Learner-Centered Pedagogy: Considerations for Application in a Didactic Course

Moate, Randall M.; Cox, Jane A.

doi:10.15241/rmm.5.3.379

Cited by 43 publications

(50 citation statements)

References 25 publications

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“…The need for active student-centred m-learning pedagogy has been recognized by several studies, such as [29][30][31][32], who posit that it is essential for academics to design pedagogically sound m-learning environments to enable practical learner-centred m-learning activities that encourage student partcipation. Increased student participation in the teaching and learning process has been described as an effective strategy that leads to motivation and better learning outcomes [33,34]. It is, however, not without challenges, especially when there is a strong emphasis on individualized learning without the same consideration for teamwork, which can lead to students feeling abandoned and isolated [35].…”

Section: The Underpinnings Of M-learning and The "Nigerian Pedagogy"mentioning

confidence: 99%

Readiness, Roles, and Responsibilities of Stakeholders for Sustainable Mobile Learning Adoption in Higher Education

2020

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The extant literature on mobile learning in higher education has mainly focused on students and academics. This study conducted in a Nigerian university considered a wider group of stakeholders (students, academics, IT personnel, and administrative leaders) in its investigation of stakeholders’ awareness, willingness, and readiness for mobile learning adoption, using a mixed methods approach. The findings revealed that while the awareness of mobile learning amongst students was low, they were keen on adoption. Academics were more tentative, for while they were willing, it was clear that a shift in their teaching philosophy and pedagogy would be required for mobile learning to work effectively. For those in IT and administrative leadership roles, their perceptions were more resource-focused. While this study only considered the views of internal stakeholders, it also uncovered the need for the involvement of external stakeholders. Building on these findings, a strategy table which outlines the roles and responsibilities of each stakeholder group was created. The table provides a blueprint which otherwise has been missing, to guide sustainable mobile learning adoption and implementation not only in higher education in developing countries, but which may have more global appeal.

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Section: The Underpinnings Of M-learning and The "Nigerian Pedagogy"mentioning

confidence: 99%

Readiness, Roles, and Responsibilities of Stakeholders for Sustainable Mobile Learning Adoption in Higher Education

2020

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“…Student‐centred strategies lessen educators’ role as experts and build on the knowledge and experiences of students and encourage their active engagement in their own learning (Moate & Cox, ). The compassion teaching strategies, such as, poetry writing, service learning, cultural events, and reflective writing were student‐centred strategies.…”

Section: Resultsmentioning

confidence: 99%

“…Student-centred strategies lessen educators' role as experts and build on the knowledge and experiences of students and encourage their active engagement in their own learning (Moate & Cox, 2015).…”

Section: Teaching and Learning Strategiesmentioning

confidence: 99%

Proposing a policy framework for nursing education for fostering compassion in nursing students: A critical review

Younas

Maddigan

2019

Journal of Advanced Nursing

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Aims To propose a policy framework for nursing education to foster compassion in nursing students. Design A critical review. Data sources Literature was searched in CINAHL, PubMed, Science Direct and Google Scholar and sources published from January 2008 ‐ April 2018 were reviewed. Review methods We screened abstracts and full‐texts using specific inclusion criteria, developed summary tables for data extraction and synthesized data logically to develop the framework. Results Twenty‐nine sources were reviewed. Recognizing, accepting, and alleviating patients’ suffering are direct indicators of compassionate care. Three policy directions were identified: ensure the nursing curriculum has an appropriate balance of teaching‐learning strategies that target learning in the affective domain, directly promote the use of reflection and the development of reflective thinking in students as an approach to enhance excellence in clinical practice and integrate information and assess students’ understanding and expression of compassion throughout the nursing curriculum. Conclusion Compassion is expressed when nurses authentically work to understand patients’ suffering and become sensitive to their experiences. Future research should focus on developing strategies that align with the affective domain and use reflection to optimize nursing students’ experiential learning. Impact Policies are needed for cultivating a compassionate care culture and for fostering students’ compassion, but no guidelines exist for nursing institutions. Targeting the affective learning domain, facilitating reflection, and integrating compassionate care indicators in clinical learning experiences can be useful. Therefore, nursing institutions can use these findings to integrate and measure compassionate care in clinical and educational curricula to foster students’ compassion.

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“…Student-centered teaching method emerged from constructivist learning theory [15]. This theory was frequently described as student-centered teaching method because it emphasized on student's active role in the teaching-learning process [16].…”

Section: Psychological Theories Of Active Learningmentioning

confidence: 99%

Empowering Learners Using Active Learning in Higher Education Institutions

Sewagegn¹,

Diale²

2019

Active Learning - Beyond the Future

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Higher education institutions are expected to produce skillful, problem solver, and competent graduates. This becomes possible when the instructors are using the appropriate teaching methodology and the learners are active and empowered in the teachinglearning process. In relation to this, constructivism theory emphasized that the learner is the center of the learning and the instructors playing an advising and facilitating role. In the teaching-learning process, when the learners are empowered using the appropriate teaching methodology, they feel a sense of confidence, capability, competence, and self-esteem, enabling them to meet life's challenges more effectively. Therefore, a shift in theory (education theory) to a more student-centered approach using active learning is recommended because this approach has its own role to make the students creative and competent in their study. Thus, this chapter of a book tried to address the contribution of active learning in the empowerment of learners in higher education institutions.

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Learner-Centered Pedagogy: Considerations for Application in a Didactic Course

Cited by 43 publications

References 25 publications

Readiness, Roles, and Responsibilities of Stakeholders for Sustainable Mobile Learning Adoption in Higher Education

Readiness, Roles, and Responsibilities of Stakeholders for Sustainable Mobile Learning Adoption in Higher Education

Proposing a policy framework for nursing education for fostering compassion in nursing students: A critical review

Empowering Learners Using Active Learning in Higher Education Institutions

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