Student-oriented Teaching Research Articles

Autonomies/Monotonies: Teaching Languages before and after the Covid Era

In search for a constructive response to the Covid pandemic, which exacerbated rather than caused the current crisis of university education, this article reports an implementation process of student-oriented teaching practices into an ESP curriculum of management-oriented study at a technological university, i.e., in an interdisciplinary environment, which, perhaps paradoxically, struggles with interdisciplinary approaches, deindividuation, compartmentalization of learning, and, consequently, with varying degrees of student engagement. Exploring students’ (in-)ability and (un-)willingness to become autonomous learners in the Covid era and beyond, the authors rethink students’ exposure to pedagogical tools and methods designed to foster student autonomy and combat instructional monotony including networking, telecollaboration, language coaching, alternative assessment methods, and discuss consumption of online education in general. Face to face with the volatile dynamics of technologically mediated interactions and evolving teacher/student roles, the article critically assesses the growing emphasis on students’ autonomy which is – much like the ability to cope without social contact – often taken for granted rather than systematically trained.

Development of a competence ecosystem for the future space workforce: strategies, practices and recommendations from international master programs in northern Sweden

Requirements from the global labor market have substantially changed in recent years. Graduate and post-graduate students with excellent subject knowledge, deep understanding of modern working methods, technical and higher-order thinking, engineering intuition and problem-solving skills are in great demand. They should also have professional skills such as well-developed abilities in communication and teamwork, usually in an international work environment. This review discusses the advantages of multidisciplinary study environment, educational strategies such as student-oriented teaching, project-based learning with its applicability to a “real-world” setting, active learning techniques, development of entrepreneurial skills, lessons learned and best practices from the international Master Program in Spacecraft Design and the Joint Master Program in Space Science and Technology – SpaceMaster at Luleå University of Technology in northern Sweden. The importance of complementarity between formal, informal and non-formal learning methods for science and engineering students has been specifically highlighted. Connections to the world of work, through active industry involvement in the education in a systematic way, e.g. External Advisory Board, shared services and facilities, joint projects and supervision of Master and PhD students, is recognised as a key success factor for professional training. A structural combination of modern pedagogical tools, strategic partnership with industry, business entities, academic partners and up-to-date multidisciplinary labs creates the conceptual framework for a Competence Ecosystem for fostering a new generation of space scientists and engineers.

Innovations in Distance Learning in Postgraduate Education during COVID-19

Many training courses and activities have chosen distant learning as a distance alternative, which began to gain popularity even before the coronavirus pandemic. The availability of electronic tools and distant learning platforms in higher education, as well as the temporary suspension of classes in several countries during the epidemic, were extremely useful in the emergency transition to distance learning to ensure the educational process's continuity. However, there are still a number of difficulties that need to be addressed in terms of the country's current condition of distant learning delivery. This paper first discusses the background of distance education, then summarizes the problems that arise in distance learning for postgraduate students, such as the shift in teaching mode, the change in environment and the distraction of students, and explains how the distance learning process can be improved: (1) a student-oriented teaching philosophy; (2) finding an effective collaborative model of schooling; and (3) strengthening the assessment of educational quality. It is envisaged that this will serve as a model for using the online platform teaching approach in the context of the epidemic in China.

School principals’ educational goals and leadership styles for digital transformation: results from case studies in upper secondary schools

ABSTRACT Digital technologies are transforming the job market and pose new challenges to education, yet there is little research that specifically examines how school principals’ goals and leadership styles influence digital development in upper secondary schools. The present study explores how their ambitions and educational goals affect their approaches to leadership for digital transformation in their schools. The study employs an exploratory and qualitative research approach based on interviews with a full sample of nine upper secondary school principals from Central Switzerland. Transcripts have been analyzed using qualitative content analysis. The findings suggest that all principals express a clear orientation toward student-oriented teaching when integrating technology in their schools. However, there are substantial differences in terms of leadership processes to address this change: One principal oriented toward transformational leadership reported more rapid and more profound changes than all the principals oriented toward a more transactional type of leadership. In this case, transformational leadership is associated with faster implementation of digital technologies and also with a clearer focus on educational goals rather than on tools. This study expands the knowledge on principals’ technology leadership practices as it provides insights into school leaders’ attitudes and concepts and highlights the benefits of transformational leadership.

Research and Teaching in Gedu College of Business Studies (GCBS): Does the interplay benefit the students?

" There is a long-standing question of whether there exist any nexus between Teaching and research or not. There is a strong argument that research and teaching should go side by side. For University Level teaching the faculty members must pursue research along with teaching. However, some studies pointed out that research and teaching have no linkage with each other. The key research objective is whether the faculty members perceive a relation to exist between the teaching and research, and does it, in their opinion, helping in delivering superior teaching to the students. The research approach adopted for the study is the qualitative research design. Information was collected by interviewing 45 faculties of the Gedu College of Business Studies (GCBS). The research unveils that although the faculties of GCBS are doing lots of research work, however, while teaching in the class faculties are opting for student-oriented teaching pedagogy. The research concludes that the research by the faculties in GCBS is not benefitting much to the student’s communities of the GCBS"

Vocational Teachers Readiness in Integration The Principles of Industrial Revolution 4.0 into The Learning Process

The Indonesian government has started to fix the problem of industrial change with 'Making Indonesia 4.0' as a strategy to pave the way for Indonesia to become one of the new powers in Asia. One of the steps taken is to change the education system in Vocational High Schools in Indonesia where the education system has turned into competency-based and student-oriented education since April 2018. Teachers must be highly qualified in order to produce students capable of meeting the challenges of the industry revolution 4.0. In this article, we ask the following: "What is the level of teacher readiness in integrating the principles of the industrial revolution 4.0 in the learning process?". Furthermore, this research employs a quantitative technique because data collection this study uses research instruments and its presentation is related to numbers which aim to describe the phenomenon that occurs, including teacher readiness. According to our results, Vocational High School teachers are in the category of ready to integrate the principles of industrial revolution 4.0 in the learning process which is seen from several aspects, follows: (1) Education Competence (EC), (2) Competence for Technological Commercialization (CTC), (3) Competence in Globalization (CG), 4) Competence in Future Strategies (CFS), (5) Counselor Competence (CC). The rapid development of technology can make it easier for vocational teachers to dig up information about industrial revolution 4.0. Therefore that vocational teachers are in the ready category to integrate the principles of the industrial revolution 4.0 in the learning process.

Application of Project-Driven Teaching in College English Class

Project-driven teaching is a student-oriented teaching strategy to cultivate the autonomous learning ability of students. This paper tries to effectively apply project-driven teaching in college English class through a comparative experiment. The experimental results show that project-driven teaching greatly enhanced the satisfaction and learning effect of classroom English teaching. Throughout the teaching process, teachers are responsible for project design, project proposal, and dynamic monitoring of teaching effect; the students are responsible for accepting and completing the projects. Teachers work with the students to evaluate the completion of the projects and give feedback. The application of project-driven teaching in English class makes the classroom atmosphere more active, boosts the participation enthusiasm of students, and increases the attentiveness of students in English classroom. The research results provide theoretical evidence for English education reform.

Analysis on the System Construction of Sports Education Mode in the Public Courses of Physical Education in Colleges and Universities

At present, problems such as too many teaching forms of public physical education courses in colleges and universities and students' passiveness are prominent. In order to effectively improve the educating effect of public physical education courses, curriculum teaching reform is imperative. This article proposes the system construction of sports education mode in college sports public courses, aiming to make students become sports participants with sports ability, sports culture and sports enthusiasm. Sports teaching mode embodies the student-oriented teaching thinking, develops suitable competition methods according to the structure of the sports competition environment, strives to participate in each of the students, and strives to assume the roles and figures, and finally tracks the students' learning progress by means of expressive evaluation. The level, timely feedback and judgment of the achievement of the curriculum objectives, through the sports teaching mode, can maximize the completion of the new physical education curriculum standards.

Exploration on the Practical Path of “Student Oriented” Education Management

Student management is an important part of higher education management. It is a theoretical and practical subject, involving economy, politics, education, culture and many other contents. The student-centered concept is implemented in higher education management activities, and students' rights are fully respected. Based on this, this paper analyzes the connotation of student-oriented concept, and discusses the practical strategies of student-oriented education management in Colleges and universities.

Focus on the Translation Trainee

A learner-based approach to translator training has already been recognised and discussed in translator education for the last few years (González-Davies 2004; Kelly 2005; Kiraly 1995, 2000; Massey et al. 2019). With the main focus on learning rather than training and the translator rather than the product or the process of translation, the observed trend in translation studies can be called ‘translator studies’ (Chesterman 2009). The tendency has been for the teacher-centred approach to be gradually replaced by manners of teaching which favour learner autonomy (Gonzalez Davies 2004).
 Nonetheless, due to the multiple demands that translator teachers must fulfil, they still happen to be regarded as the main active performers in the educational process. Invaluable as the teacher’s agency is for shaping the educational reality that translation trainees experience, translator education requires ensuring that student-oriented education actually involves freeing teachers and students from their traditional roles, to break out of the routine in which they have been rooted for years. It is worth emphasising that the roles and responsibilities of the translator teacher and student are equally important. The article looks at the translation educational process with the main focus on trainees who are supposed to build their career in the uncertain and indeterminate translation industry of the future.

Unravelling Teachers’ Beliefs about TPACK in Teaching Writing during the Covid-19 Pandemic

The purpose of this research is to explore the teacher’s belief about TPACK in teaching writing during the Covid-19 pandemic era. It is in regards to content, technology, and pedagogy that in-service EFL teachers reflect appropriate technology integration and proper teaching strategy that support teaching writing during the Covid-19 pandemic era. This case study used semi-structured interviews and artefact analysis. Three in-service EFL teachers participated in this study. Although there were significant differences in their practical views, this study found how teachers elaborate their belief about in teaching writing, i.e. utilizing familiar smartphones apps, engaging content-based curriculum, and applying student-oriented teaching method. Moreover, the study confirms previous findings of the importance of TPACK in the EFL context. The study highlights the need for the acknowledgement of practical ways in classroom practice of the TPACK framework in teaching writing. Finally, this study might have implications for educational institutions to provide a better improvement in the future.

Motivating for Reading through Transmedia Storytelling: A Case Study with Students from a Middle School in the Médio Tejo Region

The evolution of information and communication technologies has changed the way we relate to each other and how we build our knowledge. This creates challenges for education systems, as school must provide all students with the educational experiences that will enable them to develop the skills reflected in the profile of the 21st-century student on com pletion of compulsory schooling. It is up to teachers to find new ways of teaching, making the most of the resources and digital tools made available by mobile technologies. Technology can make a significant contribution to increasing students' motivation because it is closer to what they like and use in their daily lives. And this introduction of technology into the classroom can promote student-oriented teaching, which contributes to the development of skills such as autonomy, critical thinking and self-esteem.
 One of the areas that can contribute to this paradigm shift is the creation of experiences in immersive learning environments such as Transmedia Storytelling. Immersive learning environments can favour the creation and implementation of projects that promote reading skills in schools. This is the focus of this article.
 The aim of this study is to evaluate the impact of transmedia storytelling on the level of motivation of students and on the improvement of pedagogical practices implemented by the teachers involved. This case study was carried out in the subject of Portuguese in three 7th-grade classes of a school from the Médio Tejo region.
 The results obtained suggest a high level of motivation of students and teachers. The latter recognise that pedagogical routes using Transmedia Storytelling contribute to the motivation, autonomy and improvement of students' learning.

An Asynchronous University Distance Course as a Possible Model for International Online Collaboration

A reassessment and discussion of distance education (DE) in the higher education is crucial in a situation when many students over the world have become e-learners and several international exchange programs were suspended. Our study is related to international online collaboration in a sociology course where university students from four countries participated. We created an innovative design for an international online course and successfully ran it for about 15 years. The research addresses what the key factors are in order to make an international distance course a useful practice case, and how these factors contribute to the effectiveness of such a course and the level of students’ satisfaction. On the basis of our long-term collaboration, we identified the key factors that stimulated the high level of student involvement in online dialogue and the high level of satisfaction. The article argues that online asynchronous technology and online dialogue in the form of student-led discussions (SLD) organized for regular interaction among students and between students and lecturers are key factors in the course’s success. An additional factor is the regular motivation of the students by the teachers in the form of technical and pedagogical support. The model discussed in this article takes into account all these factors. Its effectiveness is confirmed by the students' level of satisfaction with our class and the high level of student engagement. It enables students from different countries to equally communicate online and freely exchange ideas among themselves and with the teachers. Student-oriented teaching methods and the careful design of the course were also significant for success. The article concludes that an asynchronous e-learning university course emphasizing students’ regular participation in discussion forums can be a useful model for international collaboration where students from different countries are involved.

Student-oriented Learning and “Living Values” of the University: Strategic Interaction

The purpose of the article is to consider possible ways to improve the effectiveness of student-oriented education in Russian universities through strategic interaction with the basic principles of their life. It is well known that the involvement of students in the management of higher education institutions (HEIs), their active participation in determining the individual trajectories of their professional training increases the motivation of students, and therefore the quality of education. To do this, it is necessary not only to fix the principles of student self-government in the local regulations of the University, but also to build mechanisms for implementing these principles. In particular, this can be expressed in the structure and content of educational programs developed in accordance with educational standards, consisting of a mandatory part and a part formed by participants in educational relations. Project-based learning will help bridge the gap between theory and practice in teaching students. Inclusive education should be provided not only with infrastructure, but also with special training of teachers and the inclusion of specialized adaptation modules in educational programs. To ensure quality control of students ' knowledge, the professional level of teachers and the organization of the educational process, intra-University quality management systems for training specialists are being created.an important element of this system should also be the structure of student self-government. It is also necessary to understand that student-oriented learning is not limited to the educational process, but covers the organization of campus life, the possibility of self-realization of students in various public organizations, in creative teams, i.e. it is inextricably linked to the entire system of principles, goals, priorities - the Living Values of the University. In the context of improving the competitiveness of education in Russian universities, the article identifies and justifies ways to improve the effectiveness of student-oriented learning. In particular, there was a high demand for the possibility of students influence on their individual learning paths, self-realization through participation in projects, both in the educational process and in public life. The research uses the results of sociological research based on surveys of students and teachers, including online surveys, as well as the practice of organizing the educational process and extracurricular activities in Russian universities. The results obtained can be used to further improve the development strategies of higher education institutions, including to increase their attractiveness for foreign students.

Introduction of new didactic methods and student-oriented teaching in the small course "Biochemistry with elements of chemistry"

Medical students’ active involvement in the process of learning and acquiring the knowledge allow to develop passions and skills. The aim of learning should be to increase the number of students involved and satisfied with the learning process. Positive results can be achieved by creating attractive and accessible conditions for students to learn. The search for techniques that increase student involvement, the introduction of new teaching methods and student-oriented education should be a permanent element of modern teaching. Short courses, particularly with a small number of participants, pose certain organizational challenges. The students start the course often with significantly different initial basic knowledge and background. Additionally small number of students highlights their different expectations. In order to interest all students, a number of modern, active teaching methods should be implemented and applied. Thus we ultimately will achieve the result in increased students satisfaction with the simultaneous achievement of the intended learning outcomes within the course. Moreover one of the most important goals of the course is for the student to acquire such skills and knowledge that will be future-job useful for them. The aim of this article is to describe the changes planned in the course "Biochemistry with Elements of Chemistry" for Emergency Medical Services. The article focuses on presenting proposals for educational techniques, the application of which will create conditions for improving and equalizing student learning experience. The planned modifications are expected to increase the satisfaction of educators from teaching and students from learning. The basic change in the course concept will be the transition from the general transfer of knowledge in form of information presentation, to student centered learning and their active participation in the learning process. It is planned to introduce remote (on-line) teaching using e-learning platforms, and available online interactive teaching tools such as polleverywhere (https://www.polleverywhere.com/) or perusall (https://perusall.com/inactivity). Moreover, Case based learning, activation techniques embedded in the context of the future emergency services profession, such as role-playing, critical analysis of results or reporting, will be introduced.

Student-oriented teaching practices and educational equality: a population-based study

Introduction. Evidence has remained scarce whether teaching practices might be linked to students’ educational equality. This study investigated (i) whether student-oriented teaching practices are associated with students’ learning outcomes in mathematics, and (ii) whether student-oriented teaching might increase equality in learning outcomes between students with different backgrounds. Method. We used the Finnish PISA 2012 data (N=5052-5660) that provides a nationally representative sample of the Finnish 15-year-old students. The data were analyzed using structural equation models. Results. Frequent student-oriented teaching practices were associated with students’ weaker learning outcomes in mathematics. The effect of frequent student-oriented teaching practices was especially negative among students with risky backgrounds (i.e. risky family structure, low family wealth, low maternal education, immigrant status, student’s previous truancy behavior at school). Our additional analyses showed that also frequent inquiry-based teaching practices were related to weaker learning outcomes in science. Discussion and Conclusion. In conclusion, student-oriented teaching practices appear to be linked with students’ weaker learning outcomes in comprehensive school. Student-oriented teaching may expand the gaps in learning outcomes between students coming from different backgrounds.

Accentuating the role of the upbringing society in Korczak’s pedagogy

The aim of the article is to show the sociological elements in the education process that are present in Korczak’s pedagogy, both in its scientific form as well as in his fiction aimed directly at children. Therefore, society with its educational institutions (family, school, boarding school) is recognized in this pedagogy as an important sphere of symbolic references and educational influences. The key role of society (as the most important educational institution) in shaping pupils is present in commonly known works on the sociology of upbringing (including Florian Znaniecki or Józef Chałasiński), while sociological threads in Korczak’s pedagogy have not been a popular topic of separate analysis so far, apart from one monograph devoted to the subject. Therefore, this topic requires in-depth analyses and afterthought. Janusz Korczak emphasizes the role of society in a child’s life, preparing them primarily for participation in social relations, through diverse forms of group life at school, whose most important achievement is the institution of student self-government. It is thus a bridge between student-oriented education and the traditional pedagogical message, involving the transmission of the requirements of specific social roles.

The Learning Method of Peer Review in College English Writing Course

Peer review is an important teaching method of writing. College English has a large vocabulary, complex situations and high degree of specialization, which are difficult points in teaching. Through peer review, students can benefit a lot, such as enhancing interest in college English reading and writing through the exchange of reading and evaluation, enhancing initiative in writing and improving their abilities to identify errors and appreciate English articles. In this paper, the applications of the learning method of peer review in college English teaching were investigated, and it was found that teacher’s behavior, time arrangement and student’s behavior were all particularly important and needed to be arranged in a scientific way. On the other hand, a student-oriented teaching model of “trinity” was also presented, which covered three target elements: ability, knowledge and education. In this paper, a fuzzy comprehensive evaluation method was used to evaluate the learning outcomes of peer review, and an evaluation indicator system for students’ learning ability and the weights thereof were established. According to the actual situation of the evaluated objects, four evaluation grades were selected, that is, excellent, good, fair and poor. Our teaching experiment showed that through this learning model, students have improved their English writing ability and reading comprehension ability to a certain degree, as well as their self-learning ability, which is beneficial to the consolidation of their learning effect.

Long-distance learning in the globalized world: contemporary tendencies and experience of their implementation

The article is dedicated to the challenges of implementation of long-distance learning in the contemporary globalized education space. The article analyzes the theoretical grounds and contemporary tendencies of long-distance learning, represents practical experience of its implementation during the COVID-19 pandemic in the Ukrainian and international educational practice. The efficient asynchronous instruments for online learning have been revealed and the positive features of long-distance education for realization of competence and customized student-oriented education have been defined. We see the prospect of further research in theoretical and technological development of the issue of forming information and communication competence as well as implementation of long-distance learning in the system of education of Ukraine.

English for Young Learners: Pembelajaran Bahasa Inggris dengan “Aksi” (Aktif, Kreatif, Santai Dan Inovatif) bagi Anak-Anak Paud SS Melati Jaya di Desa Sribulan Kecamatan Buay Pemuka Bangsa Raja Kabupaten OKU Timur

This program aimed to know English learning with AKSI (Active, Creative, Relaxed and Innovative) in TK / PAUD SS Melati Jaya, BP. Raja OKU Timur. Based on the results of the teaching process in this program, it can be seen that the English learning of children with AKSI (Active, Creative, Relaxed and Innovative), through 5 method: Teaching Methods with Bilingual / bilingual concepts (English & Indonesian), 2) Student Oriented Teaching Methods, 3) Learning by Playing Teaching Methods, 4) Life Skills Teaching Methods, and 5) Fun & Easy Teaching Methods. The results of this program show that (1) The use of AKSI (Active, creative, Relaxed and Innovative) through 5 methods used in English learning can increase student motivation according to their character at an early age, (2) The application of methods found new ideas that learning that implemented with the use of learning media or teaching aids that support the achievement of learning goals and is carried out continuously and makes students not bored and very pleasant.