comprehension and collaboration skills. This study aims to investigate the role of the Problem Based Learning (PBL) model on fifth-grade students' understanding of the human respiratory system and organs.Method – This quasi-experimental study used a Non-Equivalent Control Group Design, involving experimental and control classes of fifth-grade students from a public elementary school in Harjamukti District, Cirebon City. Data was collected using testing and non-testing methods. Test instruments used to determine students' concept understanding using pretest and posttest assessments and non-test data is collected using observation.Findings – The results showed that the implementation stages of PBL were carried out very well; both the experimental and control classes showed an increase in concept comprehension, with PBL having a more significant impact. PBL increased concept understanding with an average N-Gain of 57.7% compared to 35.2% in the control class, and increased student collaboration with a percentage of active participation of 84%. Research Implications – The implication in this study is that the PBL model runs very well so that it can significantly improve students' understanding concepts in the material of the human respiratory system and organs. Can also develop students' collaboration skills so that they are more active in class. However, it is limited by its focus on a small sample and specific material. Broader research with diverse samples and materials, or additional variables, is needed for more comprehensive conclusions.