Strategies and Tools Used for Learner-Centered Instruction

Autor/inn/en	An, Yunjo; Mindrila, Diana
Titel	Strategies and Tools Used for Learner-Centered Instruction
Quelle	In: International Journal of Technology in Education and Science, 4 (2020) 2, S.133-143 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2651-5369
Schlagwörter	Student Centered Learning; Teaching Methods; Teacher Attitudes; Barriers; Educational Technology; Technology Uses in Education; Teacher Student Relationship; Individualized Instruction; Authentic Learning; Cooperative Learning; Time; Access to Computers; Knowledge Level; Standardized Tests; Elementary School Teachers; Secondary School Teachers; Educational Environment; Student Needs; Goal Orientation; Reflection; Self Evaluation (Individuals); Self Management + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Individualisierender Unterricht; Kooperatives Lernen; Zeit; Wissensbasis; Standadised tests; Standardisierter Test; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zielorientierung; Zielvorstellung; Selbstmanagement
Abstract	Learner-centered education has the potential to meet the needs of individual students and better prepare them for a rapidly changing global world. However, it can be a challenging task to implement learner-centered education in the current education system which was designed for sorting rather than learning. Although an increasing number of research studies report that teachers have positive attitudes toward learner-centered education, there is a paucity of research that has examined teachers' learner-centered practice. To address this gap, this study examined the strategies and tools used by 125 teachers to create learner-centered classrooms using an online survey. Further, the study explored the barriers they faced when using technology to facilitate learner-centered instruction. The strategies and tools used for learner-centered instruction are reported in six major categories: (1) getting to know individual students, (2) building a positive and supportive culture, (3) providing personalized learning experiences, (4) providing authentic learning experiences, (5) facilitating collaborative learning, and (6) facilitating self-regulated learning. The major barriers to using technology to support learner-centered pedagogy included lack of time, lack of technology, lack of knowledge of learner-centered instruction, and standardized tests. (As Provided).
Anmerkungen	International Journal of Technology in Education and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01