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Student-centred digital game–based learning
Student-centred learning forms a major driver behind educational policy and practice in the modern day. With a drive towards embracing the possibilities of technology within the classroom, especially digital video games, it is vital to have an understanding of where such games are delivering and where their potential has yet to be explored. With this in mind, it is important to survey the existing literature to establish the level to which the promise of student-centred learning is being delivered through digital video games. This study presents a conceptual framework based upon a systematic literature review of developments in student-centred digital game–based learning, and seeks to establish the extent to which all tenets of student-centred learning and principles of digital game–based learning are embraced within such applications. A thematic analysis identifies the common themes of game and intervention design while integrating and conceptually linking the key concepts of student-centred learning and digital game–based learning. This leads to the development of a conceptual framework allowing classification of the literature according to common themes. Inclusion criteria include the presence of student-centred learning concepts, with a game-based focus including specifically digital video games. Inclusion was limited to papers published since 2007. The literature analysis identifies a number of themes; these were primarily the types of player engagement: single player, mixed and multiplayer, along with principles of game design and the key tenets of student-centred learning. A preponderance of games and interventions utilising single player experiences and focusing on implementing the active learning tenet of student-centred learning were observed. Areas relating to multiplayer engagements and the social aspects of student-centred learning such as mutual respect receive comparatively less attention in games and research. In order to fully embrace the possibilities offered by student-centred digital game–based learning, it is important not to neglect lessons learned in the development of student-centred learning to its current state. Aspects such as peer-based learning and building relationships between students and teachers have been found important in traditional learning and must be investigated and adapted to new media, including games, as new technologies enter the educational mainstream. Further research into the effects of designing games around these multiplayer aspects, and better defining the role of teachers and educational staff in digital game–based learning, may demonstrate ways to develop and create educational experiences that better engage and prepare students.
Journal Article
From Student Engagement to Student Agency: Conceptual Considerations of European Policies on Student-Centered Learning in Higher Education
Student-centered learning (SCL) has entered center stage on the European higher education (HE) policy agenda after the Yerevan Ministerial Summit of the European Higher Education Area (EHEA) in May 2015. It has become the key principle underlying the intended reforms toward enhancing the quality of teaching and learning in European HE. Despite the universal appeal, SCL remains poorly defined in policy documents and this ambiguity potentially jeopardizes its implementation. The article addresses the different instances and evocations of the SCL approach in EHEA policies. Furthermore, it seeks to clarify the conceptual foundations of SCL. Two propositions are put forward. First, SCL should be understood as a ‘meta-concept’. Such an understanding serves as a corrective to the eclectic use of SCL in association with a broad variety of policy issues. Second, the article questions the suitability of student engagement as a conceptual foundation of SCL. The main argument is that student engagement conceptually fails to sufficiently address student autonomy, self-regulation and choice, all of which have been highlighted by the literature as essential elements of SCL. The root concern of SCL is not propensity to different types of student action as implied in student engagement, but rather student agency as students’ capabilities to intervene in and influence their learning environments and learning pathways.
Journal Article
10 keys to student empowerment : unlocking the hero in each child
\"Discover how to work alongside your students to unlock their potential. This powerful book reveals 10 keys to creating a classroom where your students can take ownership of their learning and become heroes in their own lives. You'll learn how to build relationships, support, strength, willpower, soft skills, service, agency, curiosity, innovation, and productive failure. Each key is illustrated in a narrative format, designed with tips and notes to help you make practical changes immediately. By the end of the book, you'll have the foundational pieces you need to create a student-powered classroom where students can learn about themselves, fail forward, and gain courage to face challenges head on\"-- Provided by publisher.
Book
Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam
Prior studies on e-learning service quality were conducted mainly in developed countries; however, little effort has been made in emerging countries. This study examines the relationships among e-learning service quality attributes, overall e-learning service quality, e-learning student satisfaction, and e-learning student loyalty in the context of Vietnam, an emerging country. Survey data collected from 1232 college students were analyzed by means of exploratory factor analysis, confirmatory factor analysis, and structural equation modeling using SPSS 25 and SmartPLS 3.0. The results indicated that e-learning service quality was a second-order construct comprising of three factors, namely, e-learning system quality, e-learning instructor and course materials quality, and e-learning administrative and support service quality. The e-learning system quality was the most important dimension of overall e-learning service quality, followed by e-learning instructor and course materials quality, and e-learning administrative and support service quality. In addition, the overall e-learning service quality was positively related to e-learning student satisfaction, which in turn positively influences e-learning student loyalty. Also, overall e-learning service quality has a direct effect on e-learning student loyalty. Implications for colleges and universities are discussed.
Journal Article
Redesigning flipped classrooms: a learning model and its effects on student perceptions
To maximize learners' performance promotion in flipped classroom, this research redesigns a flipped classroom with four integrated practices: speed response questions, teacher face-to-face counselling, independent practices and team projects. Using questionnaire (N=66) and interview (N=20) data, the model is tested in two undergraduate introductory computer science courses in China, where students are typically reticent to engage in active learning in class. Data from a bipolar scale revealed that the majority of students regarded the new model as more student-centred. Using a learning capability matrix, this research deeply explored the benefits by learning dimension. The interviews provided details on the students' positive attitudes to the model and one area of concern. This research may be helpful for the scholars who are redesigning their flipped classrooms or developing new in-class activities.
Journal Article
Learner-centred Education in International Perspective
Is learner-centred education appropriate for all societies and classrooms?
Learner-centred education (LCE) is a travelling policy, widely promoted by international agencies and national governments. Arguments in favour of this pedagogical tradition refer to theories and evidence from cognitive psychology, claiming that all learners can benefit equally from its judicious use. Beyond the benefits to the individual however, lie a set of assumptions about learner-centred education as a foundation for the building of democratic citizens and societies, suitable for economies of the future. These promises have been questioned by critics who doubt that it is appropriate in all cultural and resource contexts, and there is considerable evidence in the global South of perennial problems of implementation.
In the light of these debates, is LCE still a good development 'bet'? This book provides an authoritative and balanced investigation of these issues, exploring the contextual factors from global movements to local resourcing realities which have fuelled it as a discourse and affected its practice. In the light of the theoretical underpinnings and research evidence, the book addresses pressing questions: to what extent is learner-centred education a sound choice for policy and practice in developing countries? And if it is a sound choice, under which conditions is it a viable one?
The book is divided into three key parts:
Learner-centred Education as a Global Phenomenon
Learner-centred Education in Lower and Middle-income Countries
Lessons and Resolutions This book provides a much-needed fresh analysis of the concept and practice of LCE. It will be valuable reading for academics and post-graduates with a focus on comparative and international education, along with policy-makers in developing countries and development agencies.
eBook