Learner-centered Teaching Research Articles

Comparing stakeholders’ perceptions of the implementation of ‘learner-centred’ pedagogy: the case of Rwanda

ABSTRACT A successful implementation of educational reform relies not only on teachers, but also systemic support for them, and crucial involvement of multiple stakeholders. This qualitative study explores the implementation of ‘learner-centred’ pedagogy (LCP) in Rwanda. Semi-structured interviews were conducted with three stakeholder groups comprising government officials, teacher trainers and teachers from four ‘schools of excellence’ in Kigali City to understand their perceived enablers and challenges of LCP. While findings around the challenges of LCP implementation echoed the experiences of other low-resource contexts, differences were additionally identified within and/or across stakeholder groups on specific issues. The study argues that if reform visions are to be realised then policymakers need to go beyond addressing internationally known challenges; but also consider the diverse needs and perspectives of all stakeholders.

MENELAAH PENERAPAN PEMBELAJARAN SOSIAL EMOSIONAL DAN PERWUJUDANNYA DALAM PENDIDIKAN YANG BERPIHAK PADA PESERTA DIDIK

Education is an effort to shape individuals with characters aligned with the prevailing societal values. Consistent with the thoughts of Ki Hadjar Dewantara, education prioritizes the interests of the learners. One of the efforts in character formation is through social-emotional learning. Social-emotional learning encompasses five components: self-awareness, self-management, social awareness, social skills, and decision-making. This study examines how social-emotional learning is implemented in schools and its manifestation in learner-centric education. The method employed in this study is qualitative through literature review. Data collection techniques involve documentation by gathering various readings or literature. The results of this study indicate that there are already numerous effective implementations of social-emotional learning in schools. Additionally, the realization of social-emotional learning is an effort towards character formation in accordance with the needs of the learners.

The impact of high-immersion virtual reality on EFL learners’ foreign language speaking anxiety: A mixed-method approach

AbstractHigh-immersion virtual reality (HiVR) attracts increasing attention among language learning researchers because of its potential to enhance language learning. Prior studies focused mainly on HiVR and linguistic knowledge acquisition, and little is known about HiVR and emotions in language learning. Foreign language speaking anxiety (FLSA) is a common emotion that inhibits language learning and use, so it is important to explore approaches to alleviate it. This study investigated the potential use of HiVR for coping with FLSA in which 140 Chinese EFL learners were randomly assigned to four groups (35 students each) with a different combination of learning environments (HiVR or classroom) and learning principles (situated learning or teacher-centred learning). Students’ pre- and post-test of FLSA levels within and among four groups were compared via t-tests and ANOVA. Participants’ descriptions of FLSA change and perceptions of the effects of HiVR on FLSA were integrated with quantitative results for analysis. The integration of analysis showed that although most students perceived HiVR as a useful tool for alleviating FLSA, it is difficult for them to apply the reduced anxiety experienced in HiVR to real-life situations. The statistical results also showed that HiVR did not influence students’ real-life FLSA significantly. Most participants reported that HiVR offered them an authentic environment and enjoyable learning activities, which engaged them in learning, but the use of avatars in HiVR sometimes created an obstacle to communication. Implications for using HiVR technology to enhance foreign language learning are provided.

The biology teacher profile of junior and senior high school and the use of learning models in Ternate Indonesia

The implementation of instructional models in the classroom significantly impacts students’ learning abilities and achievements. The adoption of a teacher-centered learning approach might lead to reduced student engagement in the learning process, consequently influencing their ability to acquire life skills. The current study aimed to determine the educational attainment, teaching experience, utilization of learning media and application of learning models by junior and senior high school biology teachers in Ternate, Indonesia. This study employed a qualitative research method that utilized survey questionnaires. The respondents were 25 biology teachers of junior high school and 30 biology teachers of senior high school. The research findings showed that (1) 84% of the junior high school biology teachers have the undergraduate education and 16% of them have the master education; 69.77% of those of the senior high school have the undergraduate education and 30.23% of them have the master education. (2) Both the junior and the senior high school biology teachers have over 15 years of teaching experience. (3) Among the junior high school biology teachers, the use of student worksheet is only 20%, and the use of learning media is 14%; Among the senior high school biology teachers, the use of student worksheet is 36.66% and the use of learning media is 23.33%. (4) The uses of conventional learning and the use of cooperative learnings among junior high school biology teachers are 83% and 17%, respectively; where as among those of senior high school are 73.34% and 26.66%, respectively. In conclusion, the educational qualifications of junior and senior high school biology teachers in Ternate have satisfied the necessary criteria for teaching. However, the teachers have not been able to enhance the quality of education in the city. This highlights the importance of developing innovative learning models to improve the learning abilities and achievements.

“They bring the topic [of social justice] but stop there”: Nursing students' perceptions of teaching practices that develop awareness and engagement with social justice

BackgroundPedagogical frameworks grounded in social justice, such as decolonizing and anti-racist educational practices, are essential in nursing programs. While scholars have begun to examine nurse educators' conceptualizations of social justice, there remains a lack of knowledge about student perspectives regarding nurse educators' approaches to incorporating social justice in education. ObjectiveTo understand nursing students' perceptions about educational strategies that develop critical awareness and engagement with social justice and positively influence professional practice. DesignA qualitative study informed by Critical Feminist Pedagogy and guided by Interpretive Description methodology. SettingsA school of nursing in Western Canada. ParticipantsTen undergraduate and graduate nursing students recruited through convenience sampling. MethodsStudents participated in one-on-one semi-structured interviews. A set of questions developed to facilitate data analysis allowed the deconstruction of the data to identify broad-based inductive categories. Contrast and comparison methods were also used. Members of the research team provided analytic insights into the categories, and subsequently, all members discussed the findings and developed the interpretive frame. ResultsStudent participants reported that educational strategies promoting awareness and engagement with social justice need to go beyond superficial engagement and awareness of social justice. Researchers' analysis suggests that cohesiveness between awareness and action in social justice is urgently needed within academia to adopt a decolonizing and anti-racist pedagogy in nursing and better prepare students for professional practice. From the data analysis, teaching strategies that enhance cohesiveness include: embracing personal development, creating community spaces and disrupting knowledge and curriculum hierarchies. ConclusionsUnderstanding students' perceptions and incorporating their suggestions is critical to integrating socially just teaching practices that embrace a learner-centred pedagogy. Our findings offer suggestions for teaching strategies that foster critical awareness and engagement with social justice. Combined, these contribute to our understanding of signature pedagogies in nursing with the intention of increasing the adoption of anti-racist and decolonizing approaches.

Adopting Learner-Centred Pedagogy to Develop Business Studies Learners' Problem-Solving and Creative Thinking Skills in Selected Schools in South Africa

The need for problem-solving and creative thinking skills to be taught well in business studies classrooms can never be overemphasised due to the complexity of the problems and challenges faced by businesses in the 21st-century business environment. Teachers are, therefore, required to adopt pedagogies that would enable learners to acquire problem-solving and creative thinking skills to operate effectively in the new business environment. This study investigates business studies teachers' adoption of learner-centred pedagogy to nurture learners' problem-solving and creative thinking skills. This qualitative study is positioned within the interpretive paradigm. An exploratory case study was employed as a research design. Progressive Learning Theory was adopted as the lens of the study. Semi-structured interviews and classroom observations were used to collect data from six business studies teachers who were sampled purposefully from six secondary schools in KwaZulu-Natal province, South Africa. The raw data was analysed thematically. It was found that most teachers managed to adopt learner-centred pedagogy and learning activities that promoted the acquisition of problem-solving and creative thinking skills. The study concluded that business studies teachers are now embracing learner-centred pedagogy in their classrooms, and they understand the importance of teaching learners to equip them with skills that are demanded by the 21st-century business environment. Despite these findings, it is still recommended that workshops and short learning courses be offered to teachers to equip them with pedagogical skills that would help them to engrain and sustain learner-centred pedagogy in their instructional practices.

Transformative Landscape of Anesthesia Education: Simulation, AI Integration, and Learner-Centric Reforms: A Narrative Review

This article examines the intersection of simulation-based education and the AI revolution in anesthesia medicine. With AI technologies reshaping perioperative management, simulation education faces both challenges and opportunities. The integration of AI into anesthesia practice offers personalized management possibilities, particularly in preoperative assessment and monitoring. However, the ethical, legal, and social implications necessitate careful navigation, emphasizing patient data privacy and accountability. Anesthesiologists must develop non-technical skills, including ethical decision-making and effective AI management, to adapt to the AI era. The experience-based medical education (EXPBME) framework underscores reflective learning and AI literacy acquisition, fostering lifelong learning and adaptation. Learner-centered approaches are pivotal in anesthesia education, promoting active engagement and self-regulated learning. Simulation-based learning, augmented by AI technologies, provides a dynamic platform for technical and non-technical skills development. Ultimately, by prioritizing non-technical skills, embracing learner-centered education, and responsibly leveraging AI technologies, anesthesiologists can contribute to enhanced patient care and safety in the evolving perioperative landscape.

Does Autonomy Improve Satisfaction and Performance? A Case on Learner Choice

Autonomy has been identified as an essential attribute of learner-centered teaching. Allowing learners some choice regarding their learning can positively impact motivation and performance. Some concepts can be illustrated more clearly through film, including agricultural leadership concepts such as the stages of small group development. In this study, we examined differences between learners given autonomy to choose a film for an analysis essay assignment and learners not given a choice. Learners in two sections of an agricultural leadership course focusing on teams and group development were taught the stages of group development. Learners analyzed the development of a team in film. Additionally, learners responded to questions regarding their satisfaction with and perceptions of the assignment. Findings revealed that learners in both sections perceived the assignment as enjoyable. Learners in both groups indicated a preference for their respective treatment in future similar assignments. Both groups performed well on the assignment. Recommendations include replicating this study with an additional measure of motivation, a standardized measure for student satisfaction with learning, and a larger sample size. Given that both groups of learners indicated satisfaction with learning, we recommend instructors consider incorporating films or other media when possible and appropriate.

Learners’ Perceptions of Self-directed Learning Using Self-reading and a Reading Journal in College General English Classes

his study aims to examine learners’ perceptions of self-directed learning for self-reading and reading journal writing in college general English classes. 105 first-year students from the Design College and Art College freely selected and read their texts according to their major and interests over the course of 12 weeks, and participated in the survey in the 15th week. The results showed that 76.93% of the students recognized that self-reading helped them learn English greatly or at least to some extent. The biggest difficulty in self-reading was that it was hard for students to interpret English by themselves. 77% answered that writing a reading journal was helpful in learning English, and students had the most difficulty writing English on their own. Such activities were found to be the most helpful in improving students' reading ability. 85% preferred self-directed learning consisting of self-reading and reading journal writing, and the main reason stated was that they were able to freely choose what they wanted to read, thus making the reading more interesting for them. Such a class might increase students' motivation and confidence by encouraging their active and interested participation in the class and further it can serve as the basis for students to continue independent and self-directed English learning after class. In the educational situation where learner-centered instruction is emphasized, this study suggests that self-directed learning for self-reading and reading journal writing can be combined properly with the conventional method using textbooks depending on learners’ proficiency levels in college general English classes.

Teacher clusters of emotions and self-efficacy in curriculum reform: Effects on collaboration and learner-centered teaching

This study aimed to examine the emotional and cognitive dimensions of teachers to elucidate how various clusters manifested their emotions and perceived their self-efficacy within the context of curriculum reform. Employing a survey design, we analyzed responses from 624 upper secondary school teachers in Taiwan. The results revealed three teacher clusters distinguished by varying levels of emotions and self-efficacy. Regression analyses indicated that self-efficacy, in comparison to emotions, emerged as a stronger predictor for teacher collaboration and learner-centered teaching practices. These findings hold implications for designing tailored professional development courses.

Memahami dan Mengimplementasikan Strategi Pembelajaran Langsung (Direct Instruction)

This article discusses the meaning of direct learning strategies. The method used is library research methodology and is qualitative because it collects data from various books and journals. The purpose of this article is to help understand and implement hands-on learning strategies. Based on the explanation above, we can conclude that: First, direct learning strategies are a form and approach to teacher-centered learning (teacher-centered approach). This is said because the teacher plays a very dominant role in this strategy. Second, the stages of implementation and application of direct learning strategies (direct instruction) can be achieved through: Teachers communicating goals, preparing students, demonstrating teacher knowledge and skills, guiding training, checking understanding, providing feedback, and providing further practice and opportunities. Third, the advantages of direct learning are: There is a focus on learning and guidance and control from the teacher. The weakness of this strategy is that it cannot be used with students who have poor listening skills.

Harnessing AI Chatbots for EFL Essay Writing: A Paradigm Shift in Language Pedagogy

In a time when digital technologies are changing educational paradigms, this study delves into integrating Artificial Intelligence chatbots in enhancing English as a foreign language essay writing, marking a significant shift in language pedagogy. With the backdrop of increasing reliance on technology in educational settings, the research foregrounds Artificial Intelligence chatbots’ potential to revolutionise traditional teaching methodologies. This article aims to scrutinise the efficacy of these digital assistants in augmenting the essay-writing skills of English learners, underlining the importance of aligning technological advancements with educational needs. By investigating the incorporation of Artificial Intelligence chatbots into English as a foreign language curriculum, the study highlights their capacity to offer immediate, personalised feedback, fostering a learning environment that supports individual learners’ needs and preferences. The central inquiry revolves around identifying and optimising the mechanisms through which Artificial Intelligence chatbots can contribute to developing writing proficiency among English students. Through a comprehensive review, the paper presents insights into the pedagogical benefits and challenges of using Artificial Intelligence chatbots, including their role in promoting learner autonomy, accommodating diverse learning styles, and providing a safe space for linguistic experimentation. The findings underscore the transformative potential of Artificial Intelligence chatbots in language education, advocating for a paradigmatic shift towards more interactive, responsive, and learner-centred teaching approaches. This review not only reaffirms the significance of integrating technology into language learning but also opens new avenues for enhancing the educational experiences of English learners

PharmaCORE: Optimizing medical pharmacology education with an innovative instructional dashboard

What was the educational challenge? Diminishing emphasis on pharmacology education in medical schools has resulted in a concerning lack of prescribing knowledge among physician graduates. These concerns mirror our graduates’ expressed dissatisfaction with the structure and quality of pharmacology educational experiences over the past 5 years. What was the solution? PharmaCORE, a web-based instructional dashboard, was developed as an interactive faculty development tool to enhance integration and instruction of pharmacology content in pre-clinical curriculum at a US medical school. How was the solution implemented? PharmaCORE was introduced in Spring 2022 for instructors teaching pharmacology in the pre-clinical curriculum. Instructors used the dashboard to assess coverage of specific drug topics throughout the curriculum and to apply tailored, learner-centered teaching strategies to optimize learner engagement and comprehension. What lessons were learned that are relevant to a wider global audience? The initial assessment indicated that the dashboard was user-friendly and positively influenced instructor awareness of pharmacology content and learner-centered teaching. This faculty development approach underscores the importance of skill-based mapping and maintaining learner-centered teaching standards to address other integrated subjects and broader curricular challenges. What are the next steps? This study lays the foundation for the broader applicability of instructional dashboards in tracking and addressing curricular challenges across pharmacology and other science subjects. Future steps include more personalized feedback for instructors, creating a student-accessible version, and ongoing monitoring of maintenance measures like milestone exams.

Exploring Code-Switching Practices in Vietnamese Classrooms: An Introductory Investigation

This study delves into the nuanced practice of code-switching (CS) in English as a Foreign Language (EFL) classrooms in Vietnam, examining its implications for language learning from both educators' and learners' perspectives. Through a mixed-methods approach, involving surveys and interviews with 225 ESL students and 8 experienced ESL lecturers at a renowned public university in Ho Chi Minh City, this research illuminates the multifaceted role of CS in enhancing comprehension, engagement, and linguistic proficiency. The findings reveal a general preference among students for a balanced use of English and Vietnamese, underscoring the pedagogical value of strategic CS in facilitating understanding and reducing the affective filter in language learning. Educators' narratives highlight the benefits and challenges of CS in maintaining English exposure while accommodating diverse learner needs. The study also uncovers emerging issues, such as the impact of digital and online learning environments on CS practices and the influence of external expectations on educators' language use decisions. By integrating insights from existing literature, this research contributes to a deeper understanding of the dynamic interplay between language use and educational outcomes in bilingual settings, advocating for flexible, learner-centered teaching approaches that accommodate the evolving landscape of language education.

Implementing Learner-Centered Teaching Strategies in Family Science

Learner-Centered Teaching (LCT), as opposed to teacher-centered practices, actively engages students in the learning process. In this paper, we discuss the importance of adopting LCT strategies in family science courses to improve student learning outcomes. Family science is particularly apt for LCT because of the interpersonal focus of the discipline. To help fill an important gap in the literature, seven LCT strategies are articulated within the specific context of family science. We highlight the following seven approaches: small group activities, questioning, think-pair-share discussions, gaming, in-class writing, low-stakes quizzes, and flipped classroom design. In addition to describing the approaches, we discuss class size, adapting the techniques for online courses, and working with students who require accommodations. Finally, we share evaluation data from students that speaks to four of the seven LCT strategies. Our hope is that this paper will offer ready-made ideas that family science instructors may adopt. To conclude, we discuss implications, challenges in implementing LCT, and areas of future research.

The Challenges of Implementing the Independent Curriculum in Elementary Schools

Curriculum change is a necessity that is interpreted as curriculum development and must be implemented since it is demand of the times. However, in implementing the curriculum changes, before the 2006 curriculum to the 2013 curriculum, there were problems faced. This research aims to examine the problems of implementing the Independent Curriculum faced by schools, teachers, and students. The data were collected through the fourth-grade teachers and the school principal. This research site is at SD Negeri 2 Pilot Blangkejeren. Data collection techniques use interviews and observation. This research figures out, firstly, frequent changes in regulations and repeated revisions of regulations, uneven training for teachers, incomplete facilities and infrastructure, handbooks for teachers and students handbooks, changes in scientific culture, school literacy movements, and internal supervision are not yet completed, optimal. Secondly, most students are from middle-class families background who have less learning support from their parents. Besides, in the learning process conducted in the teacher center learning students are passive.

특성화 고등학교에서 PBL을 활용한 증강현실(AR) 광고디자인 수업 과정 적용과 효과 탐색

With the emergence of new media that combines existing media and new technology, the advertising industry is diversifying its expression and doubling its interaction with consumers through augmented reality technology, a form of new media, to provide realistic experiences and deliver practical information. As a result, augmented reality advertising design is required for students who take classes based on the NCS curriculum to cultivate professionals who will lead the advertising industry in the future and contribute to the development of the advertising industry, but a systematic curriculum has not been established. The design curriculum also aims to be able to create creative digital content using a variety of media. This study aims to develop an advertising design course using augmented reality technology for seniors in specialized high schools, and to develop problem-solving, collaboration, communication, and self-directed learning skills using PBL, a learner-centered teaching and learning method that presents practical problems. To this end, PBL and augmented reality advertising design were theoretically considered and the current status of augmented reality advertising design education was investigated and analyzed through a survey. Based on this, an augmented reality advertising design course using PBL was proposed and the class was implemented. This class was conducted for about 4 weeks from November 1, 2023, to November 28, 2023, and as a result of a survey on a 5-point scale after the end of the class, the overall satisfaction with the class was high at 4.23, confirming high effectiveness.

“Their heritage language suddenly plays a role” – Teachers’ beliefs on integrating multilingual linguistic landscapes in the plurilingual language classroom

The aim of this article is to analyse teachers’ beliefs on integrating multilingual linguistic landscapes into the plurilingual language classroom. In an empirical study, a focus group interview was conducted with teachers of Spanish, French and Latin who have worked with linguistic landscapes in the realm of a language project day. Since teachers have generally positive beliefs towards plurilingualism, it remains underexplored what beliefs underlie their perspectives, namely heteroglossic and/or monoglossic perspectives. Using discourse and content analysis, beliefs can be placed on a continuum from a heteroglossic perspective (on plurilingual groups, interdisciplinarity and connecting languages) to a monoglossic perspective (on the special status of certain languages). Within this continuum, there are tensions in terms of ideologies, school structures, and teachers’ critical awareness that have the potential to lead to the co-construction of knowledge and learner-centred pedagogies.

Cooperative Learning Model: Learning Solutions for Slow Learner Students in Elementary Schools

The phenomenon of teacher-centered learning activities, limited availability of media and supporting tools, and the existence of students who have slow understanding abilities in learning (Slow Learners) are one of the bases for this research. The aim of this research is to determine and describe the planning, implementation and improvement of Islamic Religious Education learning outcomes for Slow Learner students using the Cooperative Learning model. This type of research is Classroom Action Research which was carried out at a school in Indonesia. The research subject was a teacher with twenty students. Data collection techniques used were observation and tests. All data was analyzed using descriptive quantitative analysis, so that a conclusion was obtained about improving learning outcomes using the cooperative learning model. This research found that the use of a cooperative learning model with careful planning and good implementation can increase students' learning completeness.

Improving Spoken Ability in ESL Students via Dynamic Evaluation: An Integrated Approach Investigation

In English language education, the transition from a teacher-centered to a learner-centered approach is a critical turning point that is necessary for students to succeed in the globalized world of today. This shift highlights how important having good speaking abilities is for social and professional contacts in addition to academic pursuits. This study uses a mixed-methodology approach to examine participants' speaking and listening skills in-depth, focusing on the effects of dynamic assessment on fluency and speaking accuracy among Indian ESL learners. The study investigates the relationship between linguistic knowledge, communicative abilities, and contextual understanding in the development of language competency through quantitative analysis and qualitative observations. The results show how important it is to combine learner-centered teaching strategies, dynamic assessment techniques, and focused language instruction to help ESL students develop their speaking proficiency and get ready for success in a variety of linguistic contexts in the social, professional, and academic spheres.