“From Teaching to Learning”: Characteristics and Challenges of a Student-Centered Learning Culture

Wulf, Carmen

doi:10.1007/978-3-030-14223-0_5

Cited by 18 publications

(8 citation statements)

References 9 publications

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“…It emerged that the digital simulation teaching seems to support the students’ active learning of skills and competencies in authentic environments. However, the importance of the teacher´s role in supporting the student's commitment and dialogue was not reflected as clearly, despite its importance, especially in blended and distance learning, as recommended within the framework of a student-centred, and competency-based approach to learning to facilitate student engagement in the learning process [ 17 ].…”

Section: Discussionmentioning

confidence: 99%

“…VLEs mostly include assessment, tracking, collaboration, and communication modules that can be accessed by students and teachers regardless of physical location [ 15 ]. Furthermore, the framework of a student-centred and competency-based approach to learning, which entails the active engagement of students in the learning process through authentic, meaningful and positive learning experiences [ 16 , 17 ], is important.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the activities and outcomes of digital teaching and learning of practical skills in higher education for the social and health care professions: a scoping review

et al. 2023

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Higher education for health care professionals faces numerous challenges. It is important to develop and apply methods supporting education, especially the practical skills. This scoping review aimed to explore the activities and learning outcomes of digital technology in practical skills teaching and learning in higher education for the social and health professions. Scoping review recommendations and the PRISMA-ScR checklist were applied. Randomized controlled trials published between 2016 and 2021 involving students in higher education who were taking courses in the social sciences and health care and reported interventions with digital technology activities and practices in practical teaching and learning were included. The CINAHL Plus, PubMed, Scopus, ERIC, and Sociological Abstracts/Social Services Abstracts databases were searched. Teaching methods were blended, e-learning or other online-based, and digital simulation-based activities. Teaching and learning environments, methods, resources, and activity characteristics varied, making a summary difficult. Interventions were developed in a face-to-face format prior to digitalization. The outcomes were measured at the knowledge level, not at the performance level. One-third of the studies showed a significant improvement in practical skills in the intervention group in comparison to the control conditions. The use of digital technology in the learning and teaching process have potential to develop of students' skills, knowledge, motivation, and attitudes. The pedagogy of technology use is decisive. The development of new digital methods for teaching and learning practical skills requires the engagement of students and teachers, in addition the researchers.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring the activities and outcomes of digital teaching and learning of practical skills in higher education for the social and health care professions: a scoping review

et al. 2023

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“…According to the studies of personal agency in higher education (Nosko, 2011;Wulf, 2019), the possibilities for expanding this vanguard group are associated with personification of learning and mastering the meanings of the profession of a teacher; in this case, with the perception of a difficult situation 1359 as a professional challenge to manage one's own learning and helping and supporting others relying on this experience.…”

Section: Discussionmentioning

confidence: 99%

The Distance Learning Situation As A Professional Challenge For Future Teachers

Dyachuk¹

2021

European Proceedings of Social and Behavioural Sciences

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“…The constructivist model of student-university relationships is considered opposite to instructivism. This model suggests that a student acquires knowledge not through direct transfer from an instructor but rather through constructive knowledge acquisition that is an active, self-regulated and cooperative process (Wulf, 2019). According to the ideas of constructivism, students should shape their own educational experience through collaboration with faculty.…”

Section: Constructivismmentioning

confidence: 99%

Undergraduates' orientations towards student–university relationships: Measurement and associations with student characteristics and engagement

Maloshonok

Щеглова

Zhuchkova

2023

Higher Education Quarterly

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This study explored students' orientations towards student–university relationships and how they differ with regard to student characteristics and engagement. We developed an instrument measuring student orientations and utilised it in a survey of Russian undergraduates. Using latent class analysis, we identified the following types of Russian students' orientations: instructivists, consumerists, constructivists, and students with mixed orientations. As the results showed, the majority of our respondents have consumerist or mixed orientations that mostly mismatch with the actual models of student–university relationships at Russian universities. We also found that students with these orientations are less engaged than instructivists and constructivists. These findings demonstrate the importance of seeking an optimal match between diverse undergraduate orientations and the actual educational model, which fits national and institutional contexts.

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“From Teaching to Learning”: Characteristics and Challenges of a Student-Centered Learning Culture

Cited by 18 publications

References 9 publications

Exploring the activities and outcomes of digital teaching and learning of practical skills in higher education for the social and health care professions: a scoping review

Exploring the activities and outcomes of digital teaching and learning of practical skills in higher education for the social and health care professions: a scoping review

The Distance Learning Situation As A Professional Challenge For Future Teachers

Undergraduates' orientations towards student–university relationships: Measurement and associations with student characteristics and engagement

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