Student-centred learning: the role and responsibility of the lecturer

McCabe, Alan; O’Connor, Una

doi:10.1080/13562517.2013.860111

Cited by 130 publications

(85 citation statements)

References 37 publications

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“…A teacher-centered approach underscores the long held philosophy that instructors are the gatekeepers of knowledge whose job is to convey their knowledge through a lecture, with students as passive receivers during the learning process. Researchers have responded to the teacher-centered approach by arguing the instructor's role should evolve from the expert who controls and imparts knowledge to that of a facilitator (Berrett, 2014;McCabe & O'Connor, 2014). This shift in teaching philosophy can result in more dynamic and collaborative approaches to the construction of knowledge-and it can lead to a greater investigation of student-centered learning and its impact on how students learn.…”

Section: Orcidmentioning

confidence: 99%

Opening lines: scholarly inquiry and learning outcomes in communication

Dannels

2016

Communication Education

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Section: Orcidmentioning

confidence: 99%

Opening lines: scholarly inquiry and learning outcomes in communication

Dannels

2016

Communication Education

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“…Knowles' (1984) process model views the effective facilitator as someone who ensures students are cognizant of what is expected of them and have sufficient capacity to take ownership of their learning. Students often interpret their lecturer's facilitation as that of a silent manager, reflecting a pedagogical shift towards a more balanced and shared relationship (McCabe & O'Connor, 2014).…”

Section: Setting the Scenementioning

confidence: 99%

Students-as-producers: Developing valuable student-centered research and learning opportunities

Hynes¹

2017

IJRSE

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The desire to connect teaching and research to create a productive and progressive framework for student learning has become one of the most significant spaces for academic development in Higher Education over the recent past. The positive effects on student learning through the inclusion of real-life, complex and unstructured research-like activities needs to be at the core of undergraduate education, and following this paradigm the student acts as producer of knowledge instead of simply knowledge consumer. The concept underpinning 'student-as-producer' is that learning is grounded in research and research-like activities so much of what the student learns will be through their own discoveries, working in collaboration with academic advisers and other students in a supportive research-rich environment. This paper focuses on the research practices and activities during a study carried out by undergraduate students from the School of Political Science and Sociology at the National University of Ireland Galway, primarily designed as a student-as-producer project, under the guidance of an academic supervisor/facilitator. Students were placed at the center of deliberations, design, development and implementation of the research and subsequently have become the focus of this particular reflective paper. What were their experiences at various stages of the process, what do they think were worthwhile and valueless in the practice, and what learning principles, if any, were paramount? A series of semi-structured open questions were posed to uncover pressures and barriers to their overall learning experiences resulting in some thoughtful and helpful lessons to enhance such student-centered learning in the future.

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“…It consists of a number of key elements [4]: active responsibility for learning on the students' part; proactive management of the learning experience; independent knowledge construction and; lecturers as facilitators. The primary aim of an active learning environment is to "maintain and encourage students' motivation to learn, to inspire confidence and make them ambitious during their studies" [5]. Rather than the student passively sitting in a lecture/tutorial they are actively engaged in activity and thus actively learning.…”

Section: Introductionmentioning

confidence: 99%

Work in progress: Online resource platform for mathematics education

Llorens¹,

Nevin²,

Mageean³

2014

2014 9th Iberian Conference on Information Systems and Technologies (CISTI)

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Abstract-Mathematics is intrinsic to engineering and as such plays an integral role in the education of engineers. New challenges are being faced in higher education particularly in the areas of student motivation, engagement and attainment. As a result mathematics is often the focus of engineering education research. Traditional methods of delivery such as lectures and tutorials need to evolve to counter these challenges with new pedagogical approaches explored including the use of new technologies. Today's students are immersed in an increasingly technological world and are willing to adapt to new technological advances. This paper describes a study being undertaken in the College of Engineering and the Built Environment at the Dublin Institute of Technology to develop and explore the use of a Sharable Content Object Reference Model (SCORM) that integrates a web-based platform for the study of mathematics as part of an active learning constructivist setting. Students will utilise graphics tablets to create online content consisting of solutions to mathematical problems which will then be used by other students to reinforce core concepts. The platform will provide active support to engineering students especially those in their first year of study and mature students returning to education. It is expected that early use of the platform will help identify areas of weakness and provide the self-learning environment required for students to become more proficient in those areas. By challenging the student to demonstrate an active engagement in their learning and by encouraging the meaningful use of technology in the classroom, an improvement in the quality of learning that students experience should be realised.

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Student-centred learning: the role and responsibility of the lecturer

Cited by 130 publications

References 37 publications

Opening lines: scholarly inquiry and learning outcomes in communication

Opening lines: scholarly inquiry and learning outcomes in communication

Students-as-producers: Developing valuable student-centered research and learning opportunities

Work in progress: Online resource platform for mathematics education

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