Pedagogies for Student-Centered Learning

Crumley, Cari; Dietz, Pamela; D’Angelo, Sarah

doi:10.2307/j.ctt9m0skc

Cited by 31 publications

(24 citation statements)

References 3 publications

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“…Part of the engaging quality of certain games discussed by participants was found to be their ability to place players at the center of their gaming experience, something that made them feel special, valuable, and indispensable while providing them with a concrete set of objectives, This analysis was found to be in accordance to existing literature supporting active learning and a student-centered classroom where learning experiences are focused on students' interactions and activities rather than the teacher or traditional lectures (Crumly, 2014;Granger et al, 2012;Moura & Van Hattum-Janssen, 2011).…”

Section: Implications: Social Dynamicssupporting

confidence: 74%

“…Although students' engagement is a determinant for their academic success (Coates, 2005(Coates, , 2010Floyd et al, 2009;Jagannathan & Blair, 2013;Krause & Coates, 2008;Trowler, 2010), orthodox teacher-centric lectures that fail to address many of our students' needs still remain the most commonly used teaching method in higher education (Khan, 2012). While in a traditional teacher-centric classroom students' place all their attention and focus on the teacher who transmits information in one direction mostly through monologue lectures, in a studentcentered approach the teacher's role is to facilitate and guide the students' learning experience by placing them at the center of their own learning process (Crumly, 2014;Granger et al, 2012; Moura & Van Hattum-Janssen, 2011). The teacher-centric classroom is a quiet place where the teacher speaks and the students listen with very little interaction or deviation from the teacher's plan (Crumly, 2014).…”

Section: Student-centered Vs Teacher-centered Teachingmentioning

confidence: 99%

“…While in a traditional teacher-centric classroom students' place all their attention and focus on the teacher who transmits information in one direction mostly through monologue lectures, in a studentcentered approach the teacher's role is to facilitate and guide the students' learning experience by placing them at the center of their own learning process (Crumly, 2014;Granger et al, 2012; Moura & Van Hattum-Janssen, 2011). The teacher-centric classroom is a quiet place where the teacher speaks and the students listen with very little interaction or deviation from the teacher's plan (Crumly, 2014). With the exponential increase and availability of technological tools and the coming of new generations of students, traditional teaching lectures as a sole educational method seem to be falling behind with the times.…”

Section: Student-centered Vs Teacher-centered Teachingmentioning

confidence: 99%

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Students' experiences with games and their academic potential : an interpretative phenomenological analysis

Pisano¹

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The purpose of this research project was to explore students' gaming experiences in relationship to engagement and learning to expand our understanding of the essence of such experiences and produce valuable results for educators seeking to create a more student-centered learning environment, facilitate active learning, and increase students' engagement. Utilizing flow theory as theoretical framework and Interpretative Phenomenological analysis, this study explored the gaming and academic experiences of five college students. Participants' interviews, transcriptions, annotations and preliminary analysis led to the emergence of five core themes: (1) manifestations of flow; (2) engagement, expectations, and feelings; (3) health related issues in games; (4) social aspects of games and learning; (5) games, learning, and the real world. The analysis of participants' interviews and additional data pointed out a variety of engaging factors the typical classroom experience lacks, but that were found to be abundantly present in certain games. Several important implications were found and discussed. These included implications related to: engagement and active learning; motivation and feelings; social dynamics; teaching, learning, and the teachers' role; teaching, learning, and the real world; game based learning; institutional support and faculty development; and the gaming field. This study's findings supported the idea of incorporating games and gamification in the college classroom. Transporting certain factors present in games to the classroom in the form of positive and memorable experiences was not only desired by students but also important for their engagement and academic success.

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Section: Implications: Social Dynamicssupporting

confidence: 74%

Section: Student-centered Vs Teacher-centered Teachingmentioning

confidence: 99%

Section: Student-centered Vs Teacher-centered Teachingmentioning

confidence: 99%

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Students' experiences with games and their academic potential : an interpretative phenomenological analysis

Pisano¹

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“…The progressive inquiry (PI) model is a pedagogical model that facilitates the same kind of productive knowledge practices of working with knowledge in higher education that characterise scientific research communities (Hakkarainen, Lonka, & Lipponen, 2004;Hakkarainen, 2003;Crumly, 2014). It emphasises shared expertise and collaborative work for knowledge building and inquiry by setting up the context via questions, explanations, theories and scientific information in a cycle of deepening inquiry.…”

Section: Progressive Inquiry Learning Modelmentioning

confidence: 99%

Using Recorded Audio Feedback in Cross-Cultural e-Education Environments to Enhance Assessment Practices in a Higher Education

Heimbürger¹

2018

AASoci

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Providing feedback to learners on their writing assignments is perhaps one of the most important and time-consuming tasks that a supervisor performs. In e-Education environments, giving feedback becomes more challenging because there are often no possibilities for face-to-face discussions with learners. Typically, a supervisor provides comments to learners in written form via email; however, the use of recorded audio feedback (RAF) in e-Education environments has become a viable alternative. The purpose of this case study was to examine learners' perceptions of RAF and written feedback for their assignments at the University of Jyväskylä (Finland) and at Keio University SFC (Japan). Formative feedback was used to study RAF. Data were collected through surveys and interviews. The results show that learners tend to have positive feelings toward RAF. The findings also indicate that learners' methods of revising their assignments based on the feedback they receive may impact their preference for one modality over the other. We introduce a process model based on the findings of our study that highlights RAF best practices and guides supervisors in effective use of RAF.

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“…Сейчас многие университеты предоставляют онлайн-ресурсы для обучения и исследуют возможности виртуальных классов для формирова-ния и поддержки индивидуальных образовательных траекторий студен-тов [14,19]. Большую популярность в вузах приобрела система управле-ния обучением Moodle [4].…”

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