scholarly journals Experiential Learning: the field study trip, a student-centred curriculum.

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
Laurence Pattacini
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Field Study ◽  
Learning Experience ◽  
Independent Learning ◽  
Learning Theories ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Key Issues

Drawing from student-centered learning theories, this paper identifies key issues related to active participation of students, collaboration and independent learning. It draws from the author’s experience of developing and delivering a student-centered curriculum delivered around a field study trip. It explores approaches to active and experiential learning in Higher Education through the various stages of the curriculum development and the identification of the pedagogical benefits. The student-centered curriculum is part of a professional accredited course in Landscape architecture. The Field study trip is an opportunity to actively explore the topics of study in real settings and to learn through hands on experience, which is essential to form professionals confronted with making places through planning and design. More generally the field study trip module is an opportunity to understand how to practically embed experiential learning approaches in Higher Education.  The paper also discusses the merits of field trip to address some issues related to the learning experience and participation in the context of the internationalisation of the students’ cohort.

scholarly journals Impementasi Project Based Learning Dalam Pembelajaran Abad 21 Pada Mata Pelajaran Geografi Kelas XI IPS SMA Nasional 3 Bahasa Putera Harapan Purwokerto

2021 ◽  
Vol 1 ◽  
pp. 1-13
Author(s):  
Ika Pujiastuti
Keyword(s):  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Independent Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Collaboration And Communication

The development of curriculum in schools is currently required to make changes in implementing teacher-centered learning approaches into student-centered learning approaches. This is adjusted to the demands of learning that will affect the development of children in the future, where children must have thinking and learning skills. These skills include critical thinking skills, problem solving, collaboration, and communication skills. These skills are often said to be skills in the independent learning process that must be possessed by students. Students can have these skills if the teacher is able to develop learning with activities that challenge students to think critically in solving problems. Another aspect that is no less important is the Assessment or Assessment. Assessment can be given among students as feedback, by the teacher with an assessment rubric that has been prepared by the teacher or based on the performance and products they produce. To achieve the aforementioned objectives, a learning approach that is quite challenging for teachers is a project-based learning (PBL) approach.

scholarly journals Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic

2021 ◽  
Author(s):  
Vian Ahmed ◽  
Alex Opoku
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Online Teaching ◽  
Learning Experience ◽  
Teaching Style ◽  
Education Institution ◽  
Academic Community ◽  
Learning Approaches ◽  
Positive Role ◽  
Online Delivery

AbstractOnline teaching within disciplines such as Engineering require experiential learning that equip future graduates with highly intellectual and professional skills to meet the demands of employers and the industry. The outbreak of COVID-19 however, has shifted the academic community into new landscapes that require educators and students to adapt and manage their expectations. Although literature reports on research attempts to study the implications of Covid-19 on the Higher Education curricular, little has been reported on its impact on Engineering Education. This paper therefore uses the theory of Emergency Management Life Cycle (mitigation, preparedness, response, and recover) as a lens to examine the challenges faced by students and academics and coping mechanism during the COVID period. This study adopts a mixed method approach using a case study from the College of Engineering at a Higher Education Institution in the UAE due to the sudden migration to online teaching amid COVID-19. Data is collected through interviews and surveys with both students and instructors on challenges, strategies and online delivery good practices that enhanced students’ learning experience. The results show that, Technology Supported Learning tools are capable of enhancing students’ experiential learning and associated competencies, however there were a number of pedagogical, technological and psychological challenges that faced students and instructors as a result of the sudden migration online, which are likely to play a role in the impediment of the students’ learning cycle, due to the lack of preparedness in response to the state of emergency created by Covid-19. Despite these challenges, the study found that instructors with effective communication skills and teaching style, competent use of technology, flexible, friendly and supportive attitude towards teaching, played a positive role in mitigating for the lack of preparedness in response to sudden migration online. The study also reveals that by overcoming some of the technical challenges such as slow internet connection and interruptions, lessons learnt from the sudden migration to online delivery amid COVID-19, will help create new opportunities for the use of blended learning approaches to meet the needs of the on-going COVID and future online deliveries.

scholarly journals A Reflexive GOAL Framework for Achieving Student-Centered Learning in European Higher Education: From Class Learning to Community Engagement

Societies ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 75
Author(s):  
Costas S. Constantinou
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
Social Theory ◽  
Higher Education Institutions ◽  
Independent Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Transferable Skills ◽  
Organization Structures ◽  
European Higher Education

Student-centered learning (SCL) has been acknowledged and supported by research as very important for helping students develop life-long independent learning and transferable skills. Yet the implementation of SCL in European higher education has been patchy where experts in the field call for the need for a framework that could guide higher education institutions (HEIs) in designing and implementing SCL. This paper aims to fill in this identified gap by reflecting on the basic literature and social theory to propose the reflexive GOAL (Goals (vision and objectives), Organization (structures), Actions (immersion into structures and actions), and Learning a culture (instilled through reflexivity)) framework for the implementation of SCL in higher education in its broader sense to encompass elements from in-class learning to extra-curricular and community engagement.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

scholarly journals Mobile Technologies for Student Centered Learning in a Distance Higher Education Program

2016 ◽  
pp. 184-199 ◽  
Author(s):  
Lisbeth Amhag
Keyword(s):  
Higher Education ◽  
Education Program ◽  
Mobile Technologies ◽  
Computer Supported Collaborative Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Theoretical Concepts ◽  
Face To Face ◽  
Flipped Classrooms ◽  
Mobile Interactions

The aim of this study is to analyze mobile technologies for student centered learning in a distance higher education program with a focus on mobile online webinars (web-based seminars or conferencing) using mobile applications such as laptops, smart phones, or tablets. As wearable technologies continue to grow it could very well extend to smart glasses, smart watches etc. These tools can provide face-to-face interactions, recording flipped classrooms and parallel chat communications. The data collection consists of observations of ten online face-to-face webinars with 22 students, six interviews, and two surveys. Theoretically, the study joins the research tradition of Computer-Supported Collaborative Learning with emphasis on collaboration, and Computer Self-Efficacy concerned with individuals' media and information literacy. Important conclusions from the study demonstrated mobile interactions increased student centered learning on theoretical concepts, assisted in the ability to review information critically, and provided experiences bridging professional teaching practices.

Innovations in Mobile Photography for Digital-Age Teachers and Learners

2018 ◽  
pp. 90-105
Author(s):  
Theresa A. Redmond ◽  
John Henson
Keyword(s):  
Teacher Educators ◽  
Learning Experience ◽  
Constructivist Learning ◽  
Social Constructivist ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Millennial Students ◽  
Social Constructivist Learning ◽  
Pre Service Teacher

This chapter shares research that examined how perspectives about mobile technology integration were cultivated in a required pre-service teacher (PST) education course. Specifically, the camera feature of mobile smartphones was used to design a social-constructivist learning experience. Pre-service teachers were invited to shift from media consumers to technology producers, participating in innovative, student-centered learning. PSTs were positioned to use their prior-knowledge to engage in meaningful learning using their mobile phones in a way that modeled strategies they could use in their future classrooms to meet the learning needs of millennial students. Literature reveals that mobile tools are often used in limiting ways, such as accessing and consuming industry-produced media content. However, they have the potential to be used for active, social-constructivist learning. This chapter has implications for teacher educators and administrators in higher education who are seeking emerging practices for how to prepare PSTs to learn how to innovate using technology by designing learning experiences that focus on students as media makers.

Technology and Teaching

2018 ◽  
pp. 69-87
Author(s):  
David Feist ◽  
Doug Reid
Keyword(s):  
Academic Success ◽  
Student Engagement ◽  
Current Literature ◽  
Teacher Practices ◽  
Appropriate Technology ◽  
Learning Approaches ◽  
Pedagogical Practice ◽  
Student Centered ◽  
Student Centered Learning ◽  
Technology And Teaching

Teachers at a technology diverse school explored ways to shift toward a more student- centered pedagogical practice. The project determined whether a shift in teacher practices could impact student engagement and success. The results were positive: many students had more academic success when student-centered learning activities were incorporated into their schooling. In theory, this means student learning that includes non-linear learning approaches can work in more generalizable settings than what have been expansively published in the current literature. In practice, the findings may help to inform schools dealing with current societal pressures to help their students find greater success through the use of pedagogically appropriate technology implementations and teacher support.

Peer Feedback Activities in Smart Education

2020 ◽  
pp. 105-135
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Peer Feedback ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Main Process ◽  
Student Centered ◽  
Student Centered Learning ◽  
Feedback Model ◽  
Smart Education

New ways of communication and peer feedback activities provide several opportunities for student-centered collaborative learning in smart higher education. This chapter increases the knowledge about how collaborative peer feedback processes can support student-centered learning toward higher-order thinking and critical ability in smart higher education. Methodically, various types of feedback are illustrated based on review of selected articles from previous research. The qualitative empirical data of feedback processes (N=155) among 22 students was grounded on criteria and guidance on feedback for collaborative learning. Theoretically, the analysis of excerpts is based on a feedback model and an assessment cycle to identify the gap between the main process, self-regulated and self-directed actions, and the self as a person (i.e., what is understood and what is aimed to be understood). The results demonstrate that peer feedback provides one of the most critical and self-directed impacts on student-centered collaborative learning and higher-order thinking.

Applying the Polysynchronous Learning to Foster the Student-Centered Learning in the Higher Education Context

2016 ◽  
pp. 385-403
Author(s):  
Fan Ouyang
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Learning Activity ◽  
Communication Model ◽  
Environment Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
App Design ◽  
Activity Design

Teaching and learning computer programming has posed great challenges for both instructors and students. An emerging blended learning mode - polysynchronous learning has potentials to motivate and engage students in the programming learning process, to optimize students' programming learning experiences, and to transform the computer programming teaching and learning. This paper aims to integrate the polysynchronous learning, as a communication model, with the student-centered learning, as a pedagogical approach, to design a graduate-level course - App Design and Development. The authors primarily focuses on describing my decision-making process of the physical environment design, the technologies and tools selection, and the polysynchronous learning activity design, as well as specific details regarding these three aspects. Moreover, potentials, challenges, and implications of applying the polysynchronous learning to foster the student-centered learning in the higher education context are discussed.

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