Student-centred teaching, deep learning and self-reported ability improvement in higher education: Evidence from Mainland China

Wang, Shutao; Zhang, Demei

doi:10.1080/14703297.2018.1490662

Cited by 32 publications

(25 citation statements)

References 19 publications

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“…Therefore, teaching strategies play an important role in the effectiveness of teaching. The findings point to a change in teaching strategies, from a more teacher- centered teaching approach to a more student-centered learning approach, which is related to the changing the role of teacher “from sage on the stage to guide on the side” (Blau et al, 2016 ; Wang & Zhang, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

Crosschecking teachers’ perspectives on learning in a one-to-one environment with their actual classroom behavior – a longitudinal study

Peled

Blau

Grinberg³

2022

Educ Inf Technol

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One-to-one laptop initiatives have become prevalent in schools aiming to enhance active learning and assist students in developing twenty-first-century skills. This paper reports on a qualitative investigation of teachers in a junior high school in Northern Israel, who were gradually implementing one-to-one computing. The research reported in this paper is based on longitudinal data collected over a five-year period and included all of the teachers who participated in the project. We triangulated teachers’ perspectives and actual behavior by employing classroom observations, followed up with semi-structured interviews. This study aims to map teachers’ perspectives on changes in teaching in one-to-one computing settings, and the pedagogical strategies that they use in one-to-one classrooms. To explore the depth of change in teaching, teachers’ perspectives were mapped based on the SAMR framework, while the TEUCT-TEUIT approach was employed to categorize pedagogical strategies. The findings pointed to several benefits of using a laptop for teaching, as well as classroom management problems and technological problems while teaching. Analysis of the interviews revealed four categories which appeared in the original TEUCT/ TEUCT scales, alongside three additional categories which did not appear in the original scales, and emerged bottom-up from our data. Furthermore, findings indicated that some of the categories originally included in TEUCT, should rather be included in the TEUIT scale. The findings point to a change in teaching strategies, from a more teacher-centered teaching approach to a more student-centered learning approach.

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Section: Discussionmentioning

confidence: 99%

Crosschecking teachers’ perspectives on learning in a one-to-one environment with their actual classroom behavior – a longitudinal study

Peled

Blau

Grinberg³

2022

Educ Inf Technol

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“…Until few ago, classrooms used to be rooms with chairs and tables arranged in rows facing a blackboard from where the teacher gave master classes with no interaction. Currently new learning methodologies and new pedagogical orientations are being incorporated into teaching practices, especially boosting cooperation, debate and centering learning on the student regardless the size of the classes (Wang & Zhang, 2019), but such educational innovation is mostly placed in the old and rigid physical disposition of traditional classrooms. Modernisation is being proposed in a number of cases by designing more flexible spaces to learn, with more engaging furniture, wheeled chairs, multiuse spaces, diversifying learning landscapes and so forth (JISC, 2006;Lehtniemi, 2016;Bosch, 2018), but normally not considering technology advances in an efficient way nor regulating environmental factors such as acoustic parameters to provide the necessary conditions for a good performance .…”

Section: Introductionmentioning

confidence: 99%

How classroom acoustics influence students and teachers: A systematic literature review

Recalde

Martín

Márquez

2021

J. Technol. Sci. Educ.

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Acoustics in schools have been studied during years, but nowadays there are more possibilities than ever before to introduce improvements. This study presents a systematic literature review determining what acoustic parameters are present in classrooms and how they affect both teachers and students. Following the analysis, we put forward a two-block classification: the physical parameters of the sound or noise in the classroom and the consequences of the acoustics on the people in the classroom. Advances in the design of learning spaces and the use of technologies ranging from devices and green material to advanced automation systems make it possible to direct acoustic solutions toward smarter learning spaces. This review also highlights the acoustic parameters to consider in smart classrooms (noise, reverberation, speech transmission and speech clarity) and the main effects of acoustics on teachers and students. Some conclusions and recommendations are drawn, but more research is needed in terms of school improvement considering acoustics influence and smart classrooms possibilities.

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“…Similarly, student-centred approach can be effective for learning and teaching in large classes and helpful to improve student's cognitive and practical abilities [9]. To meet the requirements of the new curriculum, the syllabus of the course Tunnel Engineering at Chang'an University is revised accordingly, with value co-creation in learning and teaching process under consideration.…”

Section: Introductionmentioning

confidence: 99%

Value Co-Creation in the Tunnel Engineering Course Design and Implementation

Ma¹

2021

Proceedings of the 2020 3rd International Seminar on Education Research and Social Science (ISERSS 2020)

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To meet the requirements of the new curriculum, the syllabus of the course Tunnel Engineering is revised accordingly, with value co-creation in learning and teaching under consideration. The course design and implementation plan development are led by a staff group, but founded on the features and basic requirement of the course, in terms of professional capacity, and the knowledge background and intentions of the students. The effect and results of the value co-creation in learning and teaching plan implementation are evaluated with the consonance and resonance effects of the interaction between the students and the instructors, and the course implementation plan is accordingly tuned to inspire and guide students to become self-directed and critical thinkers. The experience shows that as the student-staff partnership frameworks are of features, of course, own working context, a viable value co-creation approach in the learning and teaching process can make the education flexible and effective, and beneficial to all of the active participants.

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Student-centred teaching, deep learning and self-reported ability improvement in higher education: Evidence from Mainland China

Cited by 32 publications

References 19 publications

Crosschecking teachers’ perspectives on learning in a one-to-one environment with their actual classroom behavior – a longitudinal study

Crosschecking teachers’ perspectives on learning in a one-to-one environment with their actual classroom behavior – a longitudinal study

How classroom acoustics influence students and teachers: A systematic literature review

Value Co-Creation in the Tunnel Engineering Course Design and Implementation

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