Student-centered Learning Environment Research Articles

In-person and Hybrid Learning in the Training of Professionals in Higher Education. An ict-centric Approach

Objective: Creating more adaptive, dynamic, and student-centered learning environments that can meet the diverse needs and learning styles of students in the digital age. Methods: This study employs a qualitative approach through documentary research, enabling us to understand the integration of virtual inquiry into the classroom as a meaningful process for instructing university students. The study population consists of research conducted between 2018 and 2024, with the sample selected based on eligibility criteria. Inclusion criteria involve specific databases such as Scielo, Redalyc, Dialnet, Google Scholar, and Scopus. Conversely, articles lacking categories such as virtual reality, teaching, and university education are excluded. Result: The documentary review matrix analyzes the work of fifteen prominent authors in the field of face-to-face and blended learning in higher education, focusing on information and communication technologies (ICT). Each entry provides the title of the work, the author's name, the year of publication, a brief summary, and the Digital Object Identifier (DOI) to access the full text. These works cover a wide range of topics, from the theoretical foundations of instructional design to the practical application of educational technologies in face-to-face and hybrid environments. The diversity of theoretical and methodological approaches is highlighted, as well as the presence of recognized authors in the field. Additionally, special attention is given to emerging trends and innovative technologies, such as virtual reality, artificial intelligence, and mobile learning. In summary, these resources offer a comprehensive and up-to-date overview of the state of the art in the field, being highly valuable for educators, instructional designers, and researchers interested in advancing their understanding and application of these topics.

Exploring Learners' Perceptions of the Role of Learner-Centered Online Education in Transforming Legal Education

In response to the COVID-19 pandemic, higher education institutions worldwide quickly transitioned to online learning, and Pakistan's law schools were no exception. Since, the country's law departments are renowned for their traditional, lecture-based teaching style. To investigate the impact of this transition, this study analyzed the responses of 111 law students from Pakistan universities regarding the quality assurance of students, their online learning experiences, interactive relationships within the online courses, and challenges faced by them in online education. The study's findings suggest a transition from traditional instructor-centered legal education to a more learner-centered approach during the experience of online education during the pandemic. However, despite this transition, students still highly value instructor-centered classes based on lectures and evaluations, indicating that more work needs to be done to fully embrace a student-centered learning environment in online.

Assessing Students’ Learning Readiness Toward Student-Centered Learning

This research examined the readiness of English Education students at Esa Unggul University towards the student-centered learning (SCL) approach, focusing on three main aspects of learning readiness: physical, mental, and cognitive. With the increasing adoption of SCL in educational settings, understanding students' readiness across these dimensions was crucial for its effective implementation. Through a qualitative descriptive analysis, this study employed questionnaires and interviews with 43 freshmen to explore their readiness. The research methodology integrated a purposive sampling technique, aiming to gather in-depth insights from participants with direct experience in SCL environments. Findings revealed a moderate level of overall readiness, with variances across the three examined aspects. Physically, students felt somewhat prepared, particularly in terms of self-assessment capabilities, albeit less so for cooperative learning. Mentally, a general trend towards moderate agreement was observed, with strengths in reflective practices and collaborative skills. Cognitive readiness highlighted a strong inclination towards engaging in authentic learning tasks yet revealed gaps in connecting new learning with prior knowledge. These insights suggested that while there was a foundational readiness for SCL, targeted interventions were needed to bridge identified gaps, particularly in learning autonomy and prior knowledge connections. The study concluded that enhancing student readiness for SCL required a multifaceted approach, addressing the pedagogical and environmental factors influencing physical, mental, and cognitive readiness.

Exploring the Effectiveness of Learning Theories in Improving Students’ Learning Skills at University Level

Learning theories concentrate on the mental and behavioral processes involved in learning, such as problem solving, critical thinking, and decision making. Learning theories play a critical role in the learning process as these provide a method for students to acquire knowledge and skills by interacting with their surroundings and their cognitive abilities. The purpose of this study was to explore the effectiveness of learning theories in improving students’ learning outcomes at the university level. The nature of the study was descriptive. The population of the study included university students enrolled in various disciplines. The sample of the study was comprised of 165 university students. Survey questionnaire was used as research tool. The survey questionnaire included statements about familiarity, preferences, and perceived effectiveness of different learning theories. Data were analyzed using statistical techniques; frequency and percentages for responses related to perceptions of learning theories. Findings showed that exposure to various learning theories have positively influenced students’ engagement and interest. Therefore, it is suggested to promote student-centered learning environments that encourage active participation, critical thinking, and application of knowledge, aligning with the principles of effective learning theories.
 Keywords: Effectiveness, Learning Theories, Cognitive, Learning Outcomes

A classroom experience about the application of research-based learning for the teaching of probability in engineering

<abstract> <p>We explored the implementation of a Research-Based Learning (RBL) for the teaching and learning of probability in engineering education. The approach provided a student-centered learning environment, integrating practical activities within an active learning conception. A detailed RBL task in connection with weather forecasting was described, highlighting a methodical 10-day learning process that considers research, practical application, and reflection. The effectiveness of this RBL task was evaluated through thematic analysis of student reflective essays, focusing on their learning experiences and challenges. The analysis revealed enhanced understanding of probability, varied student engagement, and the value of practical learning. It also identified challenges in conceptualizing abstract probability concepts. The findings highlighted the RBL's potential in improving students' conceptual grasp and application of probability in real-world scenarios, providing key insights for future educational strategies in engineering. This study contributes to the broader discourse on innovative teaching methodologies in engineering education, demonstrating the impact of active, inquiry-based learning approaches.</p> </abstract>

Expectation of Undergraduates on Teachers in Professional Colleges - A Survey

Andragogy- adult learning is a part of higher education, in which an intentional or professionally guided activity-based learning takes place to understand the concepts of a subject among the adolescent children. Teaching is a process which facilitates learning by encouraging students well versed in the subject. Learning style for learner’s most efficiently. In a student-centered learning environment, the main focus is on knowledge sharing and when learning is used properly, it can become a lifelong learning process. In this way, the student looks for a solution to solve the problem without complete dependence on a teacher. This study aimed to know the preference of the students on teachers’ attitudes with a survey. Materials and method: To investigate students’ preferences on teachers in a dental college, among the population of 100 dental students, we conducted a questionnaire survey using a set of questions regarding teachers' attitude, characteristics, friendliness and patience in and out of the classroom. Results and conclusion: The survey was conducted among dental students and the results stated that students are more likely to appreciate teachers who are not biased , those who don't monk at students and are very patient in cooperating with the students on the other hand students disapprove those teachers who don't use interactive learning sessions and those who don't motivate students on extra activities. The results conclude that students prefer teachers who are more likely to be more friendly with the students and well going rapo and who are always motivating an individual in not only academics but also in other fields so as to make him/ her a better citizen of tomorrow.

Egalitarian Education: The Practice of Independent Learning at PAUD Sanggar Anak Alam Nitiprayan Kasihan Bantul Yogyakarta

Education at early childhood education (PAUD) Sanggar Anak Alam (SALAM) in Yogyakarta focuses on liberating and holistic development, nurturing students' faith, character, health, knowledge, independence, creativity, and responsibility through a research-based approach centered on nature and individual talents. Unlike traditional schools, SALAM, often called a 'school of life' or 'life laboratory,’ emphasizes experiential learning in a natural setting, aligning education with each student's unique interests and abilities. This study aims to analyze how the concept and practice of independent education are applied at PAUD Sanggar Anak Alam Yogyakarta. Employing a descriptive-qualitative approach, the research investigates how this educational philosophy translates into practice, emphasizing critical thinking, autonomy, and humanization. Through participatory observation, in-depth interviews, and document analysis, the study captures the perspectives of educators, administrators, and other stakeholders. Key findings include the integration of Freire's concepts into pedagogical practices, such as fostering egalitarian educator-student relationships, prioritizing dialogue, and embedding ethics in the curriculum. The study also examines the practical implications of this approach, highlighting the roles of educators as facilitators and the importance of nurturing environmental awareness and critical thinking from an early age. While the study's findings affirm the potential of Freire's model in early childhood settings, its context-specific nature and focus on a single institution necessitate caution in generalizing the results. Consequently, the research underscores the need for further exploration in diverse educational contexts. The study's implications extend to educational policy and practice, advocating a shift towards more participatory, student-centered, and dialogue-driven learning environments. This research contributes to the discourse on global educational reform by demonstrating the transformative power of liberatory education in fostering egalitarian and humanizing educational experiences.

Integration of Physics and Mathematics in STEM Education: Use of Modeling

Within STEM (Science, Technology, Engineering, and Mathematics) education, integrating real-world problem scenarios is paramount. Within interdisciplinary education, modeling is an approach to fostering student learning and skill development in a student-centered learning environment. This study focuses on an integrated physics and mathematics course in STEM education based on modeling for first-year engineering students. The main objectives of this study are to analyze students’ models, assess the effectiveness of the pedagogical approach, and evaluate the benefits of integrative education. This study uses a Model-Application Activity as a closure for the quadratic model and extends the models built to a two-dimensional motion situation. The core activity involves a real-world experiment where students attempt to roll a ball down a ramp into a cup. While most groups successfully constructed theoretical models, only a few hit the target, highlighting the complexities of applying theoretical knowledge to real-world scenarios. The study also emphasizes the seamless integration of physics and mathematics, enriching the learning experience and making the models more robust and versatile. Despite the promising results, the study identifies a gap between theoretical understanding and practical application, suggesting the need for more hands-on activities in the curriculum. In conclusion, this study underlines the value of integrating physics and mathematics through modeling and a student-centered approach, setting the stage for future research to enhance the effectiveness of STEM education.

Does the Seat Matter? The Influence of Seating Factors and Motivational Factors on Situational Engagement and Satisfaction in the Smart Classroom

As a technology-enhanced student-centered learning environment, smart classrooms are becoming increasingly popular in higher education. It is undoubtedly important to understand how seating and motivational factors affect situational engagement and satisfaction in smart classrooms. Pre-survey, experience sampling method, and post-survey were used in this study to conduct a longitudinal survey of 113 pre-service teachers in three courses at a university in central China. Descriptive statistics, bivariate correlations, hierarchical linear modeling, and hierarchical linear regression were used to investigate the effects of seating factors and motivational factors on engagement and satisfaction in smart classrooms. We found: (1) for the seating factor, the distance of the seat from the center point predicted student situational engagement in the smart classroom; (2) for motivational factors, needs of competence and competence during the activity predicted student situational engagement, while autonomous motivation at the beginning of a course strongly predicted student situational engagement in subsequent activities; and (3) of all the factors, situational engagement was a significant predictor of students’ final course satisfaction and fully mediated the relationship between autonomous motivation and satisfaction. Finally, some practice implications are discussed to improve engagement and satisfaction in technology-enhanced environments.

Structural equation modeling of factors associated with nursing students' professionalism during the COVID-19 pandemic.

This study aimed to determine the factors associated with nursing professionalism among Korean nursing students. This cross-sectional study was carried out using a convenient sample comprising 247 students enrolled in a four-year Bachelor of Science Nursing program from September 6-27, 2021. A self-reported structured questionnaire was employed to explore the relationships among ego-resilience, self-leadership, clinical learning environment, academic satisfaction, clinical competency, and nursing professionalism by utilizing structural equation modeling. The modified model exhibited good fit indices. Learning-related factors, including clinical learning environments, academic satisfaction, and clinical competency, directly affected nursing professionalism. Self-leadership and the clinical learning environment were indirectly associated with nursing professionalism via both academic satisfaction and clinical competency. Regarding ego-resilience, it only indirectly affected nursing professionalism via academic satisfaction. Creating a student-centered learning environment may be vital to improve students' major and clinical performance, thereby boosting nursing professionalism. Furthermore, nurse educators should consider individual psychological aspects of students when designing the nursing curriculum to foster nursing professionalism. Longitudinal studies are needed to determine if our model is available to explain the development of professionalism among nursing students.

Implementing Transformative Education with Participatory Action Research: A Review

I write this review of the book, Implementing Transformative Education with Participatory Action Research, for readers, writers, and novice and veteran researchers in various social sciences disciplines and educational landscapes. The book explores using Participatory Action Research (PAR) to implement transformative education. The book argues that PAR can be used to create contextualized, sustainable, and student-centered learning environments. It offers invaluable insights from experts who have actively worked on innovative approaches to school transformation. The book also provides practical guidance and research-based strategies to help scholars effectively navigate challenges and implement transformative education. Overall, the book is a valuable resource for anyone interested in learning more about PAR and transformative education. I would highly recommend it to readers looking for ways to use research to positively impact their community of practices.

Examining different motivational patterns in individualized learning

Past research on situated expectancy-value theory has regularly provided evidence of different motivational patterns indicating that not only can students be characterized by different levels of motivation (e.g., low vs. high), but also by divergent profiles (e.g., high success expectancies, low task values). This person-oriented two-wave study (a) identified and compared the motivational patterns of secondary school students from different learning environments (i.e., Student-Centered Learning vs. Teacher-Directed Learning), (b) analyzed the stability of and changes to these patterns during a school year, and (c) examined whether achievement-related choices and performance predicted the pattern changes. Using data from German secondary school students (T1: N = 1153; M = 13.97 years, SD = 1.37; 49% girls) multigroup latent transition analysis revealed four different motivational patterns, including a (a) High Motivational pattern, (b) Medium Motivational pattern, (c) Low Motivational pattern, and (d) Highly Confident/Hardly Interested pattern. The distribution of these patterns differed significantly between students from Student-Centered-Learning and Teacher-Directed-Learning environments. Approximately 47% of students in Teacher-Directed Learning were in the low motivational class whereas the Student-Centered Learning environment exhibited approximately half of that number. The extremely stable nature of these classes highlights the strong relevance of the educational context for student motivation and supports situated expectancy-value theory.

Determining the Relationship of Icebreakers with Principles of Learning and Teaching

The occurrence of COVID pandemic has forced higher education institutions to adopt online teaching. A recent study has found that a vast majority of students find online teaching less motivating than face-to-face environments. Icebreakers are activities designed to “break the ice”, energize/re-energize students, and create an interactive environment among teachers and students. This research is aimed at providing a link between icebreakers and re-energizers and teaching and learning models. The purpose of this research is to encourage teachers, especially those dealing with adult learners, to develop their theoretical understanding for effective implementation of icebreakers in class and provide a link between teaching methodologies and icebreakers. The nature of this study is review-based and relies upon previous research. During the evaluation of this research, mapping between teaching perspectives, UKPSF dimensions, and the ripples’ model was developed. Moreover, different perspectives on the design of a student-centered learning environment were also identified. Based on this research, it was detected that there is a need to conduct further studies that can quantitatively measure the effect of icebreakers in fulfilling the learning goals. It is also essential to investigate whether the outcomes of ice-breaker activities can be linked with various aspects of teaching and learning. In this context, some authors have studied the effects of icebreakers on social interaction in online learning. However, their effects on other aspects of online teaching are still understudied. Based on the findings of this research, it is recommended that future research should be carried out on the design and employment of different ice-breaker activities in online classes and link them with the subject matter. The effects of these activities on student performance in assessment, class participation, and critical thinking must be investigated. Moreover, the current literature lacks the use of numerical and statistical analysis to support their results, which should also be taken into consideration.

Fostering student-centered learning with design thinking in higher education

In this reflective article, we describe our experiences using Design Thinking (DT) to increase student participation and challenge the standard roles and ways of working in Higher Education. We put together a design team of students, academic teaching staff, and educational developers. The intentional mix of perspectives facilitates critical discussions about teaching and learning, and the shared responsibilities associated with developing, implementing, and engaging in it. We describe a framework for using DT in Higher Education, which particularly takes advantage of DT’s “user-centered approach” and “bias towards action”. Additionally, we present a practical example from within our project, Students’ University, and discuss its potential in contributing to a more student-centered teaching and learning environment. We conclude by offering a brief summary of the opportunities, challenges, and potential transformations achievable through the application of DT in Higher Education.

Building The Quality Of Education In The Conflict Situations Within The Palestinian Education System

This paper begins with an effort to build the quality of education in the Palestinian Ministry of Education's 2017-2022 Strategic Plan for Education. From these efforts, the Palestinian Ministry of Education agreed to the design of the UN 2030 Sustainable Development Goals program, especially regarding quality education. This is seen in the target to be achieved to ensure equal access by 2030 to all levels of education and vocational training for marginalized groups, including people with disabilities. Through qualitative methods, the data collection technique used is library research for primary data obtained from the Strategic Plan for Education 2017-2022 by the Palestinian Ministry of Education and news contained on websites, youtube and journals in the 2017- 2023 range. Secondary data as supporting data is obtained using relevant literature in the form of analysis results or assessment reports from government, private or research institutions. After the review, it was revealed that efforts to build the quality of Palestinian education were prioritized on three main targets: 1) Ensuring access to safe, inclusive and quality education at all levels, especially for people with disabilities; 2) Develop student-centered teaching and learning pedagogy and environment, and; 3) Improve accountability and results-based leadership, governance and management. As an implication of these efforts, there has been an increase in female student participation and completion from primary to tertiary education.

Building The Quality Of Education In The Conflict Situations Within The Palestinian Education System

This paper begins with an effort to build the quality of education in the Palestinian Ministry of Education's 2017-2022 Strategic Plan for Education. From these efforts, the Palestinian Ministry of Education agreed to the design of the UN 2030 Sustainable Development Goals program, especially regarding quality education. This is seen in the target to be achieved to ensure equal access by 2030 to all levels of education and vocational training for marginalized groups, including people with disabilities. Through qualitative methods, the data collection technique used is library research for primary data obtained from the Strategic Plan for Education 2017-2022 by the Palestinian Ministry of Education and news contained on websites, youtube and journals in the 2017- 2023 range. Secondary data as supporting data is obtained using relevant literature in the form of analysis results or assessment reports from government, private or research institutions. After the review, it was revealed that efforts to build the quality of Palestinian education were prioritized on three main targets: 1) Ensuring access to safe, inclusive and quality education at all levels, especially for people with disabilities; 2) Develop student-centered teaching and learning pedagogy and environment, and; 3) Improve accountability and results-based leadership, governance and management. As an implication of these efforts, there has been an increase in female student participation and completion from primary to tertiary education.

Educational benefits of digital game-based learning: K-12 teachers' perspectives and attitudes

This study aims to examine K-12 teachers’ perspectives and attitudes toward the benefits of adopting and integrating digital game-based learning in education. The study involves 158 teachers of primary education and secondary education who filled in a 37-question questionnaire. Overall, teachers had significantly positive perspectives and attitudes. In contrast to their age and level of education in which they taught, teachers’ educational background, gender, and teaching experience were correlated with their responses. Based on the results, most teachers were familiar with digital games and their use in educational settings and had previous experience in adopting digital game-based learning in their classrooms. The lack of equipment, digital skills, and training emerged as the primary challenges that they face. Concerning its general benefits in education, digital game-based learning emerged as an effective educational approach that can be applied in various subjects and offer interactive and student-centered learning environments. Regarding the benefits it can yield for teachers, digital game-based learning emerged as a useful educational approach that can facilitate and enrich the teaching process as it improves teachers’ communication and digital skills and enables them to create motivational virtual learning environments that would consciously engage and encourage students to actively participate in educational activities and that would promote collaborative learning. In terms of the educational benefits that it can yield for students, digital game-based learning was evaluated as a valuable pedagogical approach that can enhance students’ cognitive and social-emotional development, enhance their digital competencies, improve their learning motivation, engagement, and achievements, and increase their joy, autonomy, critical thinking, creativity, and imagination. Finally, digital game-based learning emerged as an effective educational approach that can be used at all educational levels and in both face-to-face and online learning to meet the new educational requirements, provide benefits for teachers and students, and improve the overall quality of education.

Investigation on the Effect of Methods Used in Teaching in Primary School on Student’s Academic Performance in All Saints Primary School 1, Owode-Egba, LGA Ogun State, Nigeria

This research aimed to investigate the effect of methods used in teaching in primary schools on students’ academic performance at All Saints’ Anglican Primary School 1, Owode-Egba, Obafemi Owode Local Government Area, Ogun State. The study utilized a descriptive survey research method, selecting 7 teachers from the study area through simple random sampling. Two research questions were raised, and data were collected for the study using a hypothesis. The analysis involved frequency count, percentage, and Pearson correlation for inferential statistics. Findings revealed that teachers at All Saint’s Anglican Primary School 1 heavily utilize student-centered and student-teacher interactive methods. However, the analysis showed that the extent of using different teaching methods did not correlate with students’ performance in the class. Conclusions drawn from the study suggest that teachers generally use these methods with a high extent, and students perform satisfactorily in their subjects. Nevertheless, there was no significant relationship between the teachers’ extensive use of these methods and students’ satisfactory performance in science. Based on the identified limitations and findings, the following recommendations are made: Encourage a student-centered learning environment in secondary schools as it promotes higher-level learning outcomes more effectively than traditional teacher-centered approaches. Eliminate biases in teaching method selection based on exclusive knowledge to improve students’ academic performance. Create a conducive learning atmosphere to enhance students’ learning experiences. Additionally, teachers should increase their knowledge of various instructional strategies to keep students engaged and motivated during the teaching-learning process.

Role of ICT in Teaching and Learning with Reference to Indian Education System

The Learning system in India is in a period of transition, with significant changes and reforms taking place across the board. With the use of information and communication technologies, this is now achievable. In all spheres of life, information and communication technology (ICT) have become widespread. The usage of ICT has radically transformed the practices and procedures of practically all forms of business and governance over the last twenty-five years. Education is a very social activity, and great education has always been associated with strong teachers who have a lot of one-on-one time with students. ICT in education allows for more student-centered learning environments. However, with the world rapidly shifting toward digital media and information, the function of ICT in education is becoming increasingly important. ICT in education allows for more student-centered learning environments. However, as the world rapidly moves toward digital media and information, the role of ICT in education is growing in importance, and this importance will continue to increase and develop in the twenty-first century. This study provides a literature analysis on the use of ICTs in education, which will benefit us in understanding the ICT aids that can assist stakeholders in delivering high-quality education. This paper will assist us in comprehending the notion of information and communication technology (ICT) and how it can benefit the teaching and learning process

The structural relations among learning environment, achievement goals and reading achievement in China: Evidence from PISA 2018

ABSTRACT This study explores structural relations among learning environment, achievement goals and reading achievement in China. The sample contains 12,058 Chinese students from the Programme for International Student Assessment (PISA) 2018 study. Multilevel Structural Equation Modeling (Multilevel SEM) is used for data analysis. The results indicate that competitive learning environment positively predicts reading achievement. Student-centred learning environment positively predicts reading achievement both directly and indirectly. Teacher-directed learning environment negatively predicts reading achievement. Performance goals positively predict reading achievement. To improve student reading achievement in China, school leaders are recommended to create opportunities for teachers to learn how to cultivate student-centred learning environment. Reading teachers in China are recommended to adopt student-centred pedagogy rather than teacher-directed pedagogy in their teaching.