Learner-centered Teaching Methods Research Articles

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.

역량기반 전공교육을 위한 교과-비교과 연계 플립러닝 학습효과 분석

Objectives This study analyzed the learning effects of flipped learning linked to subject-matter subjects to strengthen the major abilities of students in the Department of Police Administration at K University. Specifically, flipped learning was used as a teaching and learning method in the 'Forensic Investigation' class, a major subject in the Department of Police Administration, and was linked to a non-curricular program operated by the Teaching and Learning Development Center on campus.
 Methods To this end, flipped learning using scientific investigation videos of actual crime cases was conducted for 13 weeks in the forensic science major subjects, and as a subject-related extracurricular program, a forensic investigator from the K Local Police Agency was invited to give a special lecture on the major, and on-campus teaching and learning was conducted. It is designed to enable participation in learning communities or tutoring conducted by the development center. In order to comprehensively analyze the major abilities of participating stu-dents, we conducted lecture evaluations and special lecture satisfaction surveys on flipped learning using criminal investigation series (forensic video), and conducted in-depth interviews about learning experiences using Colaizzi's phenomenological method. It was carried out.
 Results The lecture satisfaction level for ‘Forensic Investigation’ using flipped learning and subject-related ex-tra-curricular classes was 4.65, which was improved from the previous year’s class that did not apply the sub-ject-connected extra-curricular program, showing that there was an educational effect on the learning experience. In addition, as a result of analyzing the learning effect of flipped learning, four central meanings were derived: class attitude, communication ability, class performance, and improvements. Lastly, as a result of analyz-ing the satisfaction level and in-depth interviews with the non-curricular program linked to the major curriculum, it was confirmed that it was helpful in motivating police officers to join the police force and cultivating criminal in-vestigation capabilities.
 Conclusions This study conducted an analysis of the learning effect of 'Forensic Investigation' in the Department of Police Administration at K University, which was found to have a positive effect on improving the ability to utilize professional knowledge related to criminal investigation, self-directed learning ability, convergence ability, and communication ability, which are major abilities. It is valuable in that it contributed to breaking down the bounda-ries between major subject classes by overcoming the constraints of limited class time and enabling individual in-depth learning by linking flipped learning, a learner-centered teaching and learning method, with extra-curricular programs.

PARTNERING TO IMPROVE CARE: STRENGTHENING THE FAMILY CAREGIVER AND HOME CARE WORKER RELATIONSHIP

Abstract Family caregivers and home care workers provide essential daily care for millions of older adults and individuals with disabilities across the United States—and together they constitute the backbone of home and community-based services (HCBS). In many cases, these unpaid and paid caregivers work closely together and share common knowledge, skills, experiences, and challenges. Yet the overlap and relationship between them remains relatively understudied. This session will describe the importance of strengthening the family caregiver/home care worker dyad and discuss promising developments in research, policy, and practice. We will then highlight a pilot training intervention designed to improve the shared knowledge and interpersonal competencies of family caregivers and home care workers. The intervention— Partnering to Improve Care: Direct Care Workers and Families—was developed by PHI (a national nonprofit research, public education, and consulting organization) in partnership with the Florida Pioneer Network, Home Instead, and Florida State University through the North and Central Florida Geriatrics Workforce Enhancement Partnership (GWEP). Informed by the PHI Coaching Approach®, the intervention consists of five parallel online training modules for family caregivers and for home care workers that utilize adult learner-centered teaching methods and reflect input from home care stakeholders. The modules portray common scenarios that family caregivers and home care workers face and aim to build communication and relationship skills that facilitate collaborative problem-solving and the provision of person-centered care. We will present key findings on the feasibility and acceptability of this intervention, discuss next steps in this research, and highlight broader policy and practice recommendations.

Business studies teachers' understanding and implementation of flipped learning in technology-enhanced classrooms

There is a growing demand nowadays for teachers to shift from teacher-centred to learner-centred teaching methods. In accordance with this, novel teaching methods such as flipped learning have been devised. This study explores business studies teachers' understanding and implementation of flipped learning in technology-enhanced classrooms. This qualitative study is underpinned by an interpretive paradigm. A phenomenology research design was adopted and six business studies teachers from six secondary schools located in the KwaZulu-Natal province of South Africa were conveniently sampled. Interviews and classroom observations were used to collect data. Thematic analysis was adopted to analyse data collected through the interviews, and data generated through classroom observations were also analysed thematically. The study found that some teachers did not fully understand and implement flipped learning. Therefore, the study recommends that teachers undergo in-service training to orientate them to novel teaching methods such as flipped learning.

대학 글로벌 서비스-러닝에서 협력적 학습코칭 사례

The purpose of this case study was to derive implications for the application of collaborative learning coaching in university Global Service-Learning(GS-L). Data were collected through self-evaluation surveys before and after class, and post-class reflection reports. They are analyzed through paired-sample t-tests and categorization focused on important events. The results are as follows. First, all factors of global community consciousness, multinational consciousness, and civic consciousness were found increased after GS-L activities, and civic consciousness increased statistically significantly. Second, all factors including understanding cultural differences, acceptance of cultural differences, and intention to participate in multi-cultural attitudes increased after the GS-L activity, and intention to participate was found increased statistically significantly. Third, the positive effects of the collaborative learning coaching were found in expanding understanding on other cultures, and increasing interest in global issues as well as participation in problem solving. Difficulties were found in reaching consensus and cooperation among stakeholders participating in GS-L, forming a team that takes into account dynamics within the group, and demonstrating effective leadership. This study is significant in that it proposes an instructor's collaborative learning coaching strategy as an effective teaching method for GS-L. The results of this study are expected to be used as evidence for the implementation of collaborative learning coaching by instructors as an effective learner-centered teaching method in university GS-L activities.

토의·토론을 적용한 서양음악사 교과목 운영사례 연구

Objectives This study sought to provide an effective teaching direction through practical examples of applying the discussion and discussion method to Western music history subjects and conducting classes with learner-cen-tered teaching methods. At the same time, the purpose is to conduct a learning effect and satisfaction survey for discussion-centered classes for students, analyze the results, prove the effectiveness of the discussion and dis-cussion teaching method, and present a learner-centered teaching model for music colleges in the future.
 Methods While conducting a class on the history of Western music in the 2022-2 semester at the Department of Music at S University in Seoul, we attempted various class activities such as flipped learning, discussions/debates, quiz games, and reflection journal writing using a three-stage model of before class, during class, and after class. After completing the 15th week of classes, a learner satisfaction survey was conducted on 24 students who took the class to determine the effectiveness of the class method and learners' perception and satisfaction, and the results were analyzed.
 Results First, the learner-centered teaching method using discussion and discussion has developed various competencies in the learners. Second, through various learning activities and the use of learning materials, the in-terest and interest of learners were improved. Third, through various activities such as flip learning, PPT lectures, discussion and discussion activities, and writing a reflection diary, the learner's understanding was improved. Fourth, through the formation of mutual closeness with the learners, it was possible to expect the active appear-ance of the learners. Fifth, the learners' satisfaction with the overall class was high.
 Conclusions By applying the discussion and discussion method to the Western Music History course, which is a major subject of the College of Music, the learning effect and class satisfaction were increased, and the active participation of learners was drawn. Through this, the effect of the discussion and discussion teaching method was revealed and the way forward for learner-centered teaching was suggested.

대학 창업 교과목 운영 사례

The purpose of this study was to derive implications for start-up education and effective teaching methods for start-up courses through the operation of social entrepreneurship courses in the university's regular start-up curriculum. In order to develop, operate, and analyze the effectiveness of social entrepreneurship courses, data were collected through self-evaluation surveys and post-class reflection reports, and the collected data was categorized based on the corresponding sample t-test and important events. First, the main research results showed that all factors of innovation, initiative, and risk-taking in entrepreneurship increased after the start-up course class, and innovation and initiative increased statistically significantly. Second, as a result of the survey, it was found that all factors of community consciousness, empathy, and help in prosociality increased after the start-up subject class, and community consciousness and empathy increased statistically significantly. Third, in the post-class reflection report, the positive effects of learners' cooperative participation-oriented practical teaching strategies were the effect of participating in learning activities and results through team activities, raising awareness of start-ups as career options, and difficulties in the start-up idea and development process. This study is meaningful in that it proposed a practical teaching strategy centered on the cooperative participation of learners as an effective educational method for university start-up education. The results of this study are expected to be used as evidence for supporting effective learner-centered teaching methods in university start-up education.

소통강화를 위한 교양 스페인어 문제중심학습 모형

This study aimed to design a problem-based learning model for general Spanish course to strengthen communication using learner-centered teaching methods. The subjects of this study were divided into two classes for a total of 80 freshmen students taking Spanish classes in a university in Daejeon City for 10 weeks in the second semester of 2022. After reviewing the validity of five experts, the final model was completed through learner evaluation after applying it to actual classes. The results of the expert validity test showed that the average of suitability, explanatory power, and usefulness items was 3.0 or higher, but the average of comprehension items was 2.8 and less than 3.0. The final model of problem-based learning design was completed by reflecting the results of expert validity verification and learner evaluation.

Investigating Mathematics Teachers’ Understanding and Practices of Learner-centered Teaching in Junior Secondary Schools within Katima Circuit in the Zambezi Region of Namibia

This study investigated mathematics teachers’ understanding and practices of learner-centered teaching (LCT) in junior secondary schools within Katima Circuit in the Zambezi Region of Namibia. A qualitative study method was used and purposeful sampling procedures were used to select participants. Research instruments included open-ended interviews and recordings from twenty mathematics teachers in selected junior secondary schools in the Zambezi Region. Results of the study indicate that teachers understand the concepts of LCT and have adequate training and knowledge on the benefits and teaching approach in LCT due to the inclusion of the LCT methods in teacher education and other training workshops. However, the study also found that most mathematics teachers use only cooperative learning during teaching and learning mathematics. The study also identified significant challenges teachers face in implementing LCT, including overcrowded classrooms, lack of resources, and learners’ lack of motivation. Considering the above findings, the study recommends that the government and stakeholders support teachers with resources and further staff development opportunities.

You Can Handle, You Can Teach It: Systematic Review on the Use of Extended Reality and Artificial Intelligence Technologies for Online Higher Education

Over the past year, defined by the COVID-19 pandemic, we have witnessed a boom in applying key emerging technologies in education. In such challenging situations, technology and education expanded their work together to strengthen and interactively impact the learning process in the online higher education context. From a pedagogical perspective, extended reality (XR) and artificial intelligence (AI) were accessible toolboxes to amplify an active and learner-centered teaching method. Whether and how such activities will continue in a post-COVID-19 situation remains unclear. In this systematic literature review, we document the application of XR and AI in online higher education settings and build up an accurate depiction of their influence after the COVID-19 pandemic outbreak. A significant contribution of the thorough analysis conducted was the corroboration of the growing interest of these fast-emerging technologies and their impact on learner agency and outcomes, making online education more accessible, effective, engaging, collaborative, self-paced, and adapted to the diverse academic trajectories. The momentum brought about by the pandemic has served as an impulse for educators and universities to expand the use of these technologies progressively, meet new challenges, and shape the future of online higher education.

LecturePlus: a learner-centered teaching method to promote deep learning.

A new teaching format, the LecturePlus was formulated as a lecture followed by small group learning activities. This study assessed the effectiveness of LecturePlus in medical education. An interventional study was conducted among final-year medical students with 74 students in the experimental group and 96 students in the control group. Each LecturePlus lasted about 1 hour and was conducted with 12 to 18 students. A LecturePlus session comprised of a lecture followed by small-group problem-solving exercises. The exercises were clinical cases with open-ended short-answer questions. Students were divided into groups of three each (triads) for these exercises. A faculty tutor assisted the small groups as needed. Closure was achieved through a discussion moderated by the tutor. Learning outcomes were assessed via the National Board of Medical Examiners (NBME) subject scores and compared with those of the preceding academic year. An additional multiple-choice questions (MCQ) test was administered before and after the clerkship. The MCQ test showed improvement in knowledge application (p < 0.001, partial eta squared, 0.42). There was a statistically significant improvement in adjusted NBME scores among female students (74.8 vs. 71.8; p = 0.017) but not among male students. An anonymous written questionnaire survey showed high ratings for LecturePlus (95% selecting yes or partly yes to overall satisfaction). LecturePlus is an instructional strategy that integrates a lecture with learning activities. It can be scaled to large class sizes facilitated by one teacher. By combining didactic teaching with problem solving, this new instructional strategy may foster application of knowledge.

메타버스 활용 교육의 국내 경험적 연구 동향 분석

In a situation where the metaverse is being actively studied in the field of education due to the development of technology, it is necessary to analyze the current trend of metaverse-related education research and propose guidelines for application in Korea. This study collected 67 empirical studies in Korea using the metaverse for teaching and learning. Each paper was analyzed for the year of publication, participants, learning contents, teaching-learning methods, metaverse scenarios, learning effects, and learning hindrance factors. As a result of the analysis, it was found that there is a lack of empirical studies using mirror worlds and life logging for education compared to AR and virtual worlds. Also, AR was used at earlier school levels, such as kindergartens and elementary schools, unlike the other metaverse scenarios mainly used in universities. The learning contents applied to each metaverse scenario were different, showing each metaverse scenario's unique characteristics. In all metaverse scenarios, complementary teaching methods appeared the most, while learner-centered teaching methods appeared the least. When used in teaching and learning, AR showed high levels of immersion and achievement improvement and strength in ease of use, with overall low learning hindrance factors. It has been confirmed that virtual worlds had strengths in interaction and presence but also had high cognitive load and technical problems, so they required sufficient control by teachers. Mirror worlds provided content that could interact with learners, but they had to be appropriately linked to real-world activities. Life logging showed high interaction and presence, but related studies were limited. Based on the results of this study, future applications and research directions were discussed.

대학의 학습자 중심 교수법 연구 동향

Objectives The purpose of this study is to find for research trends of learner centered teaching methods.&#x0D; Methods For this purpose, a total of 493 academic papers relating to the problem solving in the last five years were analyzed by the year of publication, teaching method, curriculum of course, academic field, research area, subject area and application environment.&#x0D; Results The results of the analysis are as follows: First, looking at the trends of research related to learner centered teaching methods, research was increasing every year from 2016 to 2020, and PBL(Problem based Learning) was most actively conducted. Next, it was confirmed that research in major curriculum was more than liberal arts and others. By academic field, action learning methods were most used in social sciences and PBL was most applied. By research area, Efficacy studies were carried out the most by research method and it was studied in major curriculum. Case studies was many in liberal arts. By application environment, many studies were applied in offline environment.&#x0D; Conclusions Based on these results, the study suggested the educational implications and research direction necessary for the learner centered teaching methods in the future.

김정은 집권 이후 북한 대학과 “전민과학기술인재화” 정책의 조응

This article analyzed how North Korean universities and university education conformed to the policy of “expertization of all people on science and technology” policy after Kim Jongun took power, and examined the possibilities and limitations. This policy can contribute to expanding university education opportunities such as privileges in North Korea, while increasing workers' access to information and making up for the learning deficit caused by the transition to military conscription. Universities have opportunities to play a leading role in social development, but at the same time, tasks such as establishing and operating an online/offline academic system, education and management based on learner characteristics and conditions, and field-applicable due diligence curriculum are left. However, establishing and maintaining the material basis for these contents is likely to be passed on to the people, and due to limitations in customized education, content, and academic management, there are side effects of using IT classroom as cultural/entertainment spaces. There is also a risk of excluding women, small economic workers, low-ranking workers, and a large number of workers who have difficulty making ends meet from university education opportunities. Importantly, for the successful coordination of both university/university education and “expertization of all people on science and technology” policy, the factors that will attract the majority of the people should be increased. No matter how much the authorities emphasize the talentization of all citizens' science and technology, neither this policy nor university/university education means much if the learner residents do not have much intention to participate. Qualitative improvements such as learner-centered teaching methods, competition and compensation systems, remote education and information access opportunities directly linked to good assessment at work, achievement and positive self-awareness, and satisfying knowledge interests can be expected. These efforts will be the beginning of meaningful interaction between learners and universities.

비대면 기반 학습자 상호학습 연구

The purpose of this study is to propose the use of open bulletin boards to compensate for the lack of communication due to changes in the classroom environment as a necessary teaching method in the untact period. A special communication space is required because a non face-to-face learning environment negatively affects learners' achievement of learning goals compared to face-to-face classes in university writing classes. The open bulletin board is a space where teachers and learners can all share creative ideas. The entire writing process for a semester can be recorded, and peer-to-peer learning is possible by sharing data. In addition, it is effective for learner-centered teaching methods for learners to reflect on their entire writing process, and for learners to read and evaluate the writings of fellow learners as examples of various pieces of writing. The teaching method, which consists of an open bulletin board as a point of contact, is meaningful as an alternative to the lack of communication.

Exploring perceived barriers to effective utilization of learner-centred teaching methods by tutors at Holy Family College of Nursing and Midwifery, Phalombe, Malawi.

Learner-centred teaching implies a paradigmatic shift in roles of a teacher from being a source of knowledge to that of a facilitator in the process of knowledge construction. Literature shows that perceptions which teachers hold about barriers to utilisation of learner-centred teaching methods influence how the teachers teach. Anecdotal records as well as observation of classroom teaching demonstrate that tutors at Holy Family College of Nursing and Midwifery dominantly use traditional teacher-centred teaching methods. This was a qualitative study based on the philosophical principle of constructivism. All tutors at Holy Family College of Nursing and Midwifery were the study population. Purposive sampling technique was used to select participants. In-depth interviews with 12 tutors were held using a semi-structured interview guide. Data were analysed using the 6-step thematic method. The participants suggested that effective utilization of learner-centred teaching methods is negatively affected by teacher-related as well as technical barriers. Teachers clinging to power and need for more resources negatively affect utilisation of learner-centred teaching methods.

온라인 정신건강 간호학 수업에서 플립러닝을 활용한 실시간 하브루타 교수법 경험

Objectives In this study, phenomenological research was conducted to examine real-time online experience with the Havruta teaching method and application of flipped learning in a psychiatric nursing class.&#x0D; Methods In this study, eight students currently enrolled in their third year of a nursing program participated in individual in-depth interviews for data collection from March 3 to April 23, 2021. The collected data were analyzed using Colaizzi’s phenomenological method of analysis to explore the nature and meaning of experience.&#x0D; Results Ten meaningful themes were derived through the real-time online experience with the Havruta Teaching Method and application of flipped learning in a psychiatric nursing class. The four theme clusters follow: (1) a teaching method that aids in longer memory retention, (2) a teaching method that boosts interest and motivation, (3) the shortage of time, and (4) a desire for improvement in parts of the lecture. In particular, the study participants noticed longer memory retention of learning material and hoped to have more classes utilizing the same instructional method in the future.&#x0D; Conclusions This study demonstrated that self-driven, learner-centered teaching methods, such as the Havruta teaching method, can improve nursing students’ learning efficiency and stimulate their academic interest. Furthermore, as online learning in universities is predicted to be on the rise even after the end of the COVID-19 pandemic, efforts will be needed to modify existing teaching methods accordingly and establish appropriate ways to promote the anticipated learning outcomes.

Teaching Geographic Information Systems (GIS) in South African High Schools in the Frances Baard District

Geographic Information Systems (GIS) is an exciting development in Geography education locally and internationally. GIS has been part of the senior high school Geography curriculum for over a decade in South Africa. However, matric pass rates in the GIS section of Geography, which is examined in paper 2 of the national examinations, are low. This research was conducted to investigate the teaching methods used by teachers to teach GIS in high schools in the Frances Baard district, Northern Cape Province. The mixed method approach and the multiple-case study design were used for the study. Data from teachers were gathered using a questionnaire, interviews, and lesson observations. The questionnaire was completed by 50 teachers, and 10 teachers were interviewed and observed while teaching GIS topics. Results showed that most teachers used multiple teaching approaches, which were mainly teacher-centred. These included lecturing, explanation, questioning at the expense of learner-centred approaches that were fundamental for GIS instruction. These methods were used due to challenges that teachers faced in GIS teaching including a lack of physical resources to teach GIS, large classes, a lack of proper training, and time constraints. The question of how GIS should be taught in high schools has been a source of consternation among geography educators, more especially in developing countries such as South Africa, where some schools lack resources such as computers, GIS software, internet connectivity, and electricity connection. The utility and value of having GIS in the curriculum, such as promoting e-education generally, cannot be achieved if there is no systemic initiative to create appropriate environments and skills for teachers entrusted with teaching GIS. The current teaching approaches used fail to propel GIS to better learning and understanding by the learners. This is reflected by the ongoing low pass rate in the GIS section nationally. The study proposes a paradigm shift in the way GIS is being taught in high schools. Teachers should use teaching methods that are learner-centred. Students would then actively create knowledge through their own GIS experiences as a result of the learner-centred teaching methods. We argue that GIS topics should be taught in GIS laboratories, where learners are taught both theory and its practical application.

Some Issues on Improving Learners’ Creative Thinking Competence

One of the trends in the primary and comprehensive renovation of education in Vietnam today is the promotion of learner-centered teaching methods, moving from the content-based educational program to the competency-based learner approach. That is, interested in what learners can apply through learning. Therefore, studying the general problems of creative thinking skills is essential to guide the learner’s approach. Within the scope of the article, the author focuses on the analysis of available theoretical concerns about creative thinking and offers some suggestions to promote creative thinking skills for learners.

Factors That Affect the Teaching of English Composition at Ordinary Level: Case of Hwange District in Zimbabwe

This study sought to establish factors that affect the teaching of English composition at Ordinary (O) level in Zimbabwe. The participants (n=10) were O level English teachers from Hwange District in Matabeleland North Province, Zimbabwe. The teachers were selected through purposive sampling. Interviews were used to generate data that were presented in percentages and analysed through content analysis, while being guided by research objectives. The major findings of the study were that the teaching of English composition at O level is largely affected by teachers’competencies, teaching methods used by the teachers, a language-rich learning environment and teacher motivation and morale, among other factors. Other school related factors such as the amount of time allocated to the teaching of English composition on the school timetable, provision of timely and meaningful feedback to learners on written compositions as well as teachers’ attendance of staff development workshops; were also noted to be influential. Accordingly, the researcher concluded that the teaching of O level English composition in the area under study is largely affected by a combination of teacher and other school related factors. It is recommended that for improvement and effectiveness in the teaching of English composition, teachers need to be motivated, boost their teaching competencies, use learner-centred teaching methods and provide a language-rich and conducive learning environment to O level English students.