Cognition and Student-Centered, Web-Based Learning: Issues and Implications for Research and Theory

Hannafin, Michael J.; Hannafin, Kathleen M.

doi:10.1007/978-1-4419-1551-1_2

Cited by 70 publications

(50 citation statements)

References 43 publications

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“…A rapid development of ICT skills brought its positive effect into ELT area in which both teachers and learners could utilize ICT to broaden and enlarge learners" communicative competence. In the area of current ELT, many previous research studies have already proved the potentials of using multimedia in the English classroom, such digital storytelling (Yoon, 2008), e-books (Chen, et al, 2013;Korat, 2010), and other multimedia-based tools (Barret & Sharma, 2007;Hannafin & Hannafin, 2010;Yang, et al, 2012;Zhao & Lai, 2007).…”

Section: Significance Of Ict Use In Eltmentioning

confidence: 99%

Development of Korean EFL Learners’ Learning Attitude using Flash-Based Animated Books

Yoon

2016

EduLearn

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The purpose of this study is intended to identify the effectiveness of flash-based animated books when applied to the EFL elementary English class. As a teaching material, a flash-based animated book was chosen and discussed in order to figure out any changes of learners" attitude toward English learning. Given the analysed data which were collected mainly through questionnaires and interviews with focal participants, findings suggested that flash-based animated books provided EFL students with rich content context, and created an interactive learning environment by promoting their motivation.

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Section: Significance Of Ict Use In Eltmentioning

confidence: 99%

Development of Korean EFL Learners’ Learning Attitude using Flash-Based Animated Books

Yoon

2016

EduLearn

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“…Este modelo busca promover el aprendizaje del alumno, su autonomía y sus habilidades metacognitivas de autorregulación. Incorpora la enseñanza innovadora -con diferentes métodos: trabajo cooperativo, aprendizaje basado en problemas, desarrollo de proyectos, enseñanza de aprendizaje autorregulado, etc, compatibles con la metodología expositiva de calidad (Zabalza, 2012)-; el uso de una evaluación significativa, utilizando diferentes fuentes de recogida de información, que devuelve feedback a los alumnos (Hernández, 2012) y les da la oportunidad de participar en el proceso, fomentando el aprendizaje del propio proceso de autoevaluación del estudiante (Hannafin, 2012), y un currículum flexible, dándole posibilidades de elegir rutas alternativas de aprendizaje (EI-ESU, 2010). El papel del profesor es el de mediador y articulador de buenos entornos y experiencias de aprendizaje.…”

Section: Introductionunclassified

Métodos Centrados en El Aprendizaje, Implicación Del Alumno Y Percepción Del Contexto De Aprendizaje en Estudiantes Universitarios

et al. 2017

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RESUMENEn este trabajo se pretendía valorar la incidencia de métodos centrados en el aprendizaje sobre diversas capacidades/habilidades del estudiante y sobre su percepción del entorno de aprendizaje diseñado por el profesor. La muestra estuvo constituida por 126 estudiantes de primer curso de la Universidad Católica de Valencia de tres grupos cursando grados de Maestro de Educación Primaria y Educación Infantil, siendo impartida la materia de los grupos de Primaria por un profesor y la del grupo de Infantil por otro. Se utilizó un diseño preexperimental, con medidas de pretest y postest, mediante el cuestionario SEQ; además los alumnos valoraron los métodos utilizados por sus profesores con un cuestionario cuantitativo. También se recogieron datos cualitativos de estudiantes de los tres grupos. Además se MÉTODOS CENTRADOS EN EL APRENDIZAJE, IMPLICACIÓN DEL ALUMNO Y PERCEPCIÓN

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“…In a student-centered classroom, students choose what they will learn, how they will learn it and how they will assess their own learning [24].…”

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confidence: 99%

In Search of Dialogicity: A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong

et al. 2017

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Abstract:The prevailing consensus is that science teaching should be more student-centered and guide learners towards more phenomenon-based and authentic problem-solving activities. This approach is reflected in educational policies and recently reformed curricula. However, there is limited research on how these frameworks actually manifest in curricula and how to facilitate student-centered pedagogy. In this study, we examine the student-centered features of the curricula of two countries: Finland and Hong Kong. Student-centeredness in the classroom can be assessed using the principles of dialogicity. Dialogic principles underpin student-centeredness, particularly in teacher-orchestrated whole-class discussions. Dialogic interactions include mutual consideration of different and even diverging views. This study first reviews the dialogic themes in the curricula, then explores the ways in which student-centered approaches can be realized in practice by analyzing the dialogic interactions in two classroom examples. The dialogic themes identified in the curricula are considered in the context of the classroom examples. As science classroom interactions are still prevailingly teacher-centered and authoritative, the insights into alternative approaches generated by the examples are discussed. This study prepares the context for further discussion of curricular development, dialogicity and its implications for teaching and teacher education.

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Cognition and Student-Centered, Web-Based Learning: Issues and Implications for Research and Theory

Cited by 70 publications

References 43 publications

Development of Korean EFL Learners’ Learning Attitude using Flash-Based Animated Books

Development of Korean EFL Learners’ Learning Attitude using Flash-Based Animated Books

Métodos Centrados en El Aprendizaje, Implicación Del Alumno Y Percepción Del Contexto De Aprendizaje en Estudiantes Universitarios

In Search of Dialogicity: A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong

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