A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it

Lee, Eunbae; Hannafin, Michael J.

doi:10.1007/s11423-015-9422-5

Cited by 227 publications

(213 citation statements)

References 114 publications

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“…Thus, organizing the educational process much attention is paid to the development of learners' powers and self-directed learning. The idea is supported that the educational process should become student-centered, where students are identified as the owners of their learning (Lee & Hannafin, 2016). It is closely related to a new model of power relations and the expression of democratic ideals in the educational process.…”

Section: Transformation Of Power Relations In the Perspective Of The mentioning

confidence: 99%

Power Relations of the Participants of the Educational Process and Their Transformation in the Perspective of the Learning Paradigm

Lenkauskaitė

2019

SIE

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The article deals with the problems of the power relations of the participants of the educational process. In the educational process, power is usually demonstrated not directly, but it is expressed employing rituals, rules, subtle control mechanisms, etc. Traditional teaching forms and methods, focused on the transferring of knowledge, help to maintain hierarchical relations in the educational process. The scientists (Duoblienė, 2009) notice that it is not possible to avoid power relations, but they can be reflected on. In the context of education, it foresees the perspective of the change in critical thought and power relations. The shift from the teaching paradigm to the learning paradigm is related to the possibility to recognize the expression of power relations and replace the traditional educational practice with a new one, that reflects the activity and equality of all the participants of the educational process. The aim of the research is to reveal the expression of power relations of the participants of the educational process and reflect on the situation of their transformation that occurs in the perspective of the learning paradigm. Problem questions: How do power relations manifest themselves in the educational process? How do they change while moving from the teaching paradigm to the learning paradigm? The methods of the analysis of scientific literature and written reflection by pedagogues have been applied in the research. The analysis of scientific literature presupposed the possibility to reveal the expression of power relations of the participants of the educational process, the implicit character of power relations and the situation of their change in the perspective of the learning paradigm. Written reflection by pedagogues reveals their efforts of critical thinking recognizing power relations in the context of their professional activity, analysing the causes of these relations and the potential of their change.

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Section: Transformation Of Power Relations In the Perspective Of The mentioning

confidence: 99%

Power Relations of the Participants of the Educational Process and Their Transformation in the Perspective of the Learning Paradigm

Lenkauskaitė

2019

SIE

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“…It became apparent that the study programme should be adjusted to be more practice oriented in order to prepare students to solve practical challenges that arise during patient care [1], [2], [3]. Additionally, students should take more responsibility for their own learning (student centred learning) [4]. It is crucial that students can make informed decisions on an obligatory chosen range of modules for their personal educational focus.…”

Section: Introductionmentioning

confidence: 99%

Reformed conventional curriculum promoting the professional interest orientation of students of medicine: JENOS

Ehlers

Wiesener

Teichgräber

et al. 2019

GMS Journal for Medical Education; 36(5):Doc50

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“…The hierarchy and monological character of the communication ensures that the students’ unsettling is held at a distance” (p. 159) 5 . In contrast, participatory pedagogies are active educational approaches that can be used to achieve these broader outcomes because they invite students to engage with uncertain situations and challenges that provoke meaningful responses 6‐8 . Recent studies have researched the nature of engagement with and outcomes of learning when participatory, learner‐centered pedagogies such as conversation salons and project‐based learning are adopted in dental education 9‐12 …”

mentioning

confidence: 99%

What Is the Educational Value of a Student‐Led Conference in Dental Education?

Leadbeatter¹,

Gao²,

Forsyth³

et al. 2020

Journal of Dental Education

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Student‐led conferences are a type of inquiry learning and student‐led pedagogy. They have the potential to foster learning across many of the domains required for professional dental practice including communication and interpersonal skills, adaptive capability, professional attitude and ethical judgment, entrepreneurship, and a social and community orientation. A student‐led conference, which provided a framework for students studying oral biosciences to create and host a conference focused on contemporary issues in oral biosciences, was introduced into the Bachelor of Oral Health program at the University of Sydney in Australia in 2017 and 2018. The aim of this qualitative study was to examine the educational purposes that the student‐led conference satisfied. Data were collected from the 2017 cohort of students in the form of reflective essays. In 2018, students’ experience of the conference was recorded from a focus group discussion. In both years, reflective accounts written by attendees were collected. The thematic analysis generated four themes: integration of learning, personal learning, student resourcefulness through peer relationships, and deep commitment to delivering an excellent conference. The learning project served as a platform for students to display their professionalism and skills gained in entrepreneurship, communication, and adaptive capability. This study provided an example of a participatory curriculum approach with the potential to help students generate a working understanding of knowledge structures and how knowledge is created and circulates in the discipline.

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A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it

Cited by 227 publications

References 114 publications

Power Relations of the Participants of the Educational Process and Their Transformation in the Perspective of the Learning Paradigm

Power Relations of the Participants of the Educational Process and Their Transformation in the Perspective of the Learning Paradigm

Reformed conventional curriculum promoting the professional interest orientation of students of medicine: JENOS

What Is the Educational Value of a Student‐Led Conference in Dental Education?

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