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BENEFITS OF IMPLEMENTING STUDENT CENTERED LEARNING APPROACH - A STUDY

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Presentation on theme: "BENEFITS OF IMPLEMENTING STUDENT CENTERED LEARNING APPROACH - A STUDY"— Presentation transcript:

1 BENEFITS OF IMPLEMENTING STUDENT CENTERED LEARNING APPROACH - A STUDY
Mr. AYYAPPAN Mr. RAIHAN TAQUI SYED DR. PEMMARAJU KUMAR MODERN COLLEGE OF BUSINESS & SCIENCE (Affiliated with University of Missouri, St. Louis, USA &Franklin University, Ohio, USA) Muscat, Sultanate of Oman

2 What is student-centered/active learning?
The reliance on active rather than passive learning. Increased responsibility and accountability on the part of the student An increased sense of autonomy in the learner. An interdependence between student and lecturer. Mutual respect within the learner lecturer relationship. A reflective approach to the teaching and learning process on the part of both lecturer and student.

3 Research Objective Benefits of SCL Student Engagement
Case study as an effective learner centered approach

4 Learning Continuum

5 Retention of Knowledge

6 Role of Faculty OLD NEW Faculty as disciplinary experts who impart knowledge through lecture Faculty as Designers of learning environments applying best teaching methods Actor on stage Coach interacting with a team Delivering a lecture Designing and playing a team game A coach not only instructs football players, for example, but also designs football practices and the game plan; he participates in the game itself by sending inplays and making other decision.

7 Role of the Student Moves from the role of note taker to active participant in the learning process Allows students to take control over their learning and, therefore, forces them to take more responsibility in the classroom

8 Student Engagement Approaches
Classroom discussions Group Work Discussion Forums Field trips / Outdoor lessons Team Projects

9 Classroom discussions
Substantive questions, open ended questions Advantages: Stay focussed, deeper understanding, enrich and practice oral communication skills Group activities Structured and specific tasks Advantages: Instils cooperativeness, highlights significance of synergetic effect Team Projects Planned assignments with detailed objectivities to be achieved Advantages: Nurtures deeper understanding of the topic, enhances practical application of theoretical concepts, Leadership skills, teamwork ability, cooperation & agreeableness,

10 Field trips / Outdoor lessons
Scheduled activities outside the classroom / Visits to other organizations Advantages: More clarity of the subject, grasping of practical nuances associated with classroom learning Videos / Audio Clips Display of videos / playing audio files Advantages: Removes classroom redundancy, new dimension, enhances listening & comprehension abilities Debates Topics given in advance / Impromptu Advantages: facilitates critical thinking, competitive spirit, in-depth understanding

11 Case study as an effective learner centered approach

12 Guideline - students when dealing with a legal problem in the form of case study

13 Conclusion and future works
SCL encourages and stimulates learners to have a deep approach to learning where they can enrich higher order thinking skills. engages students actively in the learning process. enhancing students’ responsibility in term of their knowledge construction and enriching the relationship with the instructors as they play an active role as a mentor, guiding them throughout the learning process as a facilitator. strengthen students’ behaviour to think independently and work cooperatively.

14 Future works To investigate the opinions and views of our instructors working in our institution about the use of SCL, the ways it is employed in the classroom during the learning and teaching process and various challenges faced by instructors during implementation.

15 References Machemer, P. L., & Crawford, P., Student Perceptions of Active Learning in a Large Cross-Disciplinary Classroom. Active Learning in Higher Education, (2007), 8(1), Carlile, O., & Jordan, A., It works in practice but will it work in theory? The theoretical underpinnings of pedagogy (2005). In S. Moore, G. O’Neill, & B. McMullin (Eds.), Emerging Issues in the Practice of University Learning and Teaching. Dublin: AISHE. Lea, S.J., Stephenson, D., Troy, J., Higher Education Students’ Attitudes to Student-centred Learning: beyond ‘educational bulimia’? Studies in Higher Education, (2003),vol.28 (3), pp O’Sullivan, M., The Reconceptualization of Learner-Centred Approaches: A Namibian Case Study, International Journal of Educational Development, (2004), vol. 24 (6), pp Harden, R.M., Laidlaw, J.M., Be fair to students: four principles that lead to more effective learning, Medical teacher, (2013), vol. 35, pp. 27–31. Hattie, J., Timperley, H., The Power of Feedback, Review of Educational Research, (2007), vol. 77 (1), pp Mclean, M., Gibbs, T., Twelve tips to designing and implementing a learner centred curriculum: Prevention is better than cure, Medical teacher, (2010), vol. 32, pp. 225–230. Çubukçu, Z., Teachers' evaluation of student-centered learning environments, Education (2012), vol. 133 (1), Hooper, S., & Rieber, L. P. (1995). Teaching with technology


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