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Search Results (3)

Search Parameters:
Keywords = student-centered learning (SCL)

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18 pages, 471 KB  
Article
Application of Student-Centered Learning in Improving Teaching English as a Foreign Language Students’ 21st-Century Skills Performance
by Hadiyanto Hadiyanto
Educ. Sci. 2024, 14(9), 938; https://doi.org/10.3390/educsci14090938 - 26 Aug 2024
Cited by 1 | Viewed by 3740
Abstract
A student-centered learning (SCL) method has been applied to improve Teaching English as a Foreign Language (TEFL) students’ 21st-century skills at the English department of a university. Therefore, this study aimed to investigate the effect of SCL application on TEFL students’ 21st-century skills [...] Read more.
A student-centered learning (SCL) method has been applied to improve Teaching English as a Foreign Language (TEFL) students’ 21st-century skills at the English department of a university. Therefore, this study aimed to investigate the effect of SCL application on TEFL students’ 21st-century skills performance. To achieve this objective, a total of 220 questionnaires were distributed to TEFL students, and ten course designs were obtained from the department. Content analysis on course designs showed that hard skills were more prioritized than soft skills, while character slightly ebbed in learning design. Furthermore, SCL application through Group, Independent, and Online learning methods significantly increased TEFL students’ 21st-century skills. Hard and soft skills were most and slightly associated with cumulative grade point average (CGPA), respectively. These results showed that SCL should be properly applied to deliver course content and improve 21st-century skills performance. Full article
(This article belongs to the Section Curriculum and Instruction)
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14 pages, 281 KB  
Article
Student Teacher Experiences of Learning and Pedagogical Involvement Using a Student-Centered Learning Approach
by Arne Sørensen, Pål Lagestad and Hilde K. Mikalsen
Educ. Sci. 2023, 13(9), 965; https://doi.org/10.3390/educsci13090965 - 21 Sep 2023
Cited by 6 | Viewed by 3695
Abstract
To optimize students’ levels of skills, knowledge, and competence in higher education, teachers have been encouraged to work systematically to understand how their pedagogical approaches affect the students’ learning process and learning outcomes. The purpose of this study was to examine the efficacy [...] Read more.
To optimize students’ levels of skills, knowledge, and competence in higher education, teachers have been encouraged to work systematically to understand how their pedagogical approaches affect the students’ learning process and learning outcomes. The purpose of this study was to examine the efficacy of a student-centered learning design (SCL) in the subject of PE. A total of 24 PETE students were given the responsibility to create the schedule for their own education in a subject for a semester. During the semester, the students wrote reflections note on three occasions related to their learning process and learning outcome. The thematical analysis of the reflection notes revealed two main findings concerning the learning process: an invitation to participate and develop professional ownership, and mixed reflections on the need for teacher scaffolding. Furthermore, the analyses revealed two main findings concerning the learning outcome: improved learning and meaningful learning. Our findings indicate that students’ participation, motivation, enjoyment, and learning outcomes increased due to the use of SCL as a pedagogical strategy. These findings are supported by other investigations, identifying SCL as a preferred strategy according to students’ learning process and learning outcomes. The main pedagogical implication of our findings is a recommendation to implement SCL as a pedagogical strategy for student learning in teacher education. Full article
(This article belongs to the Section Teacher Education)
11 pages, 379 KB  
Concept Paper
A Reflexive GOAL Framework for Achieving Student-Centered Learning in European Higher Education: From Class Learning to Community Engagement
by Costas S. Constantinou
Societies 2020, 10(4), 75; https://doi.org/10.3390/soc10040075 - 26 Sep 2020
Cited by 5 | Viewed by 3832
Abstract
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 [...] Read more.
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. Full article
(This article belongs to the Special Issue The Social Utility and Desirability of E-learning)
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