A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and Share It

Autor/inn/en	Lee, Eunbae; Hannafin, Michael J.
Titel	A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and Share It
Quelle	In: Educational Technology Research and Development, 64 (2016) 4, S.707-734 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-015-9422-5
Schlagwörter	Student Centered Learning; Learner Engagement; Elementary Secondary Education; Higher Education; Theory Practice Relationship; Evidence Based Practice; Guidelines; Constructivism (Learning); Self Determination; Learning Theories; Personal Autonomy; Scaffolding (Teaching Technique); Learning Motivation; Cognitive Processes; Affective Behavior; Metacognition; Audience Awareness + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Theorie-Praxis-Beziehung; Richtlinien; Selbstbestimmung; Learning theory; Lerntheorie; Individuelle Autonomie; Motivation for studies; Lernmotivation; Cognitive process; Kognitiver Prozess; Affective disturbance; Active behaviour; Affektive Störung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Student-centered learning (SCL) identifies students as the owners of their learning. While SCL is increasingly discussed in K-12 and higher education, researchers and practitioners lack current and comprehensive framework to design, develop, and implement SCL. We examine the implications of theory and research-based evidence to inform those who seek clear guidelines to support students' engagement and autonomous learning. SCL is rooted in constructivist and constructionist as well as self-determination theories. Constructs of these theories have been studied respectively; however, the intersections among the three theories require further exploration. First, we identify autonomy, scaffolding, and audience as key constructs of SCL engagement. Then, we propose a design framework that encompasses motivational, cognitive, social, and affective aspects of learning: Own it, Learn it, and Share it. It is recommended that students: (a) develop ownership over the process and achieve personally meaningful learning goals; (b) learn autonomously through metacognitive, procedural, conceptual, and strategic scaffolding; and (c) generate artifacts aimed at authentic audiences beyond the classroom assessment. Furthermore, we suggest ten design guidelines under the framework and conclude with questions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01