Learner-centered Perspective Research Articles

Understanding the effectiveness of automated feedback: Using process data to uncover the role of behavioral engagement

In the last couple of years, feedback research has shifted towards a feedback-as-process approach, taking a learner-centered perspective and focusing on the proactive role of the learner in feedback effectiveness. Process measures can provide new insights into the role of the learner by making learners’ actual behavioral engagement visible. We conducted an experimental study, comparing two groups (feedback vs. no feedback) of English-as-a-foreign-language learners in lower secondary schools (N = 189). The learners completed a writing task and revised it with or without feedback. A second writing task served as a transfer task. Performance was automatically assessed using a scoring algorithm. To determine the level of learners’ behavioral engagement during the text revision, we used the revision time and the edit distance (i.e., a similarity measure) as behavioral measures. Our analyses showed a positive effect of feedback on text revision. We found a full mediation of the effect of feedback on text revision through revision time with an estimated portion of mediation (POM) of .63∗∗∗ and a partial mediation of the feedback effect on text revision through the edit distance with a POM of .30∗∗. We did not find significant mediation effects of either engagement variable regarding performance in a transfer task. Our findings contribute to the understanding of feedback effectiveness, highlighting the central role of learner engagement in the feedback process.

한국어 학습자의 한국어 교수 품질 인식 수준이 학습 만족도에 미치는 영향

Objectives This study aims to verify the effect of the perceived quality of Korean language teaching on learning satisfaction for international students learning Korean for academic purposes in Korea and to verify the mediating effect of learning commitment in this relationship. Methods A survey was distributed to 250 international students taking Korean language education at language schools and universities located in Seoul and Gyeongbuk Province, and factor analysis, correlation analysis, and multilinear regression analysis were performed on 247 valid sample data finally collected using SPSS 26.0. Results Among the levels of recognition of Korean language teaching quality, only the interaction quality had a significant positive effect on learning satisfaction. In addition, it was analyzed that learning commitment has the effect of mediating the relationship between the level of recognition of Korean language teaching quality and learning satisfaction. Conclusions In order to increase the level of interaction between Korean learners and instructors, the first priority for instructors is to improve their qualities in order to have an immediate response to the learning process, individual learners' understanding of culture, and requirements. Furthermore, when designing Korean language instruction, flexible efforts are needed to change the content and method of instruction required by learners through preliminary demand surveys from a learner-centered perspective, satisfaction, and difficulties surveys during the course of instruction.

The Learner-Centered Curriculum: Is it the Missing Piece in Coaching Programs?

Sports federations and national sports organizations worldwide are responsible for coaching education programs. While notable progress has been made to improve the quality of coaching in different countries over the past two decades, the literature still highlights limitations in coach education programs regarding the achievement of meaningful learning. A learner-centered perspective that promotes ongoing development is suggested instead of a traditional instructional approach to overcome this. However, shifting to adopting a learner-centered curriculum remains a challenge. Although evidence of the paradigm shift exists within the microcontext of teaching and learning, researchers highlight the difficulty of application of a learner-centered culture in coach education. This article examines the traditional curriculum’s conception and design, the need for restructuring, and the principles of learner-centered curricular design. Additionally, it provides practical implications to assist sports organizations in creating a learner-centered curriculum.

Dialogic co-creation in English language teaching and learning: a personal experience

Abstract This report will discuss the development and implementation of a dialogic co-creation model for English language teaching in the Language Resource Centre at the Technical University of Darmstadt, Germany. The focus of this report will be on the impact of content co-creation and its impact on learner and teacher autonomy in English language learning and teaching. This collaborative, dialogic model draws primarily on principles of dialogism and exploratory talk (ET) and exemplifies a novel, learner-centered method for curriculum development and teaching in Higher Education. This learner-centered perspective advances an in-depth understanding of the relationship between language learner and teacher, content and language integrated learning (CLIL), language for specific purposes (LSP), their respective content boundaries, the role of content expert and the inhibition threshold. Three examples of teaching English to university professors and professional staff using this model will be discussed. The author proposes that such a model could be adapted and scaled into larger student groups, too.

Cameras Optional? Examining Student Camera Use from a Learner-Centered Perspective.

In this paper, we offer a holistic look at undergraduate and graduate students' experiences with using cameras for synchronous online learning via Zoom. Analysis of the data using the American Psychological Association's learner-centered psychological principles revealed that social, cognitive, metacognitive, motivational, affective, and individual difference factors influenced student camera use and the level of influence of each of these factors varied from student to student, time to time, and space to space within a class. Findings suggest that there is a multifaceted, dynamic relationship between the student, video conferencing technology, and instructor's pedagogical actions that shapes camera use. Based on the findings, we offer suggestions for online synchronous course design, teaching, and research.

Understanding of a teacher’s professional identity through analyzing autobiographical writing and teaching practice

This study aims to explore a teacher’s professional identity, which is expressed through a curriculum perspective. Researchers analysed a teacher’s autobiographical journals and interviews to understand her/his identity and re-interpreted this identity based on an analysis of her/his actual teaching behaviour. By analysing her autobiographical journal and her interview to explore the past, present, and future, the teacher understood in depth that she was following a learner-centered perspective. By analysing her teaching practice, she could clarify her viewpoint better, develop a new perspective, and experience a reconstructing of herself while realizing, with a sense of embarrassment, that her behaviour in classroom practice was different from her own perspective. These results suggest the need for a teacher education program using the autobiographical method to reinterpret one’s classroom behaviour to become aware of one’s professional identity more clearly and deeply.

Research review on coaches' perceptions regarding the teaching strategies experienced in coach education programs

Using a learner-centered perspective underpinned by a constructivist view of learning, the aim of this research was to analyze the scientific articles published from 2009 to 2016 concerning sports coaches' perceptions on the teaching strategies experienced in coach education programs. The search for articles took place across six databases: PUBMED, SCOPUS, Web of Science, PyscNET, ERIC, and SPORTDiscus. Two peer-reviewed journals related to sports coaching that were not indexed in the aforementioned databases at the time of the review were also screened. A total of 1937 articles were initially found with 17 eventually deemed appropriate for incorporation into the review after applying the established exclusion criteria. Three themes related to interactive, reflective, and assessment activities were generated from an inductive thematic analysis conducted on the coaches' quotes extracted from the reviewed articles. In general, it was revealed that coaches mostly held positive perceptions of situations and experiences that positioned them at the center of the learning process through interaction and reflection. Suggestions are discussed to address coaches' negative perceptions on the assessment strategies experienced and to improve the integration of learner-centered approaches in coach education initiatives.

학습자중심의 유아과학교육 수업에 따른 예비유아교사의 과학교수이미지와 과학교수효능감에 관한 연구

The purpose of this study was to examine science teaching image and science teaching efficacy of pre-service early childhood teachers participated in an learner-centered early childhood science education course. Subjects were 60 junior-year students attending an early childhood science education course. Each student’s image of science teaching and science teaching efficacy data, interview data, students’ reflective journals were collected and analyzed. First, it showed that the images of science teaching of pre-service teachers were more teacher-centered than child-centered in the beginning of class. but It changed into child-centered images at the end of class and improved after participating in the course. Second, it showed that science teaching efficacy of pre-service teacher was improved at the end of class and showed that this kind experience enabled the pre-service teachers to build up confidence and have positive attitude towards carrying out young children’s science activities in a learner-centered perspective at the spot of science class for children.

Multi-dimensional alignment between online instruction and course technology: A learner-centered perspective

Compared with face-to-face instruction, online instruction in distance and hybrid education relies on the extensive use of course technology. Course technology supports multiple aspects of online instruction including objective specification, material organization, engagement facilitation, and outcome assessment. This study looks into different dimensions underlying the alignment between online instruction and course technology, and investigates the direct and indirect effects of involved constructs on student satisfaction as the outcome variable. The empirical evidence from a survey supports most research hypotheses, and suggests that instruction-technology fit is a partial mediator for online instruction and a full mediator for course technology in terms of their relationships with student satisfaction. Whereas all alignment dimensions but assessment fit are significant, engagement fit calls for closer attention than objective fit and material fit. That is, course technology has great potentials as well as a big space for improvement to facilitate the student engagement aspect of online instruction. From a learner-centered perspective, the findings offer researchers and practitioners helpful insights on how to utilize all kinds of e-learning tools for student success.

Beyond Plain Language: A Learner-Centered Approach to Pattern Jury Instructions

Before a jury begins deliberation, judges provide instructions to guide jury decision-making. Unfortunately, extant literature has demonstrated poor comprehension of these instructions. Although there have been attempts to simplify the language of these instructions, plain language may not be enough to ensure comprehension. Instead, the principles of technical communication advocate the adoption of a learner-centered perspective and suggest increased novice–expert interactions to assist jurors in comprehending the task assigned to them.

영어교육과정에 대한 사례 연구: 온라인대학의 요구분석을 중심으로

This study proposes that English curriculum development should be based on students' needs analysis for successful on-line English education. From a learner-centered perspective, it aims to provide practical guidelines for on-line English curriculum development by analyzing on-line students' questionnaire results. One finding is that on-line students show a variety of demographic information and that students have high levels of integrated and instrumental motivation, showing strong interest in acquiring English-related certificates. Another finding is that English native instructors' classes are necessary as a part of on-line English curriculum, but their teaching methods and contents need improving. Regarding native instructors' courses, students prefer a single teaching method by an English native instructor to a team teaching one by a Korean and an English native instructor. As for the interaction with a native tutor through phone conversations or writing feedback, there are more demands in conversation courses than in composition courses. Regarding course levels and skills, basic English courses are more demanded than advanced ones, and speaking and listening courses are more demanded than writing and reading ones. On-line students prefer individual tasks to team projects, reflecting the characteristics of on-line learning such as time-and-space independence and asynchronism.

The Master Teacher Program: Professional Development for College Teachers

In this qualitative study I explored six college (CEGEP) teachers’ perspectives on teaching and learning over a two-year period, as they completed the first four courses in a professional development program, the Master Teacher Program (MTP). Repeated, semi-structured interviews were analyzed, using the complementary processes of categorizing and connecting. Results revealed, through four patterns and three major dimensions, a process of evolution from a teacher- to a learner-centered perspective.

How much choice is too much?

Providing a learner-centered perspective is in keeping with modern constructivist approaches to learning, and this means that courses must be designed with learner attributes and choice in mind. Concerns over accreditation and the need for accountability at the post-secondary level seem to contradict freedom of choice and flexibility of term work, but this need not be the case. This paper outlines numerous strategies for offering choice and flexibility to students in a freshman programming course. Approaches include flexible deadlines, the ability to re-submit work that has already been assessed, writing tasks, contributing to course content, bonuses for embellishments and extra work, and choices about which problems to solve. All of the strategies have been employed in classes, and students' reactions as well as effects on student engagement and quality of work are described.

Learner-centered principles in teacher-centered practices?

In the study reported here, I compare Learner-Centered Battery (a questionnaire of students’ perceptions of the classroom) results and the observation and interview data gathered in one sixth-grade classroom noting first a discrepancy between the descriptions of the classroom that stems from each. I review this discrepancy, highlighting a need for triangulation using different types of data collection methods so as to better understand this particular classroom. Further, the analysis indicates that principles of a learner-centered perspective can be embedded within a traditional teacher-centered environment, at least for this particular classroom.