How Will You Contribute? A Look at an Instructional Strategy to Improve Student-Centered Learning

Autor/in	Kenney, Christine
Titel	How Will You Contribute? A Look at an Instructional Strategy to Improve Student-Centered Learning
Quelle	In: Networks: An Online Journal for Teacher Research, 20 (2018) 1, Artikel 3 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2470-6353
Schlagwörter	Teaching Methods; Student Centered Learning; College Faculty; Student Behavior; Undergraduate Students; Learner Engagement; Audio Equipment; Group Discussion; Student Participation; Classroom Environment; Self Concept; Learning Processes; Child Development; Course Descriptions; Modeling (Psychology) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fakultät; Student behaviour; Schülerverhalten; Audio-CD; Gruppendiskussion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassenklima; Unterrichtsklima; Selbstkonzept; Learning process; Lernprozess; Kindesentwicklung; Kursstrukturplan; Modeling; Modelling; Modellierung
Abstract	The dreaded blank stares, looking down at a phone, or the student who falls asleep. University instructors know students who demonstrate these behaviors and have watched them disengage during class. Students might wish to engage, but may not know how. The purpose of this article is to examine the use of contribution strategies with undergraduate students in an effort to foster their engagement in class. Through a semester-long study, students' usage of seven contribution strategies within course discussions was examined through frequencies and audio recordings. Findings reveal that students incorporated the seven contribution strategies into course discussions however they did so at varying levels. Implications for the research suggest that when given the opportunity to actively contribute students do so; however, the instructor must foster an environment where active contribution is possible and valued. (As Provided).
Anmerkungen	New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01