A new approach for laboratory exercise of pathophysiology in China based on student-centered learning

2015 ◽  
Vol 39 (2) ◽  
pp. 116-119 ◽  
Author(s):  
Jian Chen ◽  
Junhai Zhou ◽  
Li Sun ◽  
Qiuhui Wu ◽  
Huiling Lu ◽  
...  
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Teaching Method ◽  
Student Centered ◽  
Student Centered Learning ◽  
Laboratory Course ◽  
Laboratory Exercise ◽  
Laboratory Courses ◽  
Learning Skill ◽  
Undergraduate Laboratory

Student-centered learning is generally defined as any instructional method that purportedly engages students in active learning and critical thinking. The student-centered method of teaching moves the focus from teaching to learning, from the teachers' conveying course concepts via lecture to the understanding of concepts by students. The student-centered method has been used extensively in lecture courses in China; however, there is little evidence of its use in laboratory courses. The purpose of the present study was to describe the implementation of a student-centered method in a pathophysiology laboratory course. The use of student-centered learning strategies in an undergraduate laboratory course was well received by both students and teachers. Here, students had to take on responsibility for their own learning and, thus, became more accountable. Moreover, they reported increased active learning, skill development, information collection, and retention. In addition, mean scores for the quiz were significantly higher in the student-centered method compared with the traditional teaching method. The shift from teacher-centered delivery to a student-centered model led to a positive change, in which the learners drove the process and were guided, not directed, by the teacher.

scholarly journals TEORI PEMBELAJARAN BAHASA DAN IMPLEMENTASI STRATEGI PEMBELAJARAN AKTIF

2017 ◽  
Vol 19 (2) ◽  
pp. 194
Author(s):  
Hisyam Zaini
Keyword(s):  
Active Learning ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Academic Community ◽  
Student Centered ◽  
Student Centered Learning ◽  
Emotional Aspects ◽  
Active Learning Strategy ◽  
Learning Language

Learning language theory and implementation of active learning strategy is expected to show one picture and motivation for the academic community by inviting the learner to actively do or perform any process of learning language based on the theory and strategy of active learning. This method is included in student-centered learning approach or student-centered learning. The author also wants to illustrate the mistaken implications of the implementation of learning strategies and change the paradigm, that language learning is not only a necessary cognitive factor but involves all elements of learning that include the cognitive, physical, mental and emotional aspects. In addition, in the process of language learning it is not enough to rely on one strategy and one method but to use diverse methods and strategies. Because, every method and strategy has their respective advantages

scholarly journals Teaching Membrane Transport Concepts Using Flipped Teaching & Dramatizations

2021 ◽  
Vol 83 (5) ◽  
pp. 337-340
Author(s):  
Patricia A. Halpin ◽  
Chaya Gopalan
Keyword(s):  
Active Learning ◽  
Membrane Transport ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Teaching Method ◽  
Facilitated Diffusion ◽  
Student Centered ◽  
Simple Diffusion ◽  
Biological Concepts ◽  
Active Learning Strategy

Cell membrane transport is an important topic discussed in the biology classroom from the middle school to the graduate level. Membrane transport is complex, and students are often confused between different types of transport mechanisms. Dramatization is an active-learning strategy to engage students in learning. The flipped teaching method is designed to introduce lecture content prior to class meeting, thus creating time during class to adapt active-learning strategies such as dramatization. In this work, students were given a pretest prior to the dramatization activity. As each type of membrane transport was discussed, which included simple diffusion, osmosis, facilitated diffusion, and active transport, students were assigned specific roles to demonstrate the movement. The dramatization activity triggered many questions related to the topic, and these questions were addressed immediately. A posttest was conducted at the end of the dramatization activity. Our results demonstrated increases in the students’ understanding, engagement, and confidence level. The combination of flipped teaching and dramatization thus serves as a student-centered active-learning strategy for teaching difficult biological concepts.

Information Systems Education for the 21st Century

2005 ◽  
pp. 171-202 ◽  
Author(s):  
Glenn Lowry ◽  
Rodney Turner
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Curriculum Reform ◽  
Soft Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Business Skills ◽  
New Graduates ◽  
Vested Interests ◽  
Research Findings

In this chapter, we consider how information systems educators might revise curriculum content and adopt student-centered/active learning pedagogical approaches to achieve a better fit between the workplace and the university ‘studyplace’. In considering What to Study, numerous research findings suggest a repertoire of ‘soft’ skills that are seen as essential to success for new IS professionals. The research findings discussed in this chapter present evidence that traditional business subjects such as Marketing, Economics, or Finance do not equate to the ‘other’ or soft business skills that employers of IS graduates are seeking in new hires. Soft skills are cultivated elements of professionalism that derive from example, reflection, imitation, and refinement of attitudes, personal capabilities, work habits, and interpersonal skills. Soft skills are seldom taught in dedicated subjects in tertiary information systems curricula. Somehow, the soft areas such as teamwork, communication skills, ability to accept direction, and others are expected to be picked up along the way through an unspecified, osmotic process. Turning to How to Study, a critical and contentious issue is determining the appropriate learning environment to best help new graduates develop soft skills and higher order thinking. Course delivery paradigms may be characterized as traditional, passive ‘teacher-centered learning’ and active ‘student-centered learning’. We argue that student-centered/active learning approaches may be more effective in helping students to cultivate and refine soft skills than those currently in use. The chapter concludes with a discussion of IS curriculum reform issues and strategies for reducing confusion, overcoming tradition and inertia, finding resources, and neutralizing vested interests, to meet the educational needs of students.

Emerging Technologies

2017 ◽  
Vol 9 (2) ◽  
pp. 1-19
Author(s):  
Victoria M. Cardullo ◽  
Nance S. Wilson ◽  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Active Learning ◽  
Emerging Technologies ◽  
Project Based Learning ◽  
Educational Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Flipped Classrooms ◽  
Blooms Taxonomy

Emerging technologies enhance student learning through the explicit intentional educational design such as Active Learning Classrooms, Flipped Classrooms, Problem Based Learning, and Project Based Learning to empower students. Throughout this article, we will describe several emerging technologies that support learning for the 21st century using student-centered learning models. By means of vignettes, we model how a Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) supports the use of emerging technologies for active learning (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Throughout all of the vignettes, we draw connections to the various emerging technologies and the level of integration using both Blooms Taxonomy (Bloom et al., 1956) and the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

Information Systems Education for the 21st Century

2011 ◽  
pp. 2791-2816
Author(s):  
Glenn Lowry ◽  
Rodney Turner
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Curriculum Reform ◽  
Soft Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Business Skills ◽  
New Graduates ◽  
Vested Interests ◽  
Research Findings

In this chapter, we consider how information systems educators might revise curriculum content and adopt student-centered/active learning pedagogical approaches to achieve a better fit between the workplace and the university ‘studyplace’. In considering What to Study, numerous research findings suggest a repertoire of ‘soft’ skills that are seen as essential to success for new IS professionals. The research findings discussed in this chapter present evidence that traditional business subjects such as Marketing, Economics, or Finance do not equate to the ‘other’ or soft business skills that employers of IS graduates are seeking in new hires. Soft skills are cultivated elements of professionalism that derive from example, reflection, imitation, and refinement of attitudes, personal capabilities, work habits, and interpersonal skills. Soft skills are seldom taught in dedicated subjects in tertiary information systems curricula. Somehow, the soft areas such as teamwork, communication skills, ability to accept direction, and others are expected to be picked up along the way through an unspecified, osmotic process. Turning to How to Study, a critical and contentious issue is determining the appropriate learning environment to best help new graduates develop soft skills and higher order thinking. Course delivery paradigms may be characterized as traditional, passive ‘teacher-centered learning’ and active ‘student-centered learning’. We argue that student-centered/active learning approaches may be more effective in helping students to cultivate and refine soft skills than those currently in use. The chapter concludes with a discussion of IS curriculum reform issues and strategies for reducing confusion, overcoming tradition and inertia, finding resources, and neutralizing vested interests, to meet the educational needs of students.

Accounting and Finance Students' Perceptions About Active Learning in an Economics-Lecture Classroom

2020 ◽  
pp. 18-34
Author(s):  
Sandrina B. Moreira
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Environments ◽  
Interactive Learning ◽  
Learning Experiences ◽  
Decisive Role ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Techniques

In higher education there is an increasing trend from teacher-centered to student-centered learning environments, wherein active learning experiences can play a decisive role. This chapter assesses how students perceive the use of active learning techniques within the lecture framework, traditionally accepting students as passive listeners. A survey was distributed in the undergraduate course of Accounting and Finance - evening classes, at the end of the semester, to evaluate and help refine the active learning approach conducted in an economics course. Students reported an overall positive response towards active learning, which helped them to focus, engage, and learn. They especially value the lectures as interactive learning experiences. Students' appraisal regarding the usefulness of key implementation rules like the what, when, who technique on slide-written instructions, as well as the variety of active learning activities tested, revealed the designing and testing of active learning events need improvement.

Undergraduate Biology Instructors Still Use Mostly Teacher-Centered Discourse Even When Teaching with Active Learning Strategies

BioScience ◽  
2020 ◽  
Vol 70 (10) ◽  
pp. 901-913
Author(s):  
Petra Kranzfelder ◽  
Jennifer L Bankers-Fulbright ◽  
Marcos E García-Ojeda ◽  
Marin Melloy ◽  
Sagal Mohammed ◽  
...  
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Strategies ◽  
Strong Positive Correlation ◽  
Biology Teachers ◽  
Student Centered ◽  
Undergraduate Biology ◽  
Dialogic Discourse ◽  
And Mathematics ◽  
Undergraduate Science

Abstract Reform efforts in undergraduate science, technology, engineering, and mathematics (STEM) instruction often emphasize student-centered teaching approaches, but relatively little attention is paid to the way STEM teachers use discourse when interacting with their students. In the present study, we examined the instructional and discourse behaviors of biology faculty members (N = 20) teaching in undergraduate biology classes. Although we found that the biology teachers spent most of their time guiding student learning in active learning activities and less time presenting, an analysis of their classroom communicative approaches showed that the participants mostly used authoritative and not dialogic discourse to teach biology content. Similarly, we found a strong positive correlation between biology teachers guiding student learning and authoritative, interactive approaches, suggesting that these teachers mostly asked the students to recall facts or basic concepts rather than asking them to collaboratively build knowledge. We describe the implications of these findings and our results for undergraduate biology instruction.

scholarly journals A Comparison of Interteaching and the Learning Pathway in a Community Health Undergraduate Course

2020 ◽  
pp. 237337992090280
Author(s):  
Jonathan A. Schulz ◽  
Vincent T. Francisco
Keyword(s):  
Health Promotion ◽  
Active Learning ◽  
Community Health ◽  
Learning Strategies ◽  
Teaching Method ◽  
Future Health ◽  
Final Exam ◽  
Course Objectives ◽  
Active Learning Strategies ◽  
Self Instruction

Health promotion undergraduate courses frequently use active learning strategies in an attempt to ensure that future health professionals are prepared to improve population health outcomes. One teaching method with limited research in health promotion courses at the undergraduate level is interteaching (IT). IT is based on behavior analytic techniques and uses paired discussion and student-informed clarifying lectures to teach course objectives. A number of studies suggest that IT is more effective than traditional teaching methods (i.e., lecture). However, research is needed to compare IT with other active learning strategies (i.e., strategies that foster critical thinking by engaging students in analysis, synthesis, and evaluation through discussion and active student responding) and in new subject areas. The present study compared IT with an active learning strategy known as the Learning Pathway (LP) in an undergraduate community health education/promotion planning course. The LP uses group work and guided self-instruction to help students address a societal issue of their choice. Results indicate that students performed slightly higher on multiple-choice quizzes during the IT condition and correctly answered more fill-in-the-blank midterm and final exam questions related to content covered in the IT condition. However, students indicated that they preferred the LP teaching method. Although further research is needed to investigate active learning strategies that are most effective on various outcomes in health promotion courses, this study suggests that IT may be more effective than the LP on teaching course objectives as measured by quiz scores.

Swedish and American Nursing Students Use Journaling for Reflection: An International Student-Centered Learning Experience

2005 ◽  
Vol 9 (4) ◽  
pp. 52-58 ◽  
Author(s):  
Margret Lepp, ◽  
CeCelia R. Zorn, ◽  
Patricia R. Duffy,
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Baccalaureate Nursing ◽  
International Student ◽  
Interactive Video ◽  
Video Conferencing ◽  
Learning Experience ◽  
Baccalaureate Nursing Students ◽  
Student Centered ◽  
Student Centered Learning

The purpose of this research was to describe the reflections of 10 Swedish and U.S. baccalaureate nursing students who participated in a semester-long, student-centered, interactive video-conferencing (IVC) education project. Reflective journaling was incorporated as one of several learning strategies to enhance students’ personal and professional development. Principles of phenomenography were used to analyze the data; three categories, with two sub-categories in each, emerged from the journal data. Participation in this student-centered project spurred the students in both countries to reflect upon themselves, their transition, and their profession.

New horizons in entrepreneurship: from teacher-led to student-centered learning

2016 ◽  
Vol 58 (7/8) ◽  
Author(s):  
Sarah Robinson ◽  
Helle Neergaard ◽  
Lene Tanggaard ◽  
Norris Krueger
Keyword(s):  
Learning Strategies ◽  
Design Methodology ◽  
Entrepreneurship Education ◽  
Learning Theories ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
Diverse Learning ◽  
Ethnographic Analysis ◽  
Practical Implications

Purpose The aim of this paper is to contribute to the discussion about the complexity and heterogeneity of entrepreneurship education. In order to achieve this objective, this paper combines educational psychology with perspectives from entrepreneurship education research to make explicit educators tacit assumptions in order to understand how these assumptions guide teaching. Design/methodology/approach Using ethnographic analysis, the paper reports data from the continuous development and implementation of a single course over a period of ten years bringing in the educator’s and the students perspectives on their achievements and course content. Findings We find that it is sometimes advantageous to invoke and combine different learning theories and approaches in order to promote entrepreneurial awareness and mindset. It is also necessary to move away from entrepreneurship education as being teacher-led to being more student-centered and focused on experiential and existential lifelong learning practices. Practical implications Practically, we make suggestions for the design and delivery of a course that demonstrates how four diverse learning theories can be combined to consolidate entrepreneurial learning in students invoking experiential and curiosity based learning strategies. Originality/value There are very few examples of concrete course designs that have been researched longitudinally in-depth using ethnographic methods. Moreover, most courses focus on the post-foundation period, whereas this paper presents a course that is a primer to the entrepreneurial process and exclusively centered on the pre-foundation phase. Rather than building on a single perspective, it combines a range of theories and approaches to create interplay and progression.

Sign in / Sign up

Export Citation Format

Share Document