Implementation Issues of Student-Centered Learning based Engineering Education in Developing Countries Universities

Sahonero-Alvarez, Guillermo; Humberto, Calderon

doi:10.1109/weef-gedc.2018.8629701

Cited by 5 publications

(4 citation statements)

References 10 publications

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“…sector, which might cause some deviations. After that, due to differences in technological and teaching support resources in different countries (Sahonero & Calderon, 2018), the implementation of student-centered educational strategies might bring different teaching effects. Finally, the data is too discrete in several studies (e.g., Capodieci et al, 2019;Hava, 2021), which may be caused by the relatively poor control of irrelevant variables or insufficient experimental duration during the intervention experiment.…”

Section: Limitationsmentioning

confidence: 99%

Student-Centered Education: A Meta-Analysis of Its Effects on Non-Academic Achievements

Ding

2023

Sage Open

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Non-academic achievement refers to the positive learning quality, personality, and social adaptability students develop during the learning process, which is essential for growth and social development. Can popular student-centered education assume the responsibility of cultivating learners with excellent learning qualities and extraordinary social competencies, as expected by educators globally? Using a meta-analysis, we reviewed and summarized 65 effect sizes from 31 quantitative research papers on the impact of student-centered education on students’ non-academic achievements, published from January 2010 to April 2021. The results showed that student-centered education had a positive impact on students’ non-academic achievements. The impact was greatest at the secondary and higher education levels and over a 3-month experimental period; however, no significant differences were found in curricula, teaching models, teaching strategies, or learning forms. Our results confirm that student-centered education should be widely adopted and accepted in the long term, at secondary and higher education levels.

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Section: Limitationsmentioning

confidence: 99%

Student-Centered Education: A Meta-Analysis of Its Effects on Non-Academic Achievements

Ding

2023

Sage Open

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“…In fact, barriers to changing to student-centred curricula and approaches, due to organisational factors or limited resources, are well-known in engineering teaching. (Danko & Duarte, 2009;Sahonero-Alvarez & Calderon, 2018) The main difference between CE1 and CE2 classes and the other Chemical Engineering classes consisted in peer-marked continuous assessment in the form of weekly homework.…”

Section: Curriculum Design Of the Modulesmentioning

confidence: 99%

Changes in engineering students’ surface and deep approaches to learning in first- and second-year university courses

Mio

Dombi²

2023

oSoTL

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The aim of this study is to investigate how students’ approaches to learning change during early years of university studies in classes where assessments have been designed to increase students’ engagement and ownership. The revised two-factor Study Process Questionnaire (R-SPQ-2F), a self-reporting survey, was used to measure students’ deep and surface approaches. Two first-year and one second-year cohorts of engineering students completed the questionnaire at the beginning and at the end of their modules. The majority of the assessment questions activated the first three levels of Bloom’s revised taxonomy, possibly encouraging a more surface approach to learning. However, the learning environment made use of peer assessment and online quizzes to provide prompt feedback to students and opportunities for self-reflection, thus possibly inducing a deeper level of engagement with the material. Data analysis of the R-SPQ-2F questionnaire scores showed that the deep approach score did not change while the surface approach score increased. The findings align with those of previous studies: the relationship between assessment and learning is complex, and surface approaches might have to be expected and accepted in the early years at university, in preparation for deeper approaches to learning which should be developed in later university years, when the more cognitive demanding levels of Bloom’s taxonomy, such as evaluating and creating, are required.

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“…In this manner, the focus of teaching revolves around oneway transfer of knowledge. However, better ways of teaching were proposed by a few theorists centering the learning process around students (Sahonero-Alvarez & Calderon, 2018). This method known as Student-Centered Learning (SCL) utilizes the learning by doing concepts where the lecturer acts as facilitator as opposed to instructor (Bhat et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Reflection on Contradictory Learning Methods and Identity Formation in a New Academic Life Setting

Rosli

Hamid

2021

AJEE

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Lecturers new to the academic life setting normally face similar types of challenges. These challenges were intensified for new lecturers starting their careers in the academic setting during the COVID-19 pandemic, when classes were conducted online. Student-centered learning has been the focus in engineering education recently, but many of the current lecturers have never experienced this method of learning as students, resulting in unfamiliarity and inexperience in conducting classes using this method of teaching. Our experiences as two new lecturers starting our academic careers during the pandemic using both the student-centered learning method and teacher-centered learning method in different classes are reported through collaborative autoethnographic methods. Both of our reflections revealed that stark differences can be seen as an effect of the teaching method, concluding that the student-centered learning method is superior to the traditional teacher-centered learning method. However, applying the former method also has some challenges. To overcome these challenges faced by new lecturers, some action plans have been listed for future improvement, which could be very meaningful and useful to other new lecturers as well as educators new to applying the student-centered learning method.

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Implementation Issues of Student-Centered Learning based Engineering Education in Developing Countries Universities

Cited by 5 publications

References 10 publications

Student-Centered Education: A Meta-Analysis of Its Effects on Non-Academic Achievements

Student-Centered Education: A Meta-Analysis of Its Effects on Non-Academic Achievements

Changes in engineering students’ surface and deep approaches to learning in first- and second-year university courses

Reflection on Contradictory Learning Methods and Identity Formation in a New Academic Life Setting

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