Student-centered Activities Research Articles

Teaching Lyric Poetry: An Approach through Genre

A genre approach to teaching lyric poetry is the subject of this essay. Part one of the essay contains a discussion and critique of genre theory as it relates specifically to the use of genre as a framework to teach poetry. Part two examines the various ways lyric genre has been defined in literary theory and tries to offer a polyphonic range of perspectives about lyric genre’s most prominent characteristics. The final section suggests a sample lesson plan and student-centered activities intended to strengthen student’s understanding of lyric poetry.

Teaching Grammar to Bilingual Learners

This article deals with an inductive way of English language teaching. This acquisition process can help bilingual students to learn, find rules and apply them to new contexts. The objective of the paper is to propose a model of teaching that promotes student-centered approach where a teacher guides learners in discovery and provides more opportunities to practice, particularly in grammar. Basis of such approach is a training environment, in which the student is not an object to whom knowledge is transferred in a ready-made form but the subject of training process therefore knowledge, abilities, skills for the student are the result of his researches, decisions and creativity. The model of teaching and student-centered activities has been explored through the action research. Based on the experiment, it can be emphasized that a progressive way of teaching grammar moves the focus away from the teacher as the information provider and enables students to focus on use. Finally, the inductive approach as more effective for achieving learning goals and outcomes, is presented in the article from the perspectives of the bilingual learners.

Teacher-Centered vs. Student-Centered

Wright (2011) distinguishes between teacher-centered and student-centered learning approaches along a spectrum of five dimensions: power balance, course content function, teacher and student roles, responsibility for learning, and assessment purposes and processes. Based on Wright’s framework, this study explores students’ perceptions of their experience with teaching methods at Uganda’s Makerere University. Specifically, the investigation uses a mixed-methods research approach that combines survey data with focus group discussions. A total of 82 students volunteered, with 54 returning questionnaires. From among the 54 students, eight were chosen for focus group discussions. Students provided information about course content, educational philosophy, and teaching activities. In the area of course content, students reported that course completion and examination results outweighed skill development. The results for educational philosophy showed that the preparation of compliant citizens took precedence over the development of self-reliant individuals. Finally, the findings for teaching activities indicated that while teacher-centered tasks still predominated, several students had been exposed to some student-centered activities.

Student centered teaching activities in secondary schools and misconceptions evolution: basic mechanics

Based on constructivism and cognitivism we believe that learning physics in schools can be faced as a process of reshaping students’ mental models about Nature’s behavior. These can correlate with existing physics misconceptions. Aware of the negative consequences of basic cognitive misunderstandings and believing that their correction, implying active and motivated students, should start from first contacts with physics knowledge in lower secondary schools, we asked three schoolteachers to participate on a pilot study with 7th, 8th and 9th graders. This study is specifically designed to promote and coach teachers’ attitudinal changes towards stronger student centered teaching behaviors. We report results obtained during academic year 2017/2018, some qualitative (from teachers diaries and recorded interviews) and a quantitative quasi-experimental study (with pre- and post-tests and control groups) with 9th graders, searching for misconceptions evolution on basic mechanics. The results obtained with 15 out of the 30 questions of the Force Concept Inventory indicate a fairly high average normalized gain for the experimental group. However, this average gain was not uniformly distributed along every FCI question, evidencing some difficulties with Newton’s 3rd law understanding. A recommended approach for its teaching in 2018/2019 produced evidence of deep learning of every tested mechanics concept.

Implementation of the Lesson Study as a Tool to Improve Students' Learning and Professional Development of Teachers

Continuous professional development is a process that requires constant and active learning for a teacher throughout his/her professional life. In this process, teachers are expected to perform activities aiming at increasing both their professional development and the quality of teaching within the classroom. One of these is lesson study. This study examined the effect of the lesson study as a tool to improve professional development of teachers, as well as student learning. Case study, one of the qualitative research methods, was used. Participants were two primary school teachers. Data were obtained from observations and field notes taken during the teaching of the course alongside data coming from teachers' reflective diaries and interviews held with the teachers. The findings of the study showed that the lesson study activity contributed considerably both to the professional development of the teachers and the students’ learning. Thanks to the student-centered activities (narration, picturizing and drama) which were carried out within the scope of the applied research lesson, almost all students in the class were actively involved in the lesson, especially those who had relatively worse reading comprehension skills and who had difficulty in self-expression started to give better answers and also expressed what they read in a better manner. In addition, teachers stated that lesson study contributed to their professional development by helping them solve the problem they faced paving the way for the application of different teaching methods and activities, collaboration with each other, exchanging of opinions about the problem, and recognizing different methods, techniques and practices pertaining to the profession .

Exploring the implementation of student-centered learning in EFL classrooms: Perspectives from Islamic secondary-school teachers in Indonesia

One notable goal of the 21st-century pedagogy is the encouragement for the students to be the agent of change in their own learning process realized by the implementation of student-centered learning approach (SCL). However, previous literature noted the discrepancy between what they believe in and what they perform in the classroom. Thus, this descriptive qualitative study aims to extend the study from the perspectives of Indonesian Islamic secondary-school EFL teachers, specifically investigating their perceptions on SCL, preferences of using SCL strategies, and challenges in implementing it. Nine teachers were involved as the participants purposively based on their background. Data were collected by using a questionnaire and a follow-up interview. After filling in the questionnaire, four teachers were selected to participate in the follow-up interview. Three major findings were obtained. They have been aware of the importance of SCL, although most of their students were still passive. As a result, they preferred to combine the lecture and the student-centered activities like role-play, simulation, cooperative learning, and problem-based learning. However, they did not regularize the facilitation of individual or group presentation. With respect to the challenges, the interview data disclosed that the teachers encountered the limited allocated time to maximize SCL implementation, students’ passivity and self-confidence deterioration leading to limited responses and meaningful communication, and lack of training in implementing SCL-based assessment. This study provides an insight into the reality of SCL implementation in EFL classroom settings from Islamic secondary-school teachers. Recommendations for further studies are also discussed.

Using seminars as a teaching method in undergraduate nurse education

This article explores the use of seminars as a teaching method in undergraduate nurse education. Using the backdrop of a year 1 learning unit, grounded in the 6Cs, entitled person-centred practice, the format of the seminars is described in detail. It argues that engaging in a variety of student-centred activities helps students to become informed, self-motivated and curious learners. It identifies that using seminars as a teaching method helps to ensure that students understand and learn what they need to know by using a variety of learning approaches to support them in their personal and academic growth. These include discussion, groupwork, independent learning, the use of technology and building self-confidence, problem-solving approaches and reflection techniques. While being mindful of the higher order skills required to develop and manage seminars, the author uses the concept of constructive alignment to demonstrate development of the seminar approach from curriculum design, teaching, learning, assessment and evaluation.

The Effectiveness of Learning By Teaching (LBT): A Case of Junior High School Students Studying Tenses

This research aimed to see if learning by teaching (LBT) could really be implemented in classrooms. This case study intended to discover if LBT was applicable to teach tenses. This quantitative research involved 50 students from the two of 8th grade classes in one junior high school in Jakarta, one of which acted as the control group and the other one as the experimental group. This research focused on the learning of five tenses, namely the simple present tense, the simple past tense, the simple future tense, the simple present continuous tense, and the simple present perfect tense. A pre-test was employed before the research started and after the treatment had been given to the experimental group, a post-test was given a week after, and another post-test was given three months later. The results show that LBT helps the subjects learn better. Moreover, they also remember their materials longer. Therefore, LBT can be a good student-centered activity which has been proven successful.

How is Multicultural Education Perceived in Elementary Schools in Turkey? A Case Study

<p style="text-align:justify">This research aims to examine the current situation of multicultural education in elementary schools. Therefore, the views of the classroom teachers on multicultural education have been examined and multicultural education activities have been observed in the classes. Having a case study research method which is considered as one of the qualitative research designs, the study hosts a total of 15 classroom teachers who worked in the province of Elazig during the 2016 and 2017 academic year. The maximum variation sampling method has been used in the research. The research has employed semi-structured interview and observation forms. The research data has been analyzed through content analysis. Research results have revealed that most of the teachers perceive multicultural education as education presented to the individuals with different ethnic identities. Teachers' perceptions towards multicultural education have been identified to be similar in terms of their gender, seniority and educational status. Teachers mostly do student-centred activities related to multicultural education, use drama and case studies in their classes. While practising multicultural education, teachers mostly encounter with student-related problems. The majority of the people have recommended that parents be trained on the relevant subject. Similar results have emerged in the observations made by the researcher. Based on the research findings, several recommendations have been provided. Primary school curricula should be organized taking multicultural education into consideration, and the problems identified by teachers should be eliminated by those concerned.</p>

Istraživanje efekata primene portfolija u ocenjivanju na kursevima Engleskog jezika za bankarstvo i finansije na univerzitetskom nivou

This paper investigates the role of portfolio assessment in LSP university courses. It also explores possibilities of integrating this type of (self-)assessment in the course development stage. Informed by needs analysis, portfolio assessment may serve as a proper tool for evaluation of language skills of LSP course participants, since it encourages task based learning as well as collaborative learning. Portfolio is seen as a collection of students' papers, assignments and tasks which illustrates students' efforts, achievements and success in mastering Business English on core curriculum. It is a student-centered activity since it involves students in choosing and selecting materials, their self-reflection and self-assessment over time. It promotes the value of self-assessment, which has not been acknowledged in assessment practices in formal education yet. The second stage of portfolio assessment is provided by the lecturer. This paper aims to provide reasons for introducing portfolio assessment as a bridge between students' self-assessment and formal assessment done by the lecturer. Moreover, it outlines the portfolio framework and its development in terms of its application in courses designed for students of banking. The paper further presents the results of the research into the effects of portfolio assessment among students conducted at the Belgrade Banking Academy.

E-learning design issues for high-order learning - an application and empirical study in the knowledge domain of digital marketing

In disciplines requiring high technological intensity the success of e-learning can be hampered by a lack of pedagogical support for the intended outcomes. The design of learning activities through mediating tools (MTs) moderates this difficulty, allowing the adaptation of instructional designs so they are pedagogically appropriate to the learning outcomes. Nevertheless, the provision of methods and empirical results to help design activities and properly organise them in MTs remains a challenge. In this paper, we propose a pattern of alignment among learning outcomes, learning activities and MTs that facilitates instructional design, using pedagogical principles based on Bloom's taxonomy and problem-based learning (PBL). A framework is provided to classify, model and implement teacher-centred content into organised student-centred activities that are clustered in MTs with higher-order learning capabilities. This approach can lead to the development of a consistent instructional design, which is susceptible to evaluation, thus making it possible to test further alignments among the obtained results, the intended design characteristics and the pedagogical principles. The results confirm that high levels of Bloom's taxonomy are achieved, particularly with respect to the requirements of learning model centricity and collaborative learning.

Using iSpartan To Support a Student-Centered Activity on Alkane Conformations

Strategies employed in the organic chemistry course must have the shared benefit of promoting concept mastery and visual literacy. With this in mind, an iSpartan-enabled visualization and computational activity was developed to complement learning in the first-semester, introductory organic chemistry course. The activity provides students an opportunity to draw molecules, collect structure-based data, and engage in group discussions related to acyclic alkane conformations. Students do not receive a lecture or complete required reading on conformations. Instead, the activity along with group- and instructor-facilitated discussions serves as the method of content delivery for the topic. Pretest and post-test scores suggest improvements in each student’s ability to interpret Newman Projections and determine relative conformation energies and stabilities. A survey was administered to determine the degree to which each student valued the activity and the associated technology, the response to which suggests th...

Navigating the Challenges of Student-Centered Mathematics Teaching in an Urban Context

Guided by the “constructivism in practice” dilemmas framework developed by Windschitl (Rev Educ Res 72(2):131–175, 2002) we investigated the conceptual, pedagogical, cultural, and political barriers that 24 K-12 mathematics teachers working in a high-poverty urban school district in Texas encountered when trying to implement student-centered teaching practices learned through a rigorous professional development program. Themes that emerged from this qualitative analysis included barriers concerning lack of awareness of constructivist theory, difficulties facilitating student-centered activities in the classroom, poverty, lack of instructional autonomy, and high-stakes testing. Identifying a wide breadth of barriers to student-centered teaching may inform teacher educators and school administrators working in urban contexts in developing strategies to overcome these obstacles.

Teaching English as a second language in Sri Lankan primary schools: opportunity and pedagogy

ABSTRACTPolicy guidelines in Sri Lanka prescribe how and for how long English should be taught as a second language in primary education but practices on the ground may deviate. Opportunities for teaching and learning and pedagogy are key aspects of the process of learning. Using a large-scale survey this paper addresses (i) how much time is allocated to the teaching of English and how much time is lost, (ii) how English teachers use their time in primary education classrooms and (iii) the factors associated with student-centred learning and on academic learning in general. Around a quarter of the class time is lost through timetabling, teacher absenteeism, lesson start and finish times and teacher off task activity. Teachers who spend more time teaching in class are more likely to be in rural or estate schools and in schools with more facilities, and to have attended the Primary English Language Programme in the past. Teachers who spend more time on student-centred activities are more likely to be teaching Grade 3 than Grade 5, using remedial methods and holding an official ‘appointment’ as an English teacher. Policy implications for Sri Lanka are considered and points of comparison with policies and practices elsewhere raised.

Exit Questionnaire Survey, University of Bohol, Tagbilaran City, Bohol, Philippines S.Y. 2016-2017

The practice and principle of assuring, understanding, and managing quality education have been embedded in higher education. In a scholastic institution, there are academic and non-academic endeavors designed to uphold the mission of the school. The University of Bohol implemented curricular and co-curricular activities on the premise of actualizing its mission to provide a holistic education anchored in the trinity of virtues: scholarship, character, and service. CHED CMO Order No. 09 Series of 2013 indicates that an educational institution should seek to develop an individual who will later become productive citizens of the country and the world. Its responsibility is not only confined to the teaching and development of job skills, but also the acquisition of life skills and values. These individuals should be able to contribute positively to the progress of his/her country, and the upliftment of human conditions. Higher education institutions must provide student-centered activities and services in support of academic instruction intended to facilitate holistic and well-rounded student development for active involvement as future responsible citizens and leaders. These institutions shall ensure full implementation of this policy and guideline and provide mechanisms for its monitoring and evaluation. Thus, to find out the attainment of its purpose and the effectiveness of the curriculum and support services, the University of Bohol through the Guidance Center, an integral part of the educational system creates programs for student development as well as monitoring and proper evaluation of such programs conducted an exit survey through the use of questionnaire in a web-based format to the graduating students of the academic year 2016-2017. The results are divided into three categories, namely: the general curriculum, skills acquired, and relationship with administration, faculty, and student services staff.

RELATIVE EFFECTIVENESS OF CASE-BASED AND COLLABORATIVE LEARNING STRATEGIES ON STUDENTS’ ACHIEVEMENT AND RETENTION IN SENIOR SECONDARY SCHOOL PHYSICS

This study investigated the relative effectiveness of case-based and collaborative learning strategies on students’ achievement and retention in senior secondary school physics. The study adopted pretest, posttest control group design. Simple random sampling technique was used to select three schools used for the study. The sample used for the study was eighty five (85) senior secondary two (SS 2) physics students randomly selected from the three schools in Ileoluji/Okeigbo Local Government Area of Ondo State, Nigeria. The study made use of Physics Achievement Test (PAT) with internal consistency of 0.84 using Kuder Richardson Formular 21. The data collected were analysed using Analysis of Covariance and Scheffe post hoc analysis was used to obtain the direction of significance. From the findings, it was observed that, learning strategies had significant main effect on students’ achievement (F (2,82) = 134.97, p = 0.000) and retention (F (2,82) = 20.67, p = .000) in the concept of optics in physics. The results of the Scheffe post hoc analysis indicated that, case-based learning strategy was the most effective in facilitating students’ achievement and retention in the concept of optics. This was followed by collaborative learning strategy while conventional learning strategy was found to be the least facilitative. Conclusion from the findings led to the recommendation that, teachers should be encouraged to adopt the use of case-based and collaborative learning strategy in teaching the concept of optics in physics in order for the students to develop problem solving skills, construction of knowledge and student-centred activities. Article visualizations:

체육학 전공생이 교수자 중심의 강의식 수업과 학습자 중심의 팀 프로젝트 수업에 대해 지각하는 긍정적·부정적 심리기능 탐색

체육학 전공생이 교수자 중심의 강의식 수업과 학습자 중심의 팀 프로젝트 수업에 대해 지각하는 긍정적·부정적 심리기능 탐색

Student Perceptions of Lecture-Capture Video to Facilitate Learning in a Flipped Classroom

Use of flipped learning environments, where content is delivered online outside of class and class time features student-centered activities, is an increasingly popular way to facilitate active learning. The success of classroom activities, however, depends on students’ willingness to complete the out-of-class work and come to class well prepared. Therefore, it is important for instructors to understand students’ attitudes towards required pre-class preparation. This study used an online questionnaire, featuring both Likert-type and open-ended questions, to explore students’ attitudes towards the online video used in a flipped undergraduate science class. Results showed moderately positive attitudes toward the pre-class video lecture, but also some strongly negative attitudes. Results of this study can help instructors understand both the benefits of flipped learning from the student perspective and the likely sources of resistance. This understanding can help instructors anticipate students’ concerns and provide effective orientation when introducing the flipped learning model in undergraduate courses.

A Flipped Classroom to Enhance Students’ Self-Direction in Informatics and Physics Engineering

As one of the blended learning forms, a flipped classroom has its specific typology to differentiate itself from other blended learning models. Aims to support student-centered learning activities in which self-direction in learning might be fostered, the effect of flipped classroom scenario to students' self-direction had never been reviewed. This work, performed at the University of Strasbourg, involved lecturers who teach informatics and physics engineering course. First, observations of the online learning environments and face-to-face classes had been managed. Second, a pre and post-test questionnaire, which aimed to measure its participants' progress on self-direction, had been fulfilled by the students. This study pointed out that students enrolled in a translated flipped classroom course had not developed their self-direction competence. However, the significant progress of students' self-direction in learning has been documented among students enrolled in a course with an interactive flipped classroom scenario.

From chalk to keyboard in higher education classrooms: changes and coherence when integrating technological knowledge into pedagogical content knowledge

The European Higher Education Area has promoted reconsidering the role played by teachers at universities. Faculties are expected to design learning activities that promote the acquisition of competencies among students. In this context, technologies have garnered prominence as they contribute to creating student-centred learning environments. This study answers these research questions: (1) To what extent has university teaching changed with the implementation of digital technologies in university classrooms? What technology-based learning activities are incorporated in instructional designs by the teachers? (2) How does the faculty describe the integration of technological knowledge into pedagogical content knowledge when designing and developing technology-based learning activities? (3) According to university teachers, which other factors (intrinsic or extrinsic) determine the use of digital technologies in their learning designs? To answer these questions, we have collected data from two differentiated samples of university teachers using the Inventory of Learning Activities with Technology at the University and semi-structured interviews. First, the results reveal that teachers use technologies to carry out learning activities focusing on the content and the teacher. Student-centred learning activities are only timidly being incorporated. Second, the extent to which such activities are implemented is linked to the teachers’ techno-pedagogical content knowledge. Third, the factors that facilitate or inhibit teachers from using technologies in the teaching–learning process respond to intrinsic aspects, such as teachers’ knowledge and beliefs, but also to extrinsic and contextual issues, such as the discipline taught or institutional policy at the university regarding the use of educational technologies.