Emerging Trends to Foster Student-Centered Learning in the Disciplines

Chang, Yunjeong; Hill, Janette R.; Hannafin, Michael J.

doi:10.4324/9780429259371-17

Cited by 4 publications

(3 citation statements)

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“…The fact that the encouraging results of the OVAI sessions have been obtained in a student-centered learning environment supports what Chang et al (2021) and Jacobs et al (2016) have noted, namely, that student-student argumentative interaction should be considered one of the multiple key allies of student-centered learning environments. One implication here is that the creation of this type of environment in the post-pandemic era should be guided by researchbased frameworks.…”

Section: Discussion and Educational Implicationssupporting

confidence: 70%

“…As we begin the third decade of the twenty-first century, we should recognize that "argument and debate are virtually absent from university science education" (Archila et al, 2020, p. 647). Recently, in The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education (Hoidn & Klemenčič, 2021a), Chang et al (2021) pointed out that argumentative interaction through class discussion (e.g., debate) should be considered one of the multiple key allies of student-centered learning environments. They clarify that this implies moving from instructor-centered learning to student-centered learning.…”

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confidence: 99%

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Online Verbal Argumentative Interaction (OVAI) in an Online Science Class During the Covid-19 Pandemic

Archila

Mejía²,

Restrepo³

2022

OLJ

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As we begin the third decade of the twenty-first century, argument and debate are not habitual practices of university science education. This can be explained by the hegemony of instructor-centered traditional approaches in many of these practices. The Covid-19 pandemic has not only pushed university education online but also seems to provide an unforeseen opportunity to develop deep educational transformations. Here, we report on the case of a university online science course that, because of the Covid-19 crisis, used online verbal argumentative interaction (OVAI) to provide students with explicit opportunities to co-construct reason-based and/or evidence-based arguments and counterarguments in an undergraduate-centered science learning environment. The written arguments and counterarguments co-constructed by forty students (20 females and 20 males, 19–24 years old) during OVAI sessions were analyzed to determine their quality. Also, students’ opinions about the use of OVAI in times of Covid-19 were documented. The results indicate that the students co-constructed high-quality arguments and counterarguments in the OVAI sessions. Most importantly, participants showed positive impressions about the use of OVAI in university online science education. The outcomes carry important educational implications considering the growing university online science courses in the pandemic and post-pandemic eras.

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Section: Discussion and Educational Implicationssupporting

confidence: 70%

mentioning

confidence: 99%

Online Verbal Argumentative Interaction (OVAI) in an Online Science Class During the Covid-19 Pandemic

Archila

Mejía²,

Restrepo³

2022

OLJ

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“…Higher education advocates for including learner-centered instruction as it provides opportunities for students to practice critical thinking, communication, and problemsolving skills [1,2]. Project-based learning (PjBL) is one commonly used learner-centered pedagogical approach, as it provides students with opportunities to integrate knowledge, make decisions, and develop new ideas via collaboration [3,4]. When designing and implementing PjBL in instruction, it has generally been assumed that a crucial aspect involves the provision of authentic contexts.…”

Section: Introductionmentioning

confidence: 99%

Undergraduate Students’ Engagement in Project-Based Learning with an Authentic Context

Chang,

Choi,

Şen-Akbulut

2024

Education Sciences

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Despite the widespread adoption of project-based learning in higher education, few empirical studies have explored its impact on situating learners within real-world contexts and enhancing student engagement. This study situates undergraduates in a technology integration course in an authentic context to increase the levels of engagement of the students. The project, requested by real-world clients from an elementary school, enabled students to develop learning resources around topics in need that aligned with state standards. We expected students engaged with real-world clients to demonstrate higher levels of behavioral, cognitive, and emotional engagement compared to those involved in non-real-world context projects. The results of our mixed-methods research revealed increased student engagement with an authentic, real-world context compared to a non-real-world context. The integration of real-world context not only heightened student involvement in the project and strengthened group dynamics but also facilitated a deeper understanding of technology integration and service learning. Implications for future research are also discussed.

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Using case-based learning to enhance students’ performance in mechanical engineering undergraduates

Gaspe,

Hathiringe Dona

2024

International Journal of Mechanical Engineering Education

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Among the myriad of instructional approaches in engineering education, case-based learning (CBL) has emerged as a promising pedagogical strategy that promotes active learning, critical thinking, and real-world application of knowledge. This study investigates student performance and satisfaction with CBL methodologies in the context of mechanical engineering education, conducted in Sri Lanka. A mixed-methods approach was employed, including paired t-tests to analyze academic performance data and a survey to assess student perceptions and practices. The results indicate a positive relationship with grades and perception of CBL among students, with a majority expressing agreement or strong agreement with its implementation. Additionally, results from the survey discovered that conversational AI systems and chatbots emerged as a much-preferred supplementary resource utilized by students. Recommendations for future higher education methodologies include enhancing the integration of CBL, leveraging technology-driven resources, promoting active learning strategies, implementing continuous assessment and feedback mechanisms, investing in educator professional development, and promoting research and evaluation initiatives. These findings contribute valuable insights into student experiences and preferences, informing the development of evidence-based instructional practices in higher education.

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Emerging Trends to Foster Student-Centered Learning in the Disciplines

Cited by 4 publications

References 1 publication

Online Verbal Argumentative Interaction (OVAI) in an Online Science Class During the Covid-19 Pandemic

Online Verbal Argumentative Interaction (OVAI) in an Online Science Class During the Covid-19 Pandemic

Undergraduate Students’ Engagement in Project-Based Learning with an Authentic Context

Using case-based learning to enhance students’ performance in mechanical engineering undergraduates

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