To Lecture or Let Go: A Comparative Analysis of Student Speech Outlines from Teacher-Centered and Learner-Centered Classrooms

Kahl, David H.; Venette, Steven J.

doi:10.1080/17404622.2010.490232

Cited by 25 publications

(17 citation statements)

References 6 publications

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“…In contrast to a teacher-centred approach that focuses on the teacher and on instruction (Kahl and Venette 2010) and in which students are seen as passive learners (Altay 2014), a learner-centred approach focuses on the learner who is seen as an active individual and in which assessment is effective if it enhances motivation and learning (McCombs and Whistler 1997;Huba and Freed 2000;Karolich and Ford 2013). Earlier literature shows that the learner-centred approach emerges from the influence of the humanist perspectives (Bailey and Colley 2015) and the constructivism theories, which emphasise the active role of the student in the process of learning and assessment (Struyven, Dochy and Janssens 2003).…”

Section: Assessment Methods In Higher Educationmentioning

confidence: 99%

“…The assessment of the students' learning has been an issue widely debated in higher education (Sambell, McDowell, and Brown 1997;Black and Wiliam 1998;Struyven, Dochy and Janssens 2005). Different perspectives suggest that a shift in the assessment paradigm has occurred, based on the transition from an instruction paradigm to a learning paradigm (Barr and Tagg 1995), from a summative 'testing culture' to an integrated 'assessment culture' (Birenbaum 1997), or, in other words, from a teacher-centred approach towards a learner-centred approach (Huba and Freed 2000;Kahl and Venette 2010). Higher education contexts have faced challenges in regard to more learner-centred assessment after the implementation of the Bologna process (Webber 2012;Myers and Myers 2014;Sin 2015) which implies that the student is at the centre of the learning process through active knowledge construction.…”

Section: Introductionmentioning

confidence: 99%

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Perceptions of Portuguese undergraduate students about assessment: a study in five public universities

Pereira

Flores

Barros

2017

Educational Studies

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This paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and their implications for the learning process. The perceptions of undergraduate students are analysed taking into account the effectiveness and fairness of both traditional and learner-centred assessment methods, as well their influence on the learning process. In total, 624 students participated in this study in five Portuguese Public Universities in different areas of knowledge and programmes. Data were collected through questionnaires. Findings suggest that assessment is seen as more effective and fairer when it is done through the use of learner-centred assessment methods rather than by traditional assessment (e.g. written tests or exams). The students also claim that they devote more time to study when assessment is performed through learner-centred assessment methods than by traditional ones. The most used assessment methods are written tests and oral presentations in group. However, differences in the programmes were identified as well as differences according to gender. Implications of the findings for assessment and for the teaching and learning process are discussed.

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Section: Assessment Methods In Higher Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Perceptions of Portuguese undergraduate students about assessment: a study in five public universities

Pereira

Flores

Barros

2017

Educational Studies

View full text Add to dashboard Cite

show abstract

“…What is learner-centered learning? Learner-centered learning involves the balance between instructor and learner shifting the roles, so that the learners take on the responsibility to learn and the instructor becomes more of a facilitator [37,38]. In this learning paradigm, instead of transferring factual knowledge to the learners, the instructor focuses more on creating a learning environment and providing learning opportunities that empower learners to construct knowledge for themselves [39].…”

Section: Before the Training: Needs Assessmentmentioning

confidence: 99%

Job Training Satisfaction, Job Satisfaction, and Job Performance

Huang¹

2020

Career Development and Job Satisfaction

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Training is an important ongoing investment in human assets to assist employees in learning skills and acquiring knowledge to achieve organizational goals. To maximize training effectiveness, three major activities of needs assessment, program design and delivery, and training evaluation need to be well-prepared to make trainees be satisfied with the training. Job training satisfaction proposed by Schmidt in 2007 was defined as how people feel about the aspects of the job training they receive in the workplace. Research has shown that well-designed and prepared training activities in a training program will result in job training satisfaction (JTS), which then influences employee's work-related attitudes such as job satisfaction (JS). This will further affect their intentions of turnover and job performance. Thus, in this chapter, the fundamental concepts of training, job satisfaction, and job training satisfaction will be introduced. The key factors and models to develop successful training programs will be presented. The relationships between training, job training satisfaction, job satisfaction, and job performance will be elaborated. The purpose of this chapter elucidates the importance of JTS, which human resource practitioners should always bear in mind when designing and delivering a training program.

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“…The assessment of the students' learning has been subject to discussion and debate (Sambell et al, 1997;Black & Wiliam, 1998;Struyven et al, 2005;. Different perspectives suggest that a shift in the assessment paradigm has occurred, based on the transition from an instructional paradigm to a learning paradigm (Barr & Tagg, 1995), from a summative 'testing culture' to an integrated 'assessment culture' (Birenbaum, 1997), or, in other words, from a teacher-centred approach to a learner-centred approach (Huba & Freed, 2000;Kahl & Venette, 2010).…”

Section: Introductionmentioning

confidence: 99%

Undergraduates’ Views of Assessment in Higher Education: A Study carried out in Portugal

Santos

Pereira

Mesquita

et al. 2017

Proceedings of the 3rd International Conference on Higher Education Advances

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This paper looks at how undergraduates look at assessment in Higher Education. It focuses on their views about assessment practices in five Portuguese public universities. The main purpose is to look at the students’ perceptions of assessment in higher education taking into account the assessment methods used, the influence of assessment in their motivation to learn as well as self-regulation of the learning process. Data were collected through questionnaires in five Portuguese Public Universities in different fields of knowledge. An intervention project focused on Assessment for Learning (AfL), with students enrolled at an Engineering programme, in one public university in Portugal, in one course with student-centred methodologies and AfL practices was also carried out and evaluated. Findings are presented according the categories emerging from the data. Issues of assessment methods, the connection between teaching, learning and assessment as well as the impact of AfL environments on students’ perceptions are analysed. Implications of the findings for assessment, teaching and learning process are discussed.

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To Lecture or Let Go: A Comparative Analysis of Student Speech Outlines from Teacher-Centered and Learner-Centered Classrooms

Cited by 25 publications

References 6 publications

Perceptions of Portuguese undergraduate students about assessment: a study in five public universities

Perceptions of Portuguese undergraduate students about assessment: a study in five public universities

Job Training Satisfaction, Job Satisfaction, and Job Performance

Undergraduates’ Views of Assessment in Higher Education: A Study carried out in Portugal

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