Student-centered Learning Strategies Research Articles

School culture and teaching practices for the effective student- centred learning during emergency remote teaching

ABSTRACT This paper explores teaching practices during emergency remote teaching, drawing on data from a nationwide online survey of Estonian high schools. The study was motivated by an attempt to understand effective teaching under conditions of emergency-related logistic, online teaching and economic constraints faced by the schools during the COVID-19 pandemic. The study design adopted a quantitative approach, employing exploratory factor analyses and structural equation modelling of self-report data from a sample of 1,788 teachers. The model brought out three teaching strategies employed during the emergency remote teaching period and their relationship to school-level factors, perceived workload and perceived effectiveness of student learning. Student-centred learning strategies were especially perceived as effective and influenced by stronger collaboration at the school level. Our findings illuminate the necessity of implementing a varied and flexible teaching methodology under emergency remote teaching contexts, backed by a proactive and dynamic collaboration among school members and parents.

Sport-Sciences University students’ perceptions related to the use of debates and e-portfolios as student-centered learning strategies

This study analyzed Sports Science Degree university students’ perceptions about the use of debates and e-portfolio as student-centered learning strategies. The study involved 426 students from the third and last year of the program (23% females; mean age = 20.6 ± 1.1). A questionnaire was used to collect data, and thematic analysis revealed four positive (active learning, information exchange, innovation, and skills development) and three negative (ignorance of methodology, lack of interest/distraction, and extra work) themes related to these strategies. Despite some negative perceptions, students highlighted the positive aspects of these methods, indicating that incorporating them can improve learning outcomes.

Effect of Flipped Classroom Approach on Chemistry Students’ Academic Achievement and Retention in Colleges of Education, Yobe State, Nigeria

This study investigated the effects of flipped classroom approach on Chemistry students’ academic achievement and retention in colleges of education, Yobe State Nigeria. Le Vygotsky’s theory provided the theoritical framework for the study. Two research questions and two hypotheses were formulated to guide the study. A pretest-posttest and postposttest control group quasi-experimental research design was employed in the study. The population of the study comprised of 524 NCE II Chemisty students from two colleges of education in Yobe State. Purposive and simple random sampling techniques were used to select 106 NCE II chemistry students. The experimental group (N=44) were taught redox concepts using flipped classroom approach while the control group (N=62) were taught the same redox concepts using lecture method of teaching. Redox Concept Achievement Test (RECAT) was the instrument used for data collection which was validated and tested for reliability. Mean and Standard Deviation were used to answer the research questions and the hypotheses were tested using independent sample T-test at 0.05 level of significance using SPSS software. The findings of the study revealed that the students taught redox concepts using flipped classroom approach have significantly higher academic achievement and retention scores than those who were taught using lecture method of teaching. Based on the findings, it was recommended among others that Chemistry lecturers/teachers should adopt the use of flipped classroom approach because it is a student-centered learning strategy that improves students’ academic performance.

Mewujudkan Merdeka Belajar Melalui Pembelajaran Berdiferensiasi

Liberating education is an educational process that provides space for learners to self-regulate, grow, and develop in accordance with their nature, both physically and spiritually. The purpose of this research is to understand differentiated learning as one of the strategies in realizing independent learning. The method used is literature review. The criteria for articles used are those with titles and content relevant to the research objectives, written in Indonesian or English, and published within the last 5 years. The results obtained indicate that differentiated learning is a student-centered learning strategy and a form of independent learning because its implementation process is based on the characteristics and learning needs of students. The support of school institutions is one of the factors in the success of implementing differentiated learning. Additionally, the understanding of differentiated learning among teachers still needs improvement because many teachers have misconceptions about the implementation of differentiated learning.

The Teaching of Intermediate Grammar Using A Student-Centered Learning Approach

The active learning component of the student-centered learning strategy involves students working in teams to complete projects and solve issues. They also ask and answer their own questions, discuss topics, and provide explanations in class. This study intends to examine how lecturers view the student-centered learning strategy when teaching intermediate grammar to second-graders in higher education. It also seeks to ascertain how effective this technique is in this setting. This study specifically responds to the following queries: 1). How do the teachers feel about implementing a student-centered learning strategy when instructing intermediate English grammar? 2). How do the pre-test and post-test results of the control and experimental groups compare? An experimental research design was used in this study. The control group and the experimental group are the two groups that make up this study. First-graders in the experimental group were steered through student-centered education to improve their command of intermediate grammar. The findings demonstrated that student-centered learning was highly successful, while instructor perceptions were favorable, neutral, and negative. So, there are still pros and cons if teaching grammar uses a student-centered learning approach

Assessment of undergraduate health students' perception and satisfaction on training and participation in community health outreach.

The need to improve training of health professionals has increased in recent years due to increasing frequencies of public health events. Consequently, a descriptive cross-sectional survey was carried out to determine the level of satisfaction and knowledge acquired by undergraduate students in the health sciences during a community health outreach program. Students were invited to complete an online-administered questionnaire (consisting of both open- and closed-ended questions) to assess their perceptions and experiences on the community health outreach program. Additionally, the survey was carried out to assess the quality of training provided and obtain suggestions for further improvements. Responses were collected and analysed using Microsoft Excel. Most respondents (>83%) reported satisfaction with the community diagnosis and community intervention briefing and training sessions. All respondents reported familiarity with standard community health outreach instruments and were capable of identifying environmental health risk factors that may contribute to the spread of communicable diseases. Interestingly, respondents reported greater appreciation of health challenges faced by rural communities. However, respondents expressed dissatisfaction with the duration of the outreach program (24%) and funding (15%). Although respondents reported overall satisfaction with the organization and execution of the health outreach program, certain aspects of the program were deemed unsatisfactory. Despite the shortcomings, we believe that our student-centred learning strategy is readily adaptable for training future healthcare professionals and improving health literacy of rural communities, particularly in sub-Saharan Africa.

Narrowing Achievement Gaps in General Chemistry Courses with and without In-Class Active Learning

Underrepresentation of some populations in STEM fields occurs because these students experience achievement gaps with performance lower on average than their overrepresented peers. Interventions to reduce achievement gaps and increase the retention of underrepresented students in STEM courses include approaches found both inside and outside of class-time, with active learning being a leading example of an in-class intervention in which didactic instruction is replaced by student-centered activities. In this investigation, student performance was examined in reformed general chemistry classes that employed student-centered active learning strategies when taught in person but employed more didactic instruction when taught online during emergency remote teaching, along with classes using traditional instruction in both modalities. In both settings, achievement gaps for underrepresented minority students in reformed courses were significantly narrowed compared to students in classes with traditional instruction, suggesting that the course structure and teaching practices beyond in-class active learning in reformed courses are significant contributors to student success.

Responding to incorrect ideas: science graduate teaching assistants’ operationalization of error framing and undergraduate students’ perception

BackgroundIn college science laboratory and discussion sections, student-centered active learning strategies have been implemented to improve student learning outcomes and experiences. Research has shown that active learning activities can increase student anxiety if students fear that they could be negatively evaluated by their peers. Error framing (i.e., to frame errors as natural and beneficial to learning) is proposed in the literature as a pedagogical tool to reduce student anxiety. However, little research empirically explores how an instructor can operationalize error framing and how error framing is perceived by undergraduate students. To bridge the gap in the literature, we conducted a two-stage study that involved science graduate teaching assistants (GTAs) and undergraduate students. In stage one, we introduced cold calling (i.e., calling on non-volunteering students) and error framing to 12 chemistry and 11 physics GTAs. Cold calling can increase student participation but may increase student anxiety. Error framing has the potential to mitigate student anxiety when paired with cold calling. GTAs were then tasked to rehearse cold calling paired with error framing in a mixed-reality classroom simulator. We identified GTA statements that aligned with the definition of error framing. In stage two, we selected a few example GTA error framing statements and interviewed 13 undergraduate students about their perception of those statements.ResultsIn the simulator, all the GTAs rehearsed cold calling multiple times while only a few GTAs made error framing statements. A thematic analysis of GTAs’ error framing statements identified ways of error indication (i.e., explicit and implicit) and framing (i.e., natural, beneficial, and positive acknowledgement). Undergraduate student interviews revealed specific framing and tone that are perceived as increasing or decreasing student comfort in participating in classroom discourse. Both undergraduate students and some GTAs expressed negative opinions toward responses that explicitly indicate student mistakes. Undergraduate students’ perspectives also suggest that error framing should be implemented differently depending on whether errors have already occurred.ConclusionError framing is challenging for science GTAs to implement. GTAs’ operationalizations of error framing in the simulator and undergraduate students’ perceptions contribute to defining and operationalizing error framing for instructional practice. To increase undergraduate student comfort in science classroom discourse, GTAs can use implicit error indication. In response to students’ incorrect answers, GTAs can positively frame students’ specific ideas rather than discussing broadly how errors are natural or beneficial.

Need of the hour: Student-centered Learning in undergraduate Medical Curriculum

Background: Student-centered learning is becoming more prevalent in medical education, especially during large-group lectures. The variety and abundance of active learning techniques used in first-year MBBS large group format were investigated. Aim: To investigate the relationships between student-centered learning and the characteristics and distribution of student-centered teaching approaches in large group settings. Methods: This was a descriptive exploratory study in which by means of purposive sampling 25 faculty members who were involved in teaching in large and small groups were identified, out of these 25 faculty members, 15 members were chosen for interviews by convenient sampling. Retrospective curriculum evaluations and semi-structured interviews were used to collect the data. The authors tested a taxonomy of student-centered learning strategies and linked those strategies to the characteristics of education. Results: Over the course of six modules in the first year, teachers used 13 different strategies for active learning. 996 out of 1190 hours of large group teaching included a minimum of one active learning element. 83% of the curriculum's hours in the first year of MBBS had an active learning component. Practical implications: Many small group-learning approaches are included in active learning, and they may help undergraduate students achieve a higher level of cognitive skills through group engagement. Different kinds of small-group learning have been shown to be successful in fostering higher academic accomplishment, more positive attitudes toward learning, and enhanced persistence. Conclusions: The frequency and diversity of active learning elements incorporated into the first-year MBBS curriculum show how acquainted faculty are with these techniques and how supportive they are of interactive teaching culture. This research has stimulated discussion about instructional strategies and aided the transition from teacher-centered to learner-centered teaching. Keywords: Student-centered learning, active learning, interactive studies, critical thinking, game-based.

Implementasi Pembelajaran Berdiferensiasi dengan Model Problem Based Learning pada Siswa Sekolah Dasar Kelas VI

No students in the class are the same. They come from different backgrounds, have different learning preferences, different interests, or learn at different speeds so their readiness to learn is different. Differentiated learning is learning made by teachers to meet the learning needs of students in the classroom. This learning practice is important to share because it is expected to provide benefits regarding the application of differentiated learning in elementary schools. Differentiated learning in this study uses the Problem Based Learning (PBL) model. PBL is a student-centered learning strategy that requires students to be skilled and sensitive to solving problems in their environment. The strategy used in this differentiated learning is to map learning needs based on three aspects, namely learning readiness, interest in learning, and student learning profiles by using surveys filled out via smart phones. Then the author plans differentiated learning based on the results of the mapping, namely providing various choices of strategies, materials, and ways of learning. The results of the learning that has been carried out are that students are very happy and enthusiastic in participating in learning from beginning to end. Differentiated learning that is carried out is able to accommodate the learning needs of students in one class.

The Implementation of Fatḥ Kutub al-Turāts in the Religious Understanding of Students at Modern Islamic Institution Darussalam Gontor For Girl Campus 4

The study of Islamic classical books is crucial in the process of religious understanding. Gontor is one of the pesantren that still maintains the study of Islamic classical books with different methods. This study aims to explain the implementation system of Fatḥ kutub al-turāts in the religious understanding of students at Modern Islamic Institution Darussalam Gontor For Girl Campus 4 South Konawe, the obstacles in its implementation, and the efforts to overcome these obstacles. This research is a descriptive qualitative one that uses observation, interview, and documentation to obtain the whole data. The result of this study shows that F atḥ kutub al-turāts is an activity of classic books study that aimed religious understanding of the students, that involves student, teachers, facilities, etc. in such procedure. This activity plays an important role in students’ religious understanding in terms of its material and its process that applied a student-centered learning approach, strategies, and methods that allow them to understand the religious materials independently, which is indicated by students’ ability to determine the main ideas, to give an example, to conclude the result of their study, and then convey it in their own language in the form of papers and presentations. The obstacles to this activity are the short duration of implementation, students’ difficulty in studying independently, and classic books that are used are wanting in number and variety. The efforts to overcome these obstacles are by providing briefings, division tasks in a team, escorting students intensively, and coordinating in the procurement of books.

Evaluation and Use of a Student-Centered Syllabus for the Software Process Subject in a Postgraduate Course: A Quasi-Experiment

Background: The software-development process is considered a knowledge area in software engineering that allows the performance of activities for the inception of a functional software. In a globalized software context, where companies and organizations have their data and information controlled by applications, it can be seen that the form of construction, that is, the path for which the software is built, has relevance for users. Problem Analysis: Within this reality, it is possible to observe that over the years, scientific research has identified competence deficits for professionals trained in software engineering and more specifically in the software-development processes. Purpose: This work aims to develop and apply a syllabus for the software-development process, with student-centered learning strategies, as it allows for centrality of the teaching and learning process for the student. Methods: The strategies were selected through a literature review, which informed which ones were adopted to intervene in the traditional teaching process in software. Other methodological procedures adopted to identification of the necessary requirements for the development of the syllabus were (i) a survey with the identification and perception of professionals and professors on the research theme, (ii) equivalence mapping of the main documents related to the theme of research at an educational level, and (iii) the identification of how to develop a syllabus. After gathering the requirements, the syllabus was designed and described in each of its parts based on the specialized literature. The evaluation of the syllabus took place in two stages: (i) an expert panel, where experts in the software-development process and student-centered learning were selected, who contributed points to be adjusted for the use of the syllabus, and (ii) the experiment, which was the use of the syllabus in comparison with the traditional approach (use of theoretical classes, exercise list, and written test), through the control and experimental groups. Results: Data generated by using the syllabus in the experiment, as well as data from the control group, were analyzed using the two-tailed Student-t technique. The results achieved in the work demonstrate that there was a considerable gain in learning compared to the control group. Another result point of the syllabus was that through the project strategies, students had contact with a progression of knowledge related to hypothetical cases that simulated reality, which students reported was very good for their knowledge. Conclusions: The use of student-centered strategies can bring benefits in the learning of software-development processes, as it allows a practical application of real scenarios observed in software-development companies.

Incorporating modified team-based learning into a flipped basic medical laboratory course: impact on student performance and perceptions

BackgroundBasic medical laboratory courses (BMLCs) play an essential role in medical education and offer several benefits to students. Although various student-centered and active learning strategies have been increasingly incorporated into medical education, their applications in BMLCs are limited. This paper aimed to explore the educational effects of a flipped classroom (FC) combined with team-based learning (TBL) strategy in BMLCs at Zhejiang University School of Medicine.MethodsFour hundred eight 3rd-Year medical students were assigned to either the FC-TBL group (n = 235) or the FC group (n = 173) to complete three experiments on the respiration block of BMLCs. The two groups’ immediate and long-term academic performance were compared, and the FC-TBL students’ perceptions of different instructional strategies were surveyed.ResultsStudents in the FC-TBL group scored higher on the immediate post-tests after class and higher on the final exams in two of the three experiment sessions. They preferred FC-TBL to FC for its higher engagement, more feedback, and better learning environment. Students felt the FC with TBL blended instructional strategy stimulated their interest in learning and deep thinking.ConclusionsCompared with the FC group, students in the FC-TBL group improved academic performance and had a more positive experience overall. Our findings support the feasibility and advantage of the flipped classroom with team-based learning as a blended learning strategy in the BMLC curriculum.

A visual thinking strategy enhances an undergraduate human physiology course offered by a Peruvian Pharmacy and Biochemistry School

Background: This study focuses on enhancing student success in an undergraduate human physiology course offered by the Department of Pharmacy and Biochemistry at the National University of Trujillo (UNT), Peru. This study was motivated by a retrospective view of student performance during the academic years 2008 to 2016, in which only a low percentage of students were able to successfully pass the course. Method: In 2017, a questionnaire on visual-auditory-kinesthetic learning styles (VAK) revealed that the predominant learning style among students was visual-auditory. Thus, a Visual Thinking student-centred learning strategy was tested and implemented. Results: A noticeable improvement in student success, class participation, and student engagement were observed and linked to the novel learning system adopted. Also, Visual Thinking allowed students to engage in activities that make visible the processes of their creative thinking by laying their ideas graphically, rather than merely showing the conclusions of their thinking.

Eğitim Kurumlarında Öğrencilerin Öğrenim Stratejilerinin Geliştirilmesine İlişkin Çalışmaların İncelenmesi

When developing countries and developed countries in the world were examined in terms of educational perspectives, it was seen that the importance given by developed countries to the development of learning strategies and the expectation of educators who put forth this effort was quite high compared to others. Since there are students in the educational center, the functioning of educational institutions must also be organized for students. The importance given to educators requires taking care of them and getting the highest efficiency from them, as well as the importance given to students requires taking care of them and getting the highest efficiency from them. This spiral of education reveals how important it is to develop the learning strategies of educational institutions. For this reason, the approaches adopted in today's understanding of education, especially in the development of student-centered learning strategies, are concentrated on this axis. Key Words: Educational Institutions, Learning Strategies, Educational Planning

Teacher Centered Versus Student Centered Strategies for Undergraduate Students

Objective: To compare the student-centred learning strategies with teacher-centred strategies in developing adult learning principles for medical students.
 Study Design: Quasi-experimental study.
 Place and Duration of Study: Ziauddin Medical College and Jinnah Medical & Dental College, Karachi, Nov 2017 to Oct 2018.
 Methodology: The study participants included first and second-year medical students. They were divided into two groups. One group of students was recruited from a medical college having a hybrid curriculum through problem based learning and lectures. The other students were recruited from a college following a traditional curriculum through only teacher-centred strategies and lectures. The comparison between the two groups of students was based on adult learning principles. A questionnaire including 17 items from the principles of adult learning scale (PALS) was given to medical students. Out of 17 items from the principles of adult learning scale, 13 were related to student learning, and four were regarding teacher instruction. The students were asked to determine the teaching practices promoting the development of adult learning principles on a Likert scale from 0-5.
 Results: In the learning section, the medical students having student-centred learning strategies had 28.16 ± 10.98 scores compared to students with teacher-centred strategies with a score of 33.73 ± 12.66 on the principles of adult learning scale. In the teacher instruction section, the score was 13.81 ± 3.76 in students with learner-centered strategies and 14.76 ± 3.79 in students with teacher-centred strategies.
 Conclusion: The teacher-centred learning strategies promote the development of adult learning principles better than the student-centred strategies in medical students.

Effect of flipped classroom approach in the teaching of a hematology course.

The flipped classroom is a teaching strategy used to enhance the engagement of students in the learning process. Replacing didactic lectures with active learning strategies through flipped classroom sessions fosters independence and the opportunity for students to engage in different passive learning styles. Although many studies of the flipped classroom approach have been conducted with medical students, few have focused on the effect of flipped classroom sessions on students in other medical professional fields. The aim of this study was to assess the effect of the flipped classroom approach on the performance of medical laboratory science students in a hematology course and their perception of the flipped classroom as an active learning strategy. In addition, students' perceptions regarding the flipped classroom as an active learning strategy were assessed. Of two cohorts in hematology courses, cohort 2 attended flipped classroom sessions, whereas cohort 1 underwent traditional class sessions. Students' learning outcomes, achievements and performance on examinations in hematology courses were assessed. In addition, a satisfaction survey was distributed to the students to evaluate their perception of the flipped classroom as a student-centred learning strategy. Students in cohort 2 performed significantly better in the knowledge and cognitive domains than did those in cohort 1 (p < 0.001). Cohort 2 students completed the course successfully with an average grade of 81%, and few students received low grades; in comparison, cohort 1 students completed the course with an average grade of 73%, and 7 students received a grade of F. Of students in cohort 2, 83% believed that the flipped classroom provided a better understanding of the subject matter and appropriate knowledge and skills. The results indicate the effectiveness of flipped classrooms as an active learning style in enabling students to obtain desirable knowledge and improve their academic performance. Moreover, students zrecognized that the flipped classroom as an active learning style was more beneficial than the traditional teaching approach.

PENGEMBANGAN PEMBELAJARAN BERBASIS INKUIRI QUR'ANI

This study aims to determine inquiry-based learning in the Qur'an, as well as its implications in the development of learning. Inquiry-based learning is one of the student-centered learning strategies influenced by the constructivism philosophy, which aims to produce competency standards for graduates who are able to think critically, creatively, communicatively, and collaboratively, as a form of life skills that enable individuals to deal effectively with the demands and challenges of everyday life.&#x0D; In general, inquiry-based learning cues can be found in the Qur'an in inquisitive verses that begin with adawât al-istifhâm, either in the form of harf al-istifhâm (particle of interrogation) or in the form of ism al-istifhâm (interrogative noun). And in particular, it can be found in a series of verses of the Qur'an in Surah al-Thur/52: 29-43. which explains the invitation to think by combining empiricism and rationalism, or the scientific method. This invitation is addressed to the Meccan polytheists who accuse (hypothesize) the Prophet Muhammad as a shaman, madman, poet, author of the Qur'an.&#x0D; Inquiry-based learning cues can also be found in a series of verses in Surah al-Anbiya'/21: 51-67, which tells about the method used by the prophet Ibrahim a.s in teaching monotheism to his people. As well as in the series of verses of the Qur'an in Surah al-An'am/6: 75-79, which describes the investigation of the prophet Ibrahim a.s into the nature of God

Preparing Business Education Teachers for Effective Implementation of Student-Centred Learning Strategies in the E- World

This paper highlights preparing business education teachers for effective implementation of student-centred learning strategies in the e- world. The paper defines terminologies such as Student-centred learning, e-learning and the need for linking ICT to education policies. It examines the world links program with student-centered teaching and learning web sites as well as discusses main characteristics of student-centered strategies and its popular types. It further discusses learning situations in the field of business education, teacher's role in student-centred strategies with implication of using student-centred strategies in Nigeria business education programme and analysis of threats to student-centred strategies. The paper concludes by making recommendation on the way forward among which Teacher should encourage student interaction in utilizing e-libraries or e-world at large in class participations. Institutions should encourage teachers in using student-centre strategies by sending them to seminal, conference/ workshop that base on this purpose. And institution should make available internet service 24/7 with power supply in the schools and staff quarters.

Examining the Impact of a Student-Centered Learning and Assessment Strategy on Engagement among Nursing Students

Background: Engaged students have better learning experiences and outcomes. Methods: A descriptive, exploratory study using the Student Course Engagement Questionnaire examined the impact of a student-centered learning and assessment strategy on engagement among accelerated nursing students. Results: Overall, the finding show positive support for the student-centered learning and assessment strategy. Of the four engagement factors, performance engagement ranked the highest and participation engagement ranked the lowest. Conclusion: While students are more engaged in student-centered learning environments room for improvement remains.