How To Enable Asian Teachers To Empower Students To Adopt Student-Centred Learning

Exploring the Perception of Students using Student-Centered Learning Approach in a Malaysian Public University

“…Asian countries have recently tried to change the traditional approach which is based on teacher-directed learning to a more contemporary approach which includes student-centered learning activities, such as problem-based learning, collaborative learning, inquiry-based learning, cooperative learning, small group learning, peer led team learning, and project-based learning. This is because there is a growing evidence which indicates that these learning activities can help learners effectively in developing the knowledge and skills that Asian students often lack as mentioned in the previous studies (Cooper, MacGregor, Smith, & Robinson, 2000;Handelsman et al, 2004;Pham & Renshaw, 2013). In attempting to achieve this change, every year Asian governments spend a great amount of money in instructors' development such as conducting workshops and conferences to train instructors on the methods of student-centered approach.…”

“…In attempting to achieve this change, every year Asian governments spend a great amount of money in instructors' development such as conducting workshops and conferences to train instructors on the methods of student-centered approach. They have also funded and sent thousands of teachers and administrators overseas to learn about new approach (Pham & Renshaw, 2013). Unfortunately, even though the continuous efforts have been made, the image of Asian classrooms is still perceived as a passive, non-participative and instructor-dominated learning environment (Adamson, Kwan & Chan, 2000;Jones, 2007;Pham & Renshaw, 2013).…”

“…They have also funded and sent thousands of teachers and administrators overseas to learn about new approach (Pham & Renshaw, 2013). Unfortunately, even though the continuous efforts have been made, the image of Asian classrooms is still perceived as a passive, non-participative and instructor-dominated learning environment (Adamson, Kwan & Chan, 2000;Jones, 2007;Pham & Renshaw, 2013). Nevertheless, Nguyen (2008) highlighted that the resistance to change occurred mainly because Asian teachers often found new approach difficult to accept.…”

Can We Improve Training for Health Professionals to Sustain Local Health Development?

“…It should be noted; however, that these changes are mostly in pre-university settings. Universities appear to be reluctant, with significant exceptions, to adopt any of these changes (3)(4)(5)(6)(7). It could be argued that in Southeast Asia, this problem is probably more so as a result of a tendency for national sociocultural norms to creep into university systems: nepotism, patronage, and dodgy ethics.…”

Developmentally sensitive assistance and development: collaboration between Japanese EFL learners

“…As Japan and other Asian nations are still influenced by Confucian values in which the teacher is the central authority figure and source of knowledge (Pham & Renshaw, 2013), the cultural appropriacy of peer-peer collaborative tasks in these environments should be closely examined. As Japan and other Asian nations are still influenced by Confucian values in which the teacher is the central authority figure and source of knowledge (Pham & Renshaw, 2013), the cultural appropriacy of peer-peer collaborative tasks in these environments should be closely examined.…”