Transcript
Page 1: TEACHERS' EVALUATION OF STUDENT-CENTERED LEARNING ENVIRONMENTS€¦ · in student-centered learning, technology is used in such a way that it realizes teacher-student and student-student

TEACHERS' EVALUATION OFSTUDENT-CENTERED LEARNING ENVIRONMENTS

Assoc. DR. ZÜHAL ÇUBUKÇU

Eski§ehir Osmangazi University, Faculty of EducationEski§ehir, Turkey

zcubukcu @ogu .edu.tr

Problem Statement: The student-centered teaching is thearrangement of the teaching experience focusing on the stu-dents' responsibilities and activities in the learning processwhich takes into consideration the students' interests, demandsand needs. According to this approach, while teaching experi-ences are planned, different learning strategies and styles ofstudents are taken into account. A student who can reach infor-mation is more valuable than the one who memorizes it.The Aim of Study: The aim of this study is to determine teach-ers' evaluations of their own classes in terms of thestudent-centered learning environment dimensions of time, placeand infrastructure, psyco-social aspect.Methods: The research is descriptive in design. In this study, adata collection instrument was used that lends itself for teachersto evaluate their classes in terms of the dimensions of student-centered learning; namely time, place, infrastructure andpsycho-social.Findings: Teachers' evaluations of student-centered learningenvironments in relation to different variables highlight thatteaching area is an effective factor putting elementary schoolteaching at an advantage in terms of scores. Teachers, whenasked to evaluate the dimensions of student-centered learningenvironments, have given the highest score to psycho-socialdimension, followed by time, equipment and place dimensions.Conclusions and Discussion: Basen on the results of the study,the following suggestions are made. Teachers, while determin-ing on educational models and approaches in theirteaching-learning process, should ensure that it allows studentsto learn on their own. Within the school and class context, teach-ers should allocate time for activities that increasestudent-centered learning, individual and social activities likeextra-curricular activités, student club activities. Teachers shouldbe offered chances of in-service training so that they canimprove their skills and gain knowledge about student-centeredlearning with respect to their teaching areas.

Keywords: Learning environment, student-centered education,student-centered teaching/learning, learning environment dimen-sions

Introduction stages of decision making, planning, appli-The concept of student-centered edu- cation, and evaluation during the

cation has led to perceptual changes in teaching-learning process learners partie-relation to education, learning and teach- ipate in the process willingly, showinging. In student-centered teaching, at the interest with determination. It can be said

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that student-centered teaching has broughtabout the change in quesfions from "Whatshould we teach?", "How should weteach?", "With what should we teach?" toa perspective where "What would s/he liketo learn?", "What will s/he do to learn?","What would assist him/her in his/herlearning?", 'To what extent did s/he learn?"In other words, in student-centered teach-ing learners actively participate in thedecision making process about what tolearn, how to learn, and what kind of helpis required, and how to decide how muchis learned (Bery, Sharp, 1999; Lea, Stten-hanson & Tray; Hartly, 1987; Sharma,Millar & Seth, 1999; cited in: Acat, 2005).

For over 100 years, philosophers suchas John Dewey, Lev Vygotsky, Jean Piaget,Jerome Bruner, Ferriere, Rousseau, Freinet,Howard Gardner, Gianni Rodari, BrunoCiari, Maria Montessori and others havereported on the benefits of experiential,hands-on, student-centered learning.Involving learner in decision making andusing student interest to drive curriculumand projects supports a growing body ofevidence that concurs with these revolu-tionary philosophers. Learning is not onlyabout knowledge making. Children need tobe acüve learners within the context of cul-ture, community, and past experiences.Teachers who adhere to student-centeredclassrooms are influenced strongly byconstrucfivism, naturalisfic, social con-structivism, existenfiahsm, humanism, andprogressive philosophies.

Student-centered learning, or studentcenteredness, is a model which puts thestudent in the center of the learning process.Student-centered learning is a model inwhich students play an active role in their

own learning styles and learning strate-gies. While learning, internal motivation isof vital importance. Individual systemiz-ing is more important than standardizedsystems. Student-centered learningimproves learning to learn and learninghow to improve skills such as crifical think-ing, problem-solving and reflectivethinking. Students apply and display dif-ferent styles. Student-centered learningdiffers from teacher-centered learning inwhich it is characterized by the more activerole of the learner when compared to theteacher.

Student-centered learning helps stu-dents to get their own goals for learning,and determine resources and activitiesguiding them to meet those goals(Jonassen, 2000). Because students pur-sue their own goals, all of their acfivifiesare meaningful to them. Student-centeredlearning which is based on experientiallearning helps knowledge and skills to begrasped more extensively and per-mananetly (Lont, 1999). Since bothstudents and teachers participate in learn-ing process, teachers are perceived to be amember of teaching environment and stu-dents to be the persons whose individuallearning needs should be addressed. Thus,teachers by using more recent teachingmethods involve students in learningprocess more actively. This improves andexpands teachers' roles, which in ttim con-tributes to team spirit and and the cultureof working together. The properties of stu-dent-centered teaching program that wasprepared by the Mid-continent RegionalEducatinoal Laboratory are as follows(McCombs & Whisler, 1997; cited in:Unver & Demirel, 2004):

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• emphasizes tasks that attract students'various interests,

• organizes content and activities aroundthe subjects that are meaningful to thestudents,

• contains clear opportunities that let allstudents develop their own learningskills and progress to the next level oflearning,

• contains activities that help studentsunderstand and improve their own view-points,

• allows for global, interdisciplinary, andcomplemetary activities,

• supports challenging learning activitieseven if the learners find them difficult,and

• emphasizes activities that encouragestudents to work with other students incooperation.

Learning EnvironmentLearning is a dynamic process during

which individuals make internal adjust-ments individually and develop necessaryskills. Thus, in order to enhance effectivessof learning, the learning itself should bethe starting point and other concepts, suchas instruction and curriculum or teachingtechniques, should be built on it. Learningis a process that takes place in mind. Indi-viduals do not merely mechanically reactto the internal and external stimuli withoutthinking. Yet, they develop their ownknowledge and patterns of perception ininteraction with stimuli that reaches theorganism. They form a net of structuresout of their interpretations, and they formmeanings regarding different dimensionsof their daily lives. Since knowledge is nota final product, and since it can be

improved or changed they can perceive anevent differently and they can develop dif-ferent knowledge structures (Ya§ar, 1998;i§man, 2003; Çimsek, 2004; Senemoglu,1997).

In student-centered learning, the teachertakes a more active role in learning ratherthan being the person in the center ofknowledge. The student, rather than beingpassive, takes a role in the application,analysis, synthesis and evaluation process-es. In learning, the factor of place iseverywhere where learning takes place.The time factor shows differences withrespect to the learning activity. In addition,in student-centered learning, technologyis used in such a way that it realizes teacher-student and student-student interaction(Bürge, 1998).

Kolb (1984) argues that active learningis acquired by individuals by doing morethan thinking. According to Kolb, activelearning can develop by thinking about thedetails of thoughts, experiences, percep-tions, and emotions that come about duringexperiences. According to this, activelearning involves four stages of concreteexperience (gaining experience): observa-tion and reflection based on experience,forming abstract concepts, and new expe-riences. It is possible to participate in thiscycle at any stage and follow the cycle inits logical order. Active learning takes placeonly when these four stages are material-ized. Independently none of the stagesconstitutes active learning (Kiliç, 2010).

Student-centered learning environmentsprovide interactive, complimentary activ-ities that enable individuals to address theirunique learning interests and needs, exam-ine content at multiple levels of complexity.

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and deepen understanding (Hannafin,1992). The concept of a learning environ-ment is not new. Its roots can be traced toearly apprendceship. Socratic and similarmovements that have sought to immerseindividuals in authendc learning experi-ences, where the meaning of knowledgeand skills are realistically embedded(Dewey, 1993; Pask & Boyd, 1987; citedin: Land & Hannafin, 1996).

Various learning environments can beclassified according to the manner in whichthey manifest their underlying foundadons.Hannafin and Land (1997) emphasize thateducational environments have psycho-logical, technological, cultural andpragmatic principles. All learning envi-ronments expHcitly refiect these underlyingmodels for foundations. Psychologicalprinciples take as the basis "the individu-als' knowledge and skill acquisition,organizadon and application". In student-centered learning environments, students'experience, content, and the constructionof knowledge are important. Psychologi-cal foundadons are rooted in beliefs abouthow individuals think and learn. Peda-gogical principles take "acdvides, methodsand the structure of learning environments"as their basis. For student-centered learn-ing to take place, exemplifying,discovering, researching, and learningbased on problem-solving are vital. Tech-nological principles take "assistanttechnology and technology to enrich thelearning environment" as their basis. Instudent-centered learning environments,different tools can be implemented in var-ious ways. Technological capabilitiesconstrain or enhance types of learner-sys-tem transacdons that are possible. Cultural

principles highlight "social values such asresearching, invendng, and cridcal think-ing". Student-centered learningenvironments support researching, dis-covering, and cridcal thinking. Pragmadcprinciples cover "economic conditions,technological facilides and the ability toreach innovadons". Pragmadc condidonsdefine the limitations in implementadon;for example, the financial situation. Fivefoundadons are funcdonally integrated inlearning systems designs.

Student-centered learning environmentsare set up in such a way that they give stu-dents the chance to take the responsibilityfor organizing, analyzing and synthesiz-ing knowledge, and consequenüy play amore active role in their own learning(Means, 1994). These environments pro-vide students with the opportunities ofexplaining complex problems and solvethose in cooperation, and by applying todifferent sources (Hannafin & Land, 1997).This approach gives students the chanceto take individual responsibility and adaptan active role in the teaching-learningprocess at the highest level. The mecha-nisms of self-confidence and self-controlin individuals improve at a better rate.

Student-centered teaching focuses onthe student. Decision-making, organiza-don and content are determined for mostby taking individual students' needs andinterests into consideradon. Student-cen-tered teaching provides opportunities todevelop students' skills of transferingknowledge to other situadons, triggeringretendon, and adapdng a high motivadonfor learning. The active involvement of stu-dents helps them to construct knowledge.

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Student-centered LearningEnvironment Dimensions

In student-centered learning environ-ments, it is essential that students takesresponsibility for learning, they are direct-ly involved in the discovery of knowledge,the materials used offer students a chanceto acdvate their background knowledge,the activides done are based on problem-solving, for cooperative learning to takeplace, the society, home and workplace areused as sources, and various institutionsand outside-class activities are incooper-ated to support students' learning. Time,place, infrastructure-hardware and psyco-social environment dimensions of thelearning environment and the characteris-dcs of these dimensions in student-centeredlearning envirotmients are determined asfollows:

Time DimensionAmong the student-centered learning

dimensions, it is the one which should havepriority. Apart from sufficient dme, it isalso important that arrangements shouldbe done for using time efficiently. Timehas to be flexible so as to allow changeswhen necessary. The characterisdcs of themain five components of the dme dimen-sion can be listed as:

• For the effecdve use of dme in terms ofthe psychological component, it isimportant to give students dme to reachinformation, to construct it cognitivelyon their own, and to establish a con-nection between the acquiredknowledge and real-life.

• For the effective use of time in terms ofthe technological component, technol-

ogy serving communicative purposesshould be aimed at; the time used forcommunicadon should not be limited;and for students to have concrete expe-rience, technology assisted timeplanning should be made.For the effective use of time in terms ofthe pedagogical component, studentsshould be given dme to acquire knowl-edge in natural settings, and flexibledme plan to allow students to learn attheir own pace.For the effecdve use of dme in terms ofthe cultural component; dme should begiven so that students can research pre-vious studies, inventions and productsrelated to what is being learned. Timeshould be left for thorough learning,synthesizing, observing and applyingwhat is learned to social life, work-life,family and society.For the effective use of time in terms ofusefulness, dme should be given to real-ize key learning-teaching conditionsaimed at objectives. A dme plan thatallows individuals to fulfil their respon-sibilides and affects the effecdvenessof both students and teachers posidve-ly should be made.

Place DimensionIt is the place where education or var-

ious studies take place. In student-centerededucation, place covers all the places wherethe student lives and engages in activities.This includes places such as school, school-yard, library, museums, work-place andhome. In student-centered educadon, theseplaces are considered as the ones wherereal learning takes place. Within this frame-

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work, the basic characteristics of placedimension needs to carry out with respectto the educational environment's basiccomponents can be listed as follows:

• For effective use of place in terms ofthe psychological component, placesshould give students the opportunitiesfor constructing their own knowledge,studying on their own, perceivingknowledge out of class-in, its real-lifecontext, and guiding their learningaccording to their own individual char-acteristics.

• For effective use of place in terms ofthe technological component, placesshould ease communication, supportlearning visually, offer access to vari-ous information sources and beaccoustically convenient.

• For effective use of place in terms ofthe pedagogical component, placesshould support natural learning, relateto students' individual interests, encour-age students to exhibit their skills andproducts, and support the improvementof problem-solving skills. Places shouldbe established in such a way that teach-ers and students can communicatecomfortably, students can produce andobserve their own products, performgroup work and study in cooperation.

• For effective use of place in terms ofcultural component, places should offerstudents the chance of seeing conduct-ed research and inventions for gainingin-depth knowledge, taking the socialstructure into consideration and offer-ing solutions to problems.

• For effective use of place in terms ofusefulness and places that should sup-port students and teachers for reaching

their goals.

Infrastructure-Hardware DimensionEducational tools, equipment and orga-

nizational skills form the infrastructuredimension. All factors related to equip-ment, which can be called educationaltechnology, fall under this dimension. Asregards student-centered learning, the infra-structure dimension has to exhibit thefollowing characteristics in terms of thefive main components:

• With respect to psychological compo-nent, the infrastructure has to providestudents opportuninites of establishingtheir own knowledge, recalling and acti-vating their prior knowledge andexperience, perceiving the natural con-text, reahzing activities in line with theirpersonal viewpoint and value judge-ments.

• With respect to technological compo-nent, the infrastructure has to be givenwhich allows use of developing tech-nology, offers communication withoutgiving any place for limitations, sup-ports concrete learning with visuals andprovides a variety of sources.

• With respect to pedagogical compo-nent, the infrastructure has to offernatural learning contexts, has to givestudents opportunity of putting togeth-er information from different times andareas. The infrastructure has to bearranged in such a way that studentscan realize their individual aims, inter-ests and ideals, and teachers get theopportunity of guiding and interacting.

• With respect to cultural component, theinfrastructure has to allow for students'in-depth learning.

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• With respect to usefulness component,the infrastructure has to be establishedin such a way that it supports reachingtargets and fulfilling responsibilities.

Psycho-social DimensionOne of the main elements that form the

learning environment is the psycho-socialdimension. During learning process, thepsycho-social envrionment is a maindeterminer in reaching objectives. Student-centered learning is mainly based oninternal motivation. Therefore, student-centered learning environments offercontext for students to learn their own byfocusing on their wishes, expectafions andinterests. According to student-centeredlearning, the psycho-social dimension hasto carry the following characterisfics withrespect to the five main components:

• In order to use the psycho-socialdimension effectively in terms of thepsychological component, the environ-ment should allow students to learn ontheir own, support learners for gainingconfidence and helping them to learnabout themselves.

• In order to use the psycho-social dimen-sion effectively in terms of thetechnological component, learning envi-ronment should be available so thatstudents can, among themselves andwith the teacher, have ongoing interac-fion.

• In order to use the psycho-social dimen-sion effectively in terms of thepedagogical component, the environ-ment should be prepared in which itprovides students take responsibility,fulfils natural, individual wishes and

expectafions, and increases their inter-nal motivafion.

• From the cultural perspecfive, the psy-cho-social dimension needs to includecultural values.

• For the usefulness of psycho-socialdimension, the environment shouldraise students' awareness of responsi-bility and give place to a feedbacksystem.

The aim of this study is to reveal teach-ers' evaluations about giving placestudent-centered learning environments intheir own schools within dimensions offime, place, infrastructure hardware andpsyco-social environment. Within theframework of this general aim, the answersto the following research quesfions wereseeked;

1. What are teachers' evaluafions aboutgiving place to student-centered learn-ing environments as a whole in theirschools?

2. Do teachers' evaluations about givingplace to student-centered learning envi-ronments in their schools show anydifference according to independentvariables (gender, teaching area, workexperience, graduated higher educafionprogramme)?

3. What are teachers' evaluations aboutgiving place to student-centered learn-ing environments when the dimensionsof time, place, infrastructure-hardwareand psyco-social environment are takendistinctively?

4. Do teachers' evaluations about givingplace to student-centered learning envi-ronments in their schools show any

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difference according to independentvariables (gender, teaching area, workexperience, graduated higher educationprogramme) when the dimensions aretaken distinctively?

MethodIn this study, data collection instrument

providing to collect teachers' evaluationsabout giving place to student-centeredlearning environments in their schools withrespect to time, place, infrustracture-hard-ware and psycho-social dimensions wasused.

Sample GroupThe study was conducted with teachers

in ten elementary schools of Eskiehir inTurkey. Information about the samplegroup is shown in Table 1.

Data Collection InstrumentIn the study, data collection instrument

consists of two sections. The first sectionis composed of questions that elicits per-sonal information related to the teachers;the second section is composed of the"Scale on Student-centered Learning Envi-ronments", which elicits teachers'evaluation of their own classes in terms ofthe student-centered education dimensions;namely time, place, infrastructure, and psy-cho-social.

"Scale on Student-centered LearningEnvironments (QSCLE)" was developedby Acat (2006). The scale consists of fourdimensions elicited by 50 items:Psycho-social environment 13, Infirastruc-ture-Hardware 14, Place 12, and Time 11items. The indications in the questionnaireon student-centered learning environments

Table 1.Personal Information about the Sample GroupVariablesGenderFemaleMale

Teaching AreaElementary school teachingBranch teachingWork experience1-1011-2021+Graduated programmeEducation FacultyFaculty of Science and LettersOthers (Engineering, Religion, Faculty ofAdministrative Sciences)Total

N

132128

108152

948977

11050100

260

%

50,749,3

41,658,4

36,134,229,7

42,319,238,5

100,0

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are labelled as "Always (5)", "Frequent-ly (4)", "Sometimes (3)", "Rarely (2)","Never (1)". In the pilot study conductedwith the study group, alpha coefficient wascalculated as .9756.

Analysis of the DataIn the analysis of the data, beside to

descriptive stadsdcal techniques like arith-methical average and standard deviadon,parametric stadsdcal techniques oft-test fortwo group comparisons, and One-wayVariance Analysis (ANOVA) for more thantwo group comparisons were used. In allstatistical analysis, significance level istaken as .05.

FindingsThis secdon consists of the findings as

a result of the analysis of the data and dis-cussions of the findings. Findings relatedto the research quesdons asked in reladonto the aim of the study.

1. Teachers' evaluations about givingplace the student-centered learningenvironments

In order to get a general idea of the par-dcipant teachers related to student-centeredlearning environments, the arithmethicalaverages and standard deviations of thescores received from the scale have beencalculated. The results are shown in Table2.

When the findings are analyzed, it canbe said that the scores of participantteachers received from the Scale on Stu-dent-centered Learning Environmentsshow a distribudon like: 1.54 as the low-est score, 5.00 as the highest score, 3.43 asthe average score. In this case, it is notwrong to say that the general tendency cen-ters around "frequently" level.Student-centered education, having thebasic characteristics of being flexible intime, motivating, highlighting studentresponsibility and individual differences,includes the training of individualsequipped with the skills of cridcal think-ing, adapting to innovations, learning, andlife-long learning ability (Hartly, 1987;Yeomans, 1993; Berry, Sharp, 1999; Kelly& Horder 2001; Lea, Stehanson & Tray,2003; cited in Acat, 2006). As classroomschange and become more student-centered,it is essential to provide teachers withopportunides that enhance their learning ofdifferent strategies. One strategy com-monly seen in student-centered classroomsis use of learning centers.

2. Teachers' evaluadons about givingplace student-centered learning envi-ronments in their schools show anydifference according to independentvariables

In this study, gender, teaching area,work experience, and graduated higher

Table 2.Teachers' Thoughts in terms of Their Evaluation of Student-centered Learning Environments

N Minimum Maximum Mean Std. Deviation

Total 260 1,54 5,00 3,43 ,635

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Table 3.Teachers ' Thoughts in terms of Their Evaluation of Student-centered Learning EnvironmentsBased on Gender

Gender N Mean Std.DeviationStd.

ErrorMean

Sd .P

Female 132Male 128

3,42453,4528

,65900,61426

,06401,06052

-,321 258 ,749

education programmes are the indepentedvariables. Teachers' thoughts about givingplace student-centered learning environ-ments in their schools show any differenceaccording to independent variables areshown in Table 3.

According to the findings, when aver-age scores are considered based on 0.05significance level, it can be observed thatgender is not a significant factor regardingthe participant teachers' evaluadons of stu-dent-centered learning environments.Teachers' thoughts in terms of their eval-uation of student-centered learningenvironments based on teaching area areshown in Table 4.

According to the findings, when aver-age scores are considered based on 0.05significance level, it can be observed that

teaching area is a significant factor regard-ing the participant teachers' evaluations ofstudent-centered learning environments,and elementary school teaching exhibits ahigher score level.

Student-centered learning envirorunentscomprise many forms, often with fewapparent similarides. Isolated student-cen-tered environments in science,mathemadcs, social science, hterature, andother domains have prompted educatorsto explore the structure, goals, and per-spectives of student- centered systems. Theefforts, however, often appear dissimilarin funcdons, goals, and features, thus mak-ing it dificult to identify general designprinciples. Despite such variations, com-mon assumptions have been identified andremanifested either explicitly within the

Table 4.Teachers' Thoughts in terms of Their Evaluation of Student-centered Learning EnvironmentsBased On Teaching Area

Teaching Area N MeanStd.

Deviation

Std.ErrorMean

t Sd

Elementaryschool teaching

Branchteaching

108 3,5768 ,54582 ,05852

152 3,3398 ,67820 ,06140

2,695 258 ,008

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Table 5.Teachers ' Thoughts in terms of Their Evaluation of Student-centered Learning EnvironmentsBased on Work Experience

Work experience1-1011-2021+Total

Mean3,38973,44693,48923,4385

N948977 •

260

Std.Deviation,62511,54860,74285,63597

Table 6.The Variance Analysis Results Based on the Participant Teachers ' Evaluations ofStudent-centered Learning Environments

Variance Source Sum ofSquares

Sd Mean Squares

Between GroupsWithin GroupsTotal

,34383,78584,128

2257259

,171,407 ,421 ,657

environment (Hannafin, Hall, Land & Hill,1994).

Presents results from a study of teach-ing and learning characteristics and therole of teachers in ICT (information andcommunication technology) learning envi-ronments of 25 technology-rich primaryand secondary schools in five Europeancountries. Results indicate that learningenvironments are more pupil-centeredwhen there is greater curriculum differen-tiation and when teachers act as coaches(Smeets & Mooij, 2001).

Report results of a survey developed toassess the use of learner-centered tech-niques in undergraduate science andmathematics classrooms. It reveals thatlearner-centered techniques are used infre-quently, but when used, they are applied toall aspects of teaching. It is suggested thatfederal funding has been slightly effective

in promoting its use (Walczyk & Ramsey,2003). Teachers' distribution in terms oftheir evaluation of student-centered learn-ing environments based on workexperience is shown in Table 5.

The Variance Analysis results based onthe participant teachers' evaluations of stu-dent-centered learning environments, thevalue is found as F= ,421 (P>0.05). Thus,it can be said that there is no meaningfuldifference when work experience is takeninto consideration. Teachers' distributionin terms of their evaluation of student-cen-tered learning environments based ongraduated programme is shown in Table7.

The Variance Analysis result based onthe participant teachers' evaluations of stu-dent-centered learning environments, thevalue is found to be F= ,547 (P>0.05).Therefore, it can be suggested that there is

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Table 7.Teachers ' Thoughts in terms of Their Evaluation of Student-centered Learning EnvironmentsBased on Graduated Programme

Graduated programme Mean N Std.Deviation

Education FacultyFaculty of Science and LettersOthers (Engineering, Religion,Faculty of Administrative Sciences)Total

3,47443,3480

3,4437

3,4385

11050

100

260

,63970,57233

,66463

,63597

Table 8.The Variance Analysis result based on the participant teachers ' evaluations of student-centeredlearning environments

Variance SourceSum ofSquares

Sd Mean Squares

Between Groups ,444 2 ,222Within Groups 83,683 257 ,406Total 84,128 259

,547 ,580

Table 9.Teachers ' thoughts in terms of their evaluation of student-centered learningenvironments based on the dimensions

DimensionsPsycho-socialInfrastructure and

EquipmentPlaceTimeTotal

N260

260

260260260

Minimum1,00

1,14

1,501,82

Maximum5,00

5,00

5,005,00

Mean3,5458

3,3537

3,35853,5067

Std. Deviation,73959

,78997

,73634,70257

no meaningful difference when the grad-uated programmes are taken intoconsideration.

3. Teachers' thoughts in terms of theirevaluation of Student-centeredLearning Environments based on thedimensions

In the study, teachers' evaluafions oftheir own classes regarding the following

dimensions of student-centered educafionwere considered: psycho-social/theschool's social atmosphere, infrastructureand equipment, place, fime.

In order to get a general approximateidea of the participant teachers' evalua-tions regarding student-centered learningenvironments, the arithmethical averagesand standard deviations of the scoresreceived from the scale have been calcu-lated (See Table 9).

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The findings based on average scoressuggest that the scores of the participantteachers regarding their evaluations of thedifferent dimensions of student-centeredlearning can be labelled as lower for infra-structure /equipment and place dimensions(3,35), slightly higher for time dimension(3,50) and the highest for psycho-social(3,54) dimension.

Research indicates that teachers whoreadily integrate technology into theirinstruction are more likely to possess con-structivist teaching styles. Evidencesuggests that teacher's student-centeredbeliefs about instruction and the nature ofthe teacher's technology-integrated lessonsare paralleled with each other. This con-nection between the use of technology andconstructivist pedagogy implies construc-tivist-minded teachers maintain dynamicstudent-centered classrooms where tech-nology is a powerful learning tool.Unfortunately, much of the research to datehas rehed on self-reported data from teach-ers and this type of data often presents aless than accurate picture. Versus self-reported practices, direct observations thatgauge the constructivist manner in whichteachers integrate technology are more pre-cise, albeit protracted, measured (Judson,2006).

Churchill (2006), in his study exploresthe private theories of four vocational edu-cation teachers in Singapore who haveengaged in technology-based learning fortheir own classes. The understanding ofteachers' private theories is important in thecontext of contemporary educationalreforms, which emphasise the shift towardsstudent-centred practices and technologyintegration. As teachers learn to changestrategies and utilize technology, they

might also need to tiansform aspects oftheir private theories that could impedeeffective technology integration and leadthem to continue with outdated educationalpractice. This study aims to understandand explicate areas of private theories thatimpede the effective design of student-cen-tred technology-based learning. The finaloutcome of the study was setting proposi-tions for readers to examine for the possibleapplication in their own environments.

Numerous benefits of student-centeredweb-based learning environments havebeen documented in the literature; how-ever the effects on student learning arequestionable, particularly for low self-reg-ulated learners primarily because theseenvironments require students to exercisea high degree of self-regulation to succeed.Currentiy few guidelines exist on how col-lege instructors should incorporateself-regulated strategies using web-basedpedagogical tools (Dabbagh & Kitsantas,2004).

Presenting a model for designing stu-dent-centered, technology-rich learningenvironments help educators tooperationalize constructivist and student-centered approaches for teaching andlearning. Highlights include facilitatingknowledge construction and hfelong learn-ing; technology use; student attitudes;levels of implementation; performanceassessment; and traditional instructionalsystems design models (Hirumi, 2002).

4. Teachers' thoughts in terms of theirevaluation of Student-centeredLearning Environments based on thedimensions and different varibalesof participants

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Table 10.Teachers ' evaluations of student-centered learning environments inDimensions Gender

P.social FemaleMale

Equip. FemaleMale

Place FemaleMale

Time FemaleMale

N

108152108152108152108152

Mean

3,51313,57953,33023,37793,39233,32363,47513,5393

StdDeviation

,73205,74935,82428,75630,70720,76708,76856,62961

Std. ErrorMean,07110,07384,08006,07452,06869,07558,07465,06204

terms of the gendert

-,649

-,436

673

-,659

Sd

258

258

258

258

P

,517

,663

,502

,511

Table 11.Teachers ' evaluations of student-centered learning environments in terms of teaching area

GenderDimensionsP.soc. Elementary

BranchEquip. Elementary

BranchPlace Elementary

BranchTime Elementary

Branch

N

108152

108152108152108152

Mean

3,69323,4407

3,42863,30043,46653,28143,74823,3346

Std.Deviation

,69908,75246

,71628,83738,67610,76992,59930,72211

Std. ErrorMean

,07495,06812

,07679,07581,07249,06971,06425,06538

t

2,462

1,158

1,801

4,374

Sd

258

258

258

258

P

,015

,248

,073

,000

In this study, gender, teaching area,work experience, and graduated highereducation programmes are the variables.

According to the findings, when aver-age scores are considered based on 0.05significance level, it can be concluded thatgender is not a significant factor regardingthe pardcipant teachers' evaluations of stu-dent-centered learning environments interms of the dimensions.

According to the findings, when aver-age scores are considered based on 0.05significance level, it can be concluded thatteaching area is a significant factor regard-ing the participant teachers' evaluations ofthe dimensions of student-centered learn-ing environments; in the pscho-social

dimension, teaching area causes elemen-tary school teaching to receive higherscores.

The two student-centered learningmethods, concept checks and just-in-dmeteaching were tested. While both of themethods were found to be valuable foractive participation of the student in his orher education, just-in-time was perhapsmore effective as regards getting the stu-dent to prepare ahead of the next lectureand in the process getting better knowl-edge of the concerned topic (Slunt andGiancarlo, 2004).

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Teachers'Evaluation... /63

Table 12.Teachers ' evatuations of student-centered learning environments in terms of the work experienceWork Experience Psycho-social Equipment Place Time

1-10MeanNStd.Deviation

3,520294,74631

3,274494,78055

3,327994,66560

3,449894,73913

11-20MeanNStd.Deviation

3,531089122

3,344289,70449

3,421389,62999

3,506389,61295

21+MeanNStd.Deviation

3,595211,78483

3.463711,89115

3,322411,92139

3,578277,75788

TotalMeanNStd.Deviation

3,5458260,73959

3,3537260

3,3585260,73634

3,5067260,70257

The Variance Analysis result based onthe scores participant teachers' received inthe "Scale on Student-centered Learning

Environments" shows that there is no rela-donship between learning dimensions andwork experience (See Table 13).

Table 13.Teachers ' evaluations of student-centered learning environments in terms of the work experience

Graduated Higher Psycho-Education Programmes social

Equipment Place

Education Faculty

Mean 3,5670 3,4222 3,4064

N 110 110 110

Std.Deviation ,77942 ,78746 ,67089

Time

3,5056

110

,74739

Science and Letters

Mean

N

Std.Deviation

Others

Mean

N

Std.Deviation

Total

Mean

N

Std.Deviation

3,5173

50

,66423

3,5365

100

,73802

3,5458

260

,73959

3,2143

50

,71465

3.3473

100

,82768

3,3537

260

,78997

3,2396

50

,66858

3,3646

100

,83411

3,3585

260

,73634

3,4364

50

,62619

3,5432

100

,69279

3,5067

260

,70257

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64 / Education Voi. 133 No. 1

The Variance Analysis result based onthe scores participant teachers' received inthe "Scale on Student-centered LearningEnvironments" shows that there is no rela-tionship between learning dimensions ahdthe programmes they graduated from.

Conclusions and DiscussionThe following conclusions can be

drawn from the findings of the study: Itcan be observed that the scores participantteachers received from the Scale on Stu-dent-centered Learning Environmentsshows an average score of 3.43. This cor-responds to the label of "frequently", whichreflects the participants' evaluation of theextent to which their classes possess fea-tures of student-centered learning.

It can be concluded that teachers' eval-uations of student-centered learningenvironments do not show any significantdifferences based on different variables;namely gender, work experience, teachingarea and graduated higher education pro-gramme.

Teachers, when asked to evaluate thedimensions of student-centered learningenvironments, they have given the highestscore in psycho-social dimension, followedby time, infrastructure/equipment and placedimensions.

Teachers' evaluations of student-cen-tered learning environments in relation todifferent variables highlight that teachingarea is an effective factor putting elemen-tary school teaching at an advantage interms of scores.

The evaluations of the participant teach-ers regarding different dimensions ofstudent-based learning environments donot show any significant difference.

Student-centered learning environmentsevolved as a result of changing beliefs andassumptions related to the role of individ-ual in learning. Based on the results of thestudy, following suggestions can be made.Student ownership for their goals and activ-ities is essential for a student-centeredapproach. Because students make deci-sions about their work and take actions tomeet their goals that are meaningful tothem, which in turn encourages indepthunderstanding and intrinsic motivationalorientation. Teachers, while determiningon educational models and approaches intheir teaching-learning process, shouldensure that they allow students to learn ontheir own. Within the school and class con-text, teachers should allocate time foractivities that increase student-centeredlearning, individual and social activitieslike extra-curricular activités, student clubactivities. Teachers should be offeredopportunities of in-service training so thatthey can improve their skills, gain knowl-edge about student-centered learning withrespect to their teaching areas and theyshould maintain the sustainability for fol-lowing improvements and implementingthese improvements.

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Teachers' Evaluation... / 65

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