Student-centered Teaching Approach Research Articles

Ambassadors of professional development in teaching and learning in STEM higher education

Abstract In STEM higher education, lecturers need to assist learners in constructing understanding of complex scientific concepts by employing relevant teaching methods, tools, and technologies. A continuous professional development (CPD) of academic teaching staff in teaching and learning is indispensable to keep up with the development of STEM. Using a cascade-like approach in continuous professional development in teaching and learning, where lecturers are involved bottom-up as CPD-Ambassadors, makes it possible to address relevant STEM-specific teaching and learning issues and continuously improve teaching practice. At three international STEM-CPD Summer Schools for CPD-Ambassadors, the CPD-Ambassadors developed fifty CPD-User cases about organising professional development in teaching and learning at their own higher education institutions and promoting the importance of CPD in their local context. The analysis of the CPD-User cases shows that the most frequently addressed teaching competencies and attitudes foster student-centred teaching approaches based on constructivist educational views. A relationship is found with previously defined generally important teaching competences and attitudes for higher STEM education. The results indicate that a cascade-like, discipline oriented continuous professional development approach through CPD-Ambassadors is a promising approach in improving university teaching practice.

The Investigation of First Year University Students’ Online Self-Directed Readiness Level

This study aims to investigate the online learning readiness of first year students at the University of Mpumalanga in South Africa. This university uses Moodle as its online Learning Management System. This is a quantitative, non-experimental study within a positivism paradigm. 150 students were randomly sampled and were enrolled for a Diploma in Agriculture programmed. A Self-Directed Learning Readiness Scale (SDLRS) questionnaire was used to measure the readiness level for students’ SDL. The results reveal that more than two-thirds of the students have a medium self-directed readiness level with a total mean for all the questions of 2.91, a standard deviation of 0.79, and a variance of 0.77. This shows that first-year students are therefore not self-directed learners, which makes the transition to tertiary education difficult. This study is useful because assessing the level of readiness towards SDL among first year university students could help to introduce the modern method of student-centered teaching approach. The results of this study could assist universities to develop intervention strategies that will encourage self-directed learning.

A Bibliometric of Student Engagement in Flipped Learning: Current Situation and Way Forward

In the context of contemporary educational reform and student-centered teaching approaches, flipped learning is gaining recognition for its proven effectiveness in boosting student engagement. However, systematic research on student engagement within flipped learning environments is scarce. This study addresses this gap by conducting a bibliometric and visualization analysis of 147 articles on student engagement in flipped learning from the Web of Science core collection. Utilizing CiteSpace software, the study delves into the current state and emerging trends in the field. The analysis identifies major research hotspots and cutting-edge areas, including "student interaction”, "learning motivation", "teaching strategies", "learning outcomes", and "educational technology". The findings emphasize the need for increased collaboration among authors and institutions in this domain. Furthermore, the study highlights research hotspots and frontiers such as "personalized learning", "teacher role", "curriculum design", and "learning assessment". Notably, co-citation analysis reveals that research output in this field is led by Mainland China and the United States. Overall, this research, utilizing CiteSpace, effectively identifies influential factors and future trends in student engagement in flipped learning, offering valuable references to advance both research and practice in the field. The study concludes by recommending strategic collaboration and further exploration of identified research frontiers to enhance the effectiveness and reach of flipped learning methodologies.

Catalyzing Change in Engineering Pedagogy

This paper presents the implementation of a professional development program that aims at enhancing instructional practices to foster student-centered teaching approaches among engineering faculty at two universities in Pakistan. The program was guided by the theoretical perspective of enactivism and involved an initial three-day workshop, online modules, and reflective implementation assignments. The paper provides a detailed account of the program’s framework, design, and evaluation. The research questions addressed are: What are the perceptions of faculty members regarding (a) the benefits of the program topics and (b) changes in their actions as a result of the program? Likert-item survey instruments with retrospective items were analyzed using descriptive statistics and paired t-tests. As the program moved from being required to voluntary, participation was declined. Faculty who participated in this engineering pedagogy project reported positive attitudes and significant growth in utilizing student-centered strategies. The three-day workshop was perceived as the most beneficial of the components. The module was perceived to be of the highest benefit when focused on writing effective questions for high-level thinking. All the pre-to-post retrospective items showed statistically significant increases, with the two largest being the use of student response systems (SRS) and the focus on big ideas in teaching. The combined approaches show promise for faculty who persist in long-term professional development projects, catalyzing changes in perceived value and the implementation of active learning techniques.

Importance of regulation and the quality of teacher learning in student-centred teaching

ABSTRACT This study aimed to build an integrative model of the interrelations between pedagogical training, teacher regulation skills, learning patterns and student-centred teaching approach. Self-reported questionnaire data were collected from 378 higher education teachers and analysed using structural equation modelling. The findings indicated that pedagogical training was related to teachers’ regulation of their pedagogical development, which was further connected to both meaning-oriented and application-oriented teacher learning. However, only meaning-oriented teacher learning was connected to adopting a student-centred teaching approach, while application-oriented teacher learning was not. Teacher regulation was negatively connected to problematic learning, meaning that those who did not regulate their pedagogical development more often reported a problematic pattern towards teacher learning. Thus, pedagogical training, regulation skills and teacher learning patterns are important in terms of teachers’ pedagogical development to a student-centred teaching approach. The findings highlight the importance of regulation and the quality of teacher learning in increasing student-centred teaching.

Exploring Higher-Order Thinking Skills Integration in Mathematics Curriculum: A Study of Six Lebanese Schools

This article investigates the promotion of higher-order thinking skills in the written curriculum of six diverse schools in Lebanon, focusing on Grades 1, 2, and 3 mathematics outcomes. The educational programs encompass the International Baccalaureate’s Primary Years Programme, the Lebanese National Curriculum, and the French National Curriculum. Employing Bloom’s Taxonomy (1956) as the theoretical framework, the study meticulously categorizes learning objectives into six cognitive domains, shedding light on the emphasis placed on lower and higher-order thinking skills. Results reveal nuanced patterns across schools and grade levels. In Grade 1, School 4 demonstrates a notable focus on “analyze,” while School 2 excels in “create.” Grade 2 highlights the International Baccalaureate’s Primary Years Programme, particularly School 2, for emphasizing the three higher domains of Bloom’s Taxonomy (1956). The Lebanese National Curriculum exhibits variations, with School 4 emphasizing “analyze.” This research holds significance amidst Lebanon’s educational challenges, marked by outdated curricula, declining academic performance, and recent disruptive events. The study advocates for a paradigm shift, emphasizing the need for comprehensive educational philosophies, curriculum revisions, and student-centered teaching approaches. The findings provide valuable insights for policymakers and educators to navigate the complexities of Lebanon’s educational landscape, fostering a transformative approach for resilient and innovative students amid challenging circumstances.

Üniversite Öğrencilerinin İngilizce Özyeterlik İnançlarının Öğrenci ve Öğretim Elemanı Görüşlerine Göre İncelenmesi

This study aimed to explore the English self-efficacy beliefs of EFL students based on their and their instructors’ opinions. The participants of the study, which was designed as a mixed method, included 456 EFL students studying at a preparatory school of a state university in Türkiye. In the qualitative part of the study, there were 32 EFL students and 9 EFL instructors. The personal information form, the “English Self-Efficacy Belief Scale”, semi-structured interview forms for the students and the instructors were used.to collect data. In the analysis of the quantitative data, descriptive statistics, independent sample T-test, ANOVA test were used, and for qualitative data content analysis technique was used. The findings indicated high level of self-efficacy in terms of English writing and speaking skills, and moderate level of English self-efficacy belief in terms of reading, ability to learn English and listening skills. Students stated that various factors such as individual factors, language skill-oriented factors, classroom environment-related factors, etc. affected their self-efficacy beliefs. The instructors stated that they implement student-centered teaching approach, try to increase student motivation, give feedback to students and enable them to learn from the mistakes to increase English self-efficacy belief levels of their students.

Investigating the Roles of Pedagogical Content Knowledge in Music Education: A Systematic Literature Review

Despite the growing recognition of the importance of Pedagogical Content Knowledge (PCK) in music education, there is a significant knowledge gap regarding the precise nature of its role and how it contributes to effective teaching and learning. The objective of this systematic literature review is to examine and synthesize existing research on the roles of teachers' PCK in music education. Specifically, the study aims to explore how the PCK of music educators influences their teaching strategies, curriculum development, student engagement, and assessment practices. The research seeks to examine how these roles may vary across different scenarios and the implications of these variations for teaching and learning, especially in the context of music education across various educational settings. By synthesizing findings from diverse educational levels and cultural contexts, this review seeks to offer profound insights into the optimization of music education across various educational settings. The study follows the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. The analysis focused on the research question and identified themes related to the PCK in music education. The analysis revealed four emerging themes: understanding of music concepts, pedagogical strategies, student-centered teaching approaches, and assessment practices. These findings provide insights into effective practices for music curriculum designers and instructors in designing and developing strategies in teaching and learning in music education. These insights can inform the development of effective teaching strategies, curriculum design, and assessment practices in music education, ultimately enhancing the quality of instruction and learning experiences for students.

Risks, reflection, rewards, and resistance: Academic perspectives on creative pedagogies for active learning

In recent decades there has been a paradigmatic shift in higher education towards active learning, requiring educators to adopt student-centred approaches to teaching to promote deep learning and the development of essential graduate attributes. A ‘Creative pedagogies for active learning’ course was designed to offer academic staff an opportunity to take risks in developing innovative student-centred teaching approaches. While participants encountered ‘dissonance’ during the early stages of the creative pedagogies course, the course leads were able to support participants through this period of uncertainty and risk-taking towards successfully disrupting their own teaching practice.
 This reflective analysis paper outlines the course and showcases several case studies of practice by participants. We also reflect on their experiences through a subsequent roundtable discussion. This revealed that the course had made a longer-term impact on some participants in terms of their teaching and assessment practice and showcasing this to other educators. However, resistance to change in some departments was noted, making it difficult for staff to implement creative pedagogies more widely in practice. Suggestions for overcoming resistance are presented, and the paper concludes with future directions for taking this work forward.

The Role and Strategies of Teaching Interaction in the Development of Primary School Mathematics Teachers

With the deepening of educational reforms, the teaching model in primary school mathematics education is undergoing transformation, with increasing attention to teaching interaction. Teaching interaction, as a student-centered teaching approach, not only sparks students' interest in learning but also helps teachers better understand students' learning needs. This paper begins by defining teaching interaction and exploring its characteristics and classifications. Subsequently, it delves into the multifaceted roles of teaching interaction in the development of primary school mathematics teachers, such as promoting teachers’ professional growth, enhancing teaching effectiveness, and broadening teachers' pedagogical perspectives. Additionally, this paper conducts a case analysis to examine the practical applications of teaching interaction and the challenges it entails. Finally, the study summarizes the core values, multiple roles, challenges, and future development trends of instructional interaction, emphasizing its significance in the development of primary school mathematics teachers.

Practical Research on Project-Based Learning (PBL) in Film and Television Production in Xiamen Vocational Education

The film and television industry plays a crucial role in the development of the global cultural sector. In recent years, vocational education in the field of film and television has experienced rapid growth in China. However, the current talent training model for this profession fails to meet the demands of the fast-paced industry development and lacks effective support for its advancement. Project-based learning is a student-centered teaching approach that employs authentic projects as the primary medium for learning. This study presents an empirical investigation conducted in a vocational college in Xiamen, where project-based learning was incorporated into the film and television production courses to assess its effectiveness. The findings of this research demonstrate that the implementation of project-based learning in the context of film and television production is viable. In comparison to traditional didactic instruction, project-based learning significantly enhances students' motivation to learn, practical skills, critical thinking abilities, and teamwork abilities. Consequently, it holds significant value in cultivating applied talents.

Clinical teaching practices in maternal mental health care: An integrated review.

WHAT IS KNOWN ABOUT THE TOPIC?: Mental health-related problems in pregnancy are now becoming a global health concern. However, most studies have reported that midwives are unable to assess and support maternal mothers due to poor preservice education. The findings of these studies needed to be explored further from the available literature to address the gap. WHAT DOES THE PAPER ADD TO EXISTING KNOWLEDGE?: The paper has identified maternal mental health core competencies and innovative clinical teaching strategies that nurse educators can utilize when supporting students theoretically and during clinical practice so that students should be adequately prepared for maternal mental health practice. Challenges and recommendations for clinical teaching were also identified. However, there are still gaps in the literature related to the effectiveness of teaching strategies to promote competence acquisition in maternal mental health. WHAT ARE THE IMPLICATIONS FOR EDUCATION?: The study results can be used by nurse educators to develop effective clinical teaching practices in maternal mental health care. The findings can be used in the development of best clinical teaching guidelines for maternal or perinatal mental health to be used by nurse educators for the undergraduate midwifery training programmes. ABSTRACT: Introduction Maternal mental health problems are commonly experienced by women; however, they are usually not adequately recognized and treated by midwives in Malawi. Evidence suggests poor preservice education by nursing colleges which affects the development of essential maternal mental health competencies. Aim The aim of the study was to review existing evidence on clinical teaching practices by nurse educators in teaching student midwives maternal mental health care. Method Integrative review method was used, and various databases were searched. Out of 1768 articles, 27 research articles met the inclusion criteria. The critical appraisal skills programme checklist tools were used to assess data quality. Thematic analysis was done by comparing, grouping and integrating data. Results Six themes emerged, namely: core maternal mental health competencies, professional regulation, interactive teaching strategies, collaborative partnerships, capacity building and shortage of resources. Discussion Clinical teaching is an important aspect of midwifery education. Utilizing student-centred teaching approaches helps students acquire competencies in maternal mental health care. Further research is required to identify the effectiveness of the clinical teaching methods. The Implication to Practice The study results can assist nurse educators to provide comprehensive clinical teaching practices in maternal mental health care which will aid in the development of maternal mental health competencies among student midwives.

Integrating peer instruction and peer assessment with competency-based four-step approach: effectiveness on wound dressing skill acquisition and motivation among nursing students

BackgroundA student-friendly atmosphere and interactive learning experience enhance students' motivation and skill acquisition. Thus, integrating students' interactive participation in the teacher-led demonstration would add more enthusiasm and motivation. AimTo determine the effect of integrating peer instructions and assessment with competency-based four-step approach on wound dressing skill acquisition and motivation among nursing students. DesignA quasi-experimental, two-group pretest-posttest study was carried out at the skill labs of the College of Health and Sport Sciences. MethodsA convenience sampling of 121 nursing students were assigned to two groups; the control group received the traditional Peyton's 4-Steps-Approach (P4-SA). These steps included (a) demonstration; teacher performed the complete skill without comments or explanation, (b) deconstruction; teacher performed every sub-step slowly with detailed explanation, (c) comprehension; teacher performed the skill for third time, following the student's instructions and explanation of every sub-step, (d) execution; student described and execute the skill step by step simultaneously (n = 59). While the study group received the modified P4-SA approach where peer learning and peer assessment were applied in step 4 (n = 62). ResultsThe study revealed that 71.0% of students in the study group obtained good total percent skills scores immediately after receiving the intervention, compared to 18.6% of those in the control group (p<0.001). Moreover, 93.5% had good total percent scores of skills after eight weeks of the intervention, compared to only 46.6% of those in the control group (p< 0.001). Regarding motivation, students in the study group also reported higher intrinsic and extrinsic goal orientation, task value, self-efficacy for learning and performance, and test anxiety control of learning beliefs. ConclusionsIntegrating a student-centered teaching approach effectively promoted their motivation while performing complex nursing competencies such as wound dressing and facilitating skill acquisition and retention. Therefore, nursing educators could utilize their educational toolkit with various strategies for empowering nursing students' active participation in their learning.

University Pre-Professional Program: A Transitional Phase from Didactic to PBL Pedagogy.

The College of Science and Health Professions offers the University Pre-Professional Program (UPPP) to newly enrolled students. This study aimed to evaluate the effectiveness of the program in preparing students to become self-directed learners and to seek students' perceptions about student-centered teaching. A quantitative quasi-experimental study that used a pre and post-test survey in two stages, before and after semester-4. A self-developed questionnaire was distributed online. The t-test showed students (n=701) after semester-4 had a significant increase in the understanding of Problem-Based Learning (PBL) (t (699) = -8.27, p < 0.01), PBL dynamics (t (699) = -5.12, p < 0.01), learning and dynamics of Case-Based Learning (CBL) and Self-Directed Learning (SDL) (t (699) = -6.48, p < 0.01), and facilitators' role in such curriculum (t (699) = -3.41, p < 0.01). The ANOVA showed students attending various courses perceived the program variables differently (Learning in PBL p = 0.08, PBL dynamics p < 0.01, CBL and SDL dynamics p < 0.01, role of facilitator in PBL p < 0.01). Regarding the resources used by students during the basic medical sciences courses, no significant difference was observed between the study groups (p = 0.06). However, the only significant difference observed was in their satisfaction with the question related to assessment and course (p < 0.01). The UPPP improved students' understanding of student-centered teaching and learning approaches, especially the PBL. Thus, UPPP helps students shift their learning habits from didactic to student-centered modern learning approaches. Variation among different students' groups could be attributed to their previous academic background and change in learning medium to English. This study suggests that preparatory teaching programs like UPPP are helpful for students interested in joining the bachelor's programs in countries like Saudi Arabia where English is not a native language.

Problem-based learning for shifting and TVET Electrical Engineering lecturers’ practices: A scoping review

Problem-solving capacity is continuously gathering prominence in the Engineering education programmes of most institutions of higher learning. Embracing problem-based learning is necessary for Electrical Engineering lecturers in technical and vocational education and training (TVET) so as to shift from teacher-centred to student-centred teaching approaches which engage students in the learning process. Despite this, research on the use of problembased learning in TVET contexts by Electrical Engineering lecturers is limited. In this study, we conducted a scoping review to identify those key components which are necessary for the effective implementation of problem-based learning in a TVET Electrical Engineering programme. Our findings indicated that the problem, the facilitator and the students are the three components noted as essential constituents that are vital to the effective implementation of a problem-based learning strategy in TVET Electrical Engineering programmes. Our findings stress that, in addition to the three components, the type and nature of the problem, including the philosophy of the subject or the programme, need to be considered before inculcating problem-solving capabilities in TVET Electrical Engineering lecturers.

From open education to open learning: The experience at the National Autonomous University of Mexico

Open education has existed for more than 6 decades. In its beginnings, it consisted of removing various controls that made it difficult for students to enter and remain in the educational system. Today, it involves characteristics such as accessibility, flexibility, and adaptability, in environments beyond academics. The student-centered teaching approach has now shifted its focus, prioritizing student learning and giving rise to the concept of open learning. In 1972, the National Autonomous University of Mexico announced the beginning of its Open University System (in Spanish, Sistema Universidad Abierta) with the purpose of offering opportunities to incorporate large segments of the population into higher education through the decentralization of university services and the renewal of teaching methods. In this article, we review some of the university’s initiatives and solutions within the framework of open learning. Specifically, we analyze the changes necessary to renew and update the Open University System after 50 years.

Improving Science Process Skills of Students: A Review of Literature

This paper aims to review and assess the strategies available in literature to improve the practices of science process skills (SPS) among students. SPS encompasses the mental and physical activities of students in collecting and organizing information and then using the information to make predictions, explain phenomena, solve problems, understand the scientific endeavor, and learn science. Students were required to develop and use these skills in the teaching and learning process. The commonly identified and described SPS are observation, measuring, classifying, communicating, predicting, inferring, using numbers, using space/time relationship, questioning, identifying and controlling variables, hypothesizing, defining operationally, designing experiments, interpreting data, and modeling. These skills are important for students as tools for exploration and investigation of the natural world, improving academic achievements and attitudes towards science, learning science with understanding, and promoting development of mental and intellectual processes. From the literature reviewed the following strategies were recognized for the development of SPS in students: integration of SPS in curriculum materials, classroom lessons and assessments, use of instructional strategies or methods, and providing explicit instruction or training on SPS. The instructional strategies identified for enhancing SPS were student-centered teaching methods and multiple representation approaches. Student-centered teaching approaches promote the development of SPS in students by engaging them in mind-on and hand-on activities. Multiple representation approaches involve presenting lessons by using a combination of various teaching methods or various media in the same lesson and are found important for SPS development in students. Therefore, it was recommended to use these strategies for developing SPS to attain science education goals.

The Impact of Student-Centered Teaching and Problem-Based Learning on University English Language Courses

Key words: innovative approach, problem, learning a language, quality of education, theoretical and empirical method, level of language Over the last few years, educational reforms have been rapidly implemented using innovative approaches. The need to try new approaches to teaching languages and the issue of improving the quality of education, have become increasingly urgent. Therefore, programs in curriculum development can definitely not adopt Problem-Based Learning (PBL) as a higher education strategy. The purpose of the present study was to investigate the relationship between student-centered teaching approach and problem-based learning in the context of language teaching. Problem-based learning is a method where complex, contemporary problems are used as a way to lead students develop their critical thinking. In addition to the content of the course, problem-based learning can stimulate critical thinking skills, problem-solving abilities and communication skills. It also gives students opportunity to work in groups, find research materials, as well as develop skill in self-monitoring and self-evaluation. The study was conducted using theoretical-empirical research methods of observation, description, comparison, contrast and analysis. As a result, students demonstrated a higher level of motivation to learn and achieved more impressive learning outcome. In particular, this study highlights the importance of combining students’ learning abilities with the right types of learning activities. The problem-centered approach also promoted the acquisition of new and relevant knowledge, creating free and relaxed atmosphere. Students agreed that were motivated to learn and use the English language (89 %). However, some students (60 %) claimed that they lacked time to spend on problem solving and sometimes they had difficulty in finding relevant materials. Among the four basic language skills, respondents rated reading skills as the most effective in problem-based learning and accepted that problem-based learning had a moderate effect both on their vocabulary and grammar.

“We learn things to solve real-life problems”: Understanding how nature of engineering beliefs situate developing pedagogical content knowledge in a modular engineering education professional development program

Increasing numbers of studies in STEM fields indicate that there are higher gains in student outcomes in classroom environments implementing evidence-based teaching approaches focused on learners and their learning when compared to traditional lecture-based classrooms. However, despite the compelling results, studies show that lecture is still the most common instructor behaviour in undergraduate education. Professional learning programs have been shown to be crucial in closing this gap and promoting sustained adoption of student-centred teaching approaches in undergraduate education. In order to understand how faculty members in engineering experience the development of their pedagogical understandings and practice, we invited seven engineering professors of different ranks and disciplines to participate in a professional learning program, Scholarship of Pedagogy and Application of Research Knowledge in Engineering (SPARK-ENG), designed specifically for engineering education. The participants’ interactions during the community of practice and individual and group interviews after completing their modules were recorded, transcribed, and analysed through a thematic analysis process. The study findings indicated that the participants demonstrated a complexity of pedagogical understanding and preferences toward practical aspects of engineering education based on external constraints and perceptions about engineering knowledge and engineering teaching. They further valued community-based interactions to develop pedagogical reflection and possibilities of implementation in their own classroom situations. The study points to the need for further research and discussion surrounding professors’ epistemologies of disciplinary knowledge and unique cultures of certain professions to support the development of effective student-centred pedagogies in university professional development programs.

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.