Learner-centered Method Research Articles

Use of Team-Based Learning in a Nursing Leadership Course: An Action Research Study.

Team-based learning (TBL) is a learner-centered method widely used in health sciences education. The aim of this action research study was to determine the contribution of TBL to the learning experience of students participating in a nursing leadership course. The study was conducted in 2 cycles over 2 semesters, and TBL was embedded in regular class hours. Results suggest that TBL made positive contributions to student learning.

PERANCANGAN AUGMENTED REALITY SEBAGAI ALAT BANTU EDUKASI PELAJARAN SEJARAH DI INDONESIA BAGI SISWA SMP

History is a compulsory subject in the formal school curriculum in Indonesia. Through history lessons, students can understand and know the existence of events that eventually can foster cultural values and become the foundation of the progress of a nation. Moreover, Indonesia is a country that has a long history, one of the topics are about kingdoms that once grow and develop in the territory of Indonesia. Unfortunately, history lessons are unfavored by most junior high school students, because of their monotonous methods. Therefore, the purpose of this design is to create an interactive media for learning history in Junior High School, which until now still using teacher center learning method. Technological advances and changes in children's habits in understanding something by playing became the foundation of the concept of making history game. Interactive media created is a board game combined with Augmented Reality technology to add immersion in the game. Augmented Reality can provide experience in playing so that students can feel a real impression in the game. In addition to the game board as the primary media, used as well as media campaigns supporting the form of x-banner, advertising on social media such as Facebook and Instagram. Through the board games, students are expected to better understand the learning of the Hindu Buddhist Kingdom in Indonesia and not feel bored while studying.

Perbedaan Tingkat Kemandirian Belajar Ditinjau Dari Metode Pembelajaran pada Anak

This study aims to determine whether there are differences in learning independence in terms of learning methods in children. Subjects in this study consisted of children aged 6-12 years amounted to 84 people, which is divided into two groups where the first group is a child using student centered learning method while the second group is a group that uses teacher centered learning method learning. Data collecting tool is a self-learning questionnaire prepared by the author. The questionnaire consisted of 36 items of statement items. The data analysis was done by independent sample t test technique with the help of SPSS version 17 statistic program. The result of data analysis showed that there was a significant difference of learning independence level in terms of learning method in children where children using student centered learning method have higher learning independence level than children using teacher centered learning method. Keywords: Learning Independence, Learning Method

Improving Students’ Grammar Skill Through Student Centered Learning at ITATS

English is an International language which is used by so many people to interact with people from other countries. Good English ability is needed by students to support learning process and working after the students graduate from university. Grammar is a point of language. By knowing and understanding correct grammar, so, their English is better. The aim of this research was to give proposal of English learning to improve students' grammar ability. The method used was students’ center learning using presentation in the class. The materials were simple present and perfect, future simple tense, modal, comparative, and passive voice. This research was conducted on 33 students in ITATS. The result of this research was 87% of students got to increase score for post-test and 30% of students passed the score. Thus, students’ center learning method was effective to increase students' grammar ability.

THE EFFECT OF SELF ASSESSMENT AND PEER ASSESSMENT TO STUDENTS' PERFORMANCE IN PROBLEM BASED LEARNING TUTORIAL PROCESS IN PSIK UMY

Introduction: Problem Based Learning tutorial is one of students centered learning method. PSIK UMY applied assessment of student's performance in tutorial process. Tutor gave feedback to the students in every meeting of tutorial in order to make the students performance improved. Based on the evaluation result, there was no significant improvement of student's performance in tutorial because of feedback only given by the tutor so that students have minimal motivation to improve their performance. The purpose of this study was to know the effect of self assessment and peer-assessment to students' performance in tutorial process in PSIK UMY. Methods: This research is quasi experiment with pre and post test design. The number of respondents is 213 students from all of the year that is taken by proportional stratified random sampling. Data processed by univariat analysis and Wilcoxon test. Result: There is a significant difference between students' performance in the first meeting and the second meeting of tutorial. Discussion: There is an effect of self assessment and peer assessment methods to students' performance in tutorial process in PSIK UMY. Keywords: Self assessment, peer assessment, Problem Based Learning tutorial

First proof of concept for language independent learnstruments in special machinery assembly

International customers and employees form a cornerstone of today’s special machinery industry. Qualifying assembly workers with different language and cultural background in this field appears to be challenging and cost intensive. An opportunity to deal with these challenges is the use of so called learnstruments. Contrary to teacher centered learning methods, learnstruments aim to automatically mediate their functionality to their user. In a previous attempt, a language independent learnstrument has been tested for transferring assembly knowledge with international students. Interactive 3D-PDFs proved to be more efficient than language independent picture based instructions and short instructional Utility-Films in relation to needed assembly time, errors made and displaying complicate relations and processes. Now the proof of concept has to be made for 3D-PDFs within the special machinery environment. A language independent 3D-PDF-learnstrument for the assembly of integrally geared compressors has been developed. Its acceptance by Field Service Engineers was evaluated during a special machinery assembly training.

Nursing and midwifery students' experiences with the course of infertility and assisted reproductive techniques: A focus group study from Turkey.

Nurses and midwifes without sufficient knowledge of infertilitare not likely to provide counseling and support for people suffering from infertility. This study aimed to evaluate nursing and midwifery students' experiences with the Course on Infertility and Assisted Reproductive Techniques. Our study had a qualitative descriptive design. Total number of the participants was 75. The analysis revealed five primary themes and twenty-one sub-themes. The themes were (1) action, (2) learner centered method, (3) interaction, (4) nursing competencies, and (5) evaluation. The active learning techniques enabled the students to retrieve the knowledge that they obtained for a long time, contributed to social and cultural development and improved skills required for selfevaluation, communication and leadership, enhanced critical thinking, skills increased motivation and satisfaction and helped with knowledge integration. Infertility is a biopsychosocial condition, and it may be difficult for students to understand what infertile individuals experience. The study revealed that active learning techniques enabled the students to acquire not only theoretical knowledge but also an emotional and psychosocial viewpoint and attitude regarding infertility. The content of an infertility course should be created in accordance with changes in the needs of a given society and educational techniques.

The Influence of existentialism on teaching methods

Existential theories and Humanistic psychology are widely used in education. According to existentialists, fundamental problem of philosophy is Valuation and choice. Making existential methods in the classroom requires a balance in which both teachers and students as human beings preserve its identity. Existentialist philosopher and humanist psychologists advocate the kind of teaching and learning methods that focus on the learner and Care about individual differences. The research objective was identifying the teaching methods and the characteristics of each one supported by this approach. This research was done using qualitative content analysis and reviewing literature on the subject was published. The method of data analysis was thematic coding by using deductive category application. The results showed that the existentialists emphasized on the relation "I - you" between teacher and student thus support the teaching methods that consider individual patterns and indirect instructions. These methods cause growth of efficient relations and positive self-concept. Such methods are dialogue; Learner-centered method and developing positive self-concept. existential education goals cannot be predetermined and cannot the teacher and the educational system impose to students. Everyone assumes responsibility for its education. So, the teaching methods which develop concepts related to individual growth or focus on the learner are supported by this sect. Keywords: existentialism, existential Education, dialogue, Learner-centered method, Positive self-concept;

An Analysis of Youth Character Building Applied by Learner Centered Method: A Case Study of Workshop 21st century Fluency Skills Education, Lifelong Guidelines and Lifeskills (Universal Values) in Medan, Indonesia

An Analysis of Youth Character Building Applied by Learner Centered Method: A Case Study of Workshop 21st century Fluency Skills Education, Lifelong Guidelines and Lifeskills (Universal Values) in Medan, Indonesia

Study on Learner-Centered Grammar Teaching-Learning Method for Grammar Learner's Attitude Change - Focusing on ‘Flipped Classroom’ -

Study on Learner-Centered Grammar Teaching-Learning Method for Grammar Learner's Attitude Change - Focusing on ‘Flipped Classroom’ -

Type 1 Diabetes Mellitus: Pediatric Team-Based Learning Module.

Type 1 diabetes mellitus (T1DM) is an autoimmune disease that impacts roughly 200,000 youths in the United States. Many patients have limited access to specialist care. Therefore, general pediatricians are expected to be skilled in the management of diabetes. Recent studies suggest that an educational gap exists for general practitioners regarding diabetes care. Team-based learning (TBL), an active, learner-centered method of teaching, has been shown to be an effective tool in adult learning and teaching. Here, we outline a TBL activity focused on the education of pediatric residents in the comprehensive management of T1DM. Learners prepare in advance by reading through a review article on T1DM. They are formed into groups and work through the readiness assurance process first, followed by application exercises. The application exercises focus on choosing and applying an insulin regimen to a patient with a new diagnosis of T1DM, including modification of this regimen based on blood sugar trends, management of diabetes ketoacidosis, and recognition and management of hypoglycemia. Learners showed improvement in their readiness assurance testing, from 81.4% individually to 91% as a group. Eighty percent of learners agreed or strongly agreed this was an effective method for improving diabetes skills and knowledge, and the learning process engaged them. TBL may be a valuable educational strategy to enhance knowledge of T1DM care for general pediatricians. Future studies focusing on longitudinal educational outcomes would be beneficial.

Implementing Mixed Method of Peer Teaching and Problem Solving on Undergraduate Students

This study examined the application of problem solving method combined with student centered learning (peer teaching) method as a mixed method to improve student’s passing level of financial management course. The object of this study was the 84 students of financial management course separated within two classes during the odd semester period 2014/2015, July until December 2015 with fourteen meeting courses. Data used to measure the results of the application is mid and final exam scores of both classes. Researcher used observation, interview and documentation as data collect technique also triangulation technique as data validity check. This study used problem solving method combined with student centered learning (peer teaching) method as a mixed method which included into the Classroom Action Research. The final results show the increase in class A passing level is 17%. Class B passing level increased 3%. From the research we also know that in practical use of mixed method learning, leader’s quality and conducive learning environment are influencing factors in improving student’s learning performance. While the result confirms that mixed method improving learning performance, this study also founds additional factors that might be considerably affecting the results of learning performance when implementing the mixed method.

The Relationship between the Emotional Intelligence and Reading Comprehension of Iranian EFL Impulsive vs. Reflective Students

<p>The present article aimed at investigating the relationship between the emotional intelligence and reading comprehension of Iranian EFL impulsive and reflective students. To do so, 121 students based on a PET test were selected. Then, they answered a translated version of emotional intelligence and did a reading comprehension test. Later, they filled out impulsiveness questionnaire reflectiveness questionnaire. The results of these questionnaires and the reading test were compared. The first finding of the research revealed that there was a significant relationship between Iranian EFL learners’ emotional intelligence and their reading comprehension. Based on the next result, it was concluded that there was significant relationship between impulsive Iranian EFL learners’ emotional intelligence and their reading comprehension. On the other hand, there wasn’t such relationship between reflective Iranian EFL learners’ emotional intelligence and their reading comprehension. The last finding indicated that the Iranian impulsive EFL female students who possessed more degrees of emotional intelligence outperformed reflective students on reading comprehension. The findings of the research could be employed by EFL teachers, educational researchers, and English learners in an attempt to develop a more learner-centered method of second language reading comprehension.</p>

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed: first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English. Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

The Effects of Cooperative Learning in English Presentation Classes

The purpose of this study is to identify the effect of cooperative learning in English presentation classes. Data were collected from pre and post questionnaires, class observations, and interviews. This research focuses on the effect of cooperative learning strategies, peer evaluations, and student satisfaction. The results of the study were positive; 1. Cooperative learning strategies were statistically very significant. 2. Peer evaluation had no significant effects on students’ presentation skills. 3. Cooperative learning had significant effects on students’ class satisfaction. These results show that cooperative learning is one of the most valuable methods that leads student centered learning and effective teaching methods for students who want to improve their English presentation skills. Also it shows that students’ group activities help students promote their social relationship including self-regulated learning strategies and self-efficacy.

Penerapan Model Pembelajaran Kooperatif Tipe Mind Mapping Untuk Meningkatkan Hasil Belajar Siswa Kelas XI IPA 1 SMA Negeri 6 Banjarmasin Pada Pokok Bahasan Usaha Dan Energi

The low result of student learning is caused by teacher centered learning methods. Be required a model of learning which makes to improve the result of student learning. Therefore, be done a research by the implementation of cooperative learning model mind mapping type to improve the result of student learning at XI IPA 1 grade in SMA Negeri 6 Banjarmasin in subject work and energy. The specific aims of the research describe: (1) the lesson plan adherence of cooperative learning model mind mapping type; (2) the result of student learning; (3) the student’s activities; (4) the student’s responses toward learning. The type of the research is a classroom action research of Kemmis & Mc Tagart model which includes planning, observation, and reflection. The technique of data collecting used observations, tests, questionnaires and documentations. The technique of data analysis is qualitative descriptive and quantitative descriptive. The Results of the research showed (1) the lesson plan adherence categorized very well; (2) the result of student learning althought the individual and classical are completeness; (3) the student’s activities categorized very well; (4) the student’s responses categorized well. Be obtained the conclusion that the implementation of cooperative learning model mind mapping type is effective to improve the result of student learning at XI IPA 1 grade in SMA Negeri 6 Banjarmasin in subject work and energy.

How CLIL Classes Exert a Positive Influence on Teaching Style in Student Centered Language Learning Through Overseas Teacher Training in Sweden and Finland

Recent reforms in Japan’s English language education policy have focused on improving student’s communicative ability with greater emphasis on practical conversation, debate, presentation skills and interdisciplinary use of English. Traditionally the focus of English education in Japan has been on grammar, vocabulary, reading and translation since high schools and universities use English for their rigorous entrance exams (Nishino & Watanabe, 2008). Curriculum reforms aimed at increasing communicative English will require teachers to improve their speaking ability but also adopt a more learner centered method of teaching. In an effort to improve overall English language ability, support cross curricular diversity, encourage learner centered teaching, and promote internationalization and cultural understanding researchers at Osaka National University of Teacher Education have begun incorporating CLIL training into the teaching curriculum and overseas teacher training programme. The aim of the research was to investigate how using the CLIL framework influences student teachers to adopt a more student centered teaching style when working with 12 year old children. © 2015 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of Universidad Pablo de Olavide.

Distributions of Nursing Student’s Problems with Student Centered Learning Method

Purpose: Student centered learning (SCL) method is a new approach in Indonesia in which students have to more proactive in achieving competencies. A nursing school in Semarang, Indonesia has applied this method since 2006. Many students’ achievements were obtained from local, national, and regional level. However, several concerns also came up with this method. This study aims to identify students’ problems with SCL methods from 1st to 4th year grades. Methods: Research design was a descriptive quantitative by conducting survey based on the domains and categories from a qualitative study. The questionnaire has been tested the validity and reliability. The researcher kept the items do not valid since they are significant to explore those crucial problems. Univariate analysis was done to measure the problem percentage in each grade. The investigator described each category in quantitative analysis tables. Results: The results showed that the problem percentages found in the early year almost similar with others. Conclusion: This recommends that it needs learning system improvement from life skill competence arrangements, learning scenario design, and tutor’s capacity enhancement.

The Group Objective Structured Clinical Experience: Building communication skills in the clinical reasoning context

ObjectiveStudents are rarely taught communication skills in the context of clinical reasoning training. The purpose of this project was to combine the teaching of communication skills using SPs with clinical reasoning exercises in a Group Objective Structured Clinical Experience (GOSCE) to study feasibility of the approach, the effect on learners’ self-efficacy and attitude toward learning communication skills, and the effect of providing multiple sources of immediate, collaborative feedback. MethodsGOSCE sessions were piloted in Pediatrics and Medicine clerkships with students assessing their own performance and receiving formative feedback on communication skills from peers, standardized patients (SPs), and faculty. The sessions were evaluated using a retrospective pre/post-training questionnaire rating changes in self-efficacy and attitudes, and the value of the feedback. ResultsResults indicate a positive impact on attitudes toward learning communication skills and self-efficacy regarding communication in the clinical setting. Also, learners considered feedback by peers, SPs, and faculty valuable in each GOSCE. ConclusionThe GOSCE is an efficient and learner-centered method to attend to multiple goals of teaching communication skills, clinical reasoning, self-assessment, and giving feedback in a formative setting. Practice implicationsThe GOSCE is a low-resource, feasible strategy for experiential learning in communication skills and clinical reasoning.

The Application of Task-based Writing and Traditional Writing on the Development of Reading Comprehension of EFL Advanced Iranian Learners

Every single teaching method has its own merits and demerits; however, teachers typically select a method which they deem suitable. Task-based language teaching, a learner-centered method, advocates the shift from teacher dependence to learner independence. This study was an attempt to find out if traditional writing makes a significant contribution to the development of reading comprehension. It also concentrated on the usefulness of performing writing tasks on the development of reading comprehension. The participants were 60 female advanced EFL learners chosen from among 100 learners, randomly assigned into two groups of 30 learners. During the treatment period, first-group participants received task-based writing instruction while second-group participants received instructions through traditional methods. The analyzed results clearly demonstrated the contribution of task-based writing to the development of reading comprehension of EFL advanced Iranian learners. The findings also showed that traditional writing instruction was not a good means of improving reading comprehension.