Hoidn Student-Centered Learning Environments in Higher Education Classrooms

1. Auflage 2017
ISBN: 978-1-349-94941-0
Verlag: Palgrave Macmillan US
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 460 Seiten

This book aims to develop a situative educational model to guide the design and implementation of powerful student-centered learning environments in higher education classrooms. Rooted in educational science, Hoidn contributes knowledge in the fields of general pedagogy, and more specifically, higher education learning and instruction. The text will support instructors, curriculum developers, faculty developers, administrators, and educational managers from all disciplines in making informed instructional decisions with regard to course design, classroom interaction, and community building and is also of relevance to educators from other formal and informal educational settings aside from higher education. 

Sabine Hoidn is Postdoctoral Researcher in the School of Humanities and Social Sciences at the University of St. Gallen, Switzerland.

Autoren/Hrsg.

Hoidn, Sabine

Inhaltsverzeichnis

1;Dedication;5
2;Contents;7
3;Abbreviations;9
4;List of Figures;10
5;List of Tables;11
6;Chapter 1: Introduction;14
6.1;1.1 The Changing Context of Higher Education in Europe;15
6.2;1.2 Student-Centered Learning as a Promising Pedagogical Approach for Higher Education?;17
6.3;1.3 Research Objective and Research Questions;22
6.4;Notes;26
6.5;Bibliography;28
7;Chapter 2: Constructivist Foundations and Common Design Principles of Student-Centered Learning Environments;35
7.1;2.1 Constructivist Perspectives and Learning and Instruction Models;35
7.1.1;2.1.1 Cognitive Constructivism Focusing on the Individual Mind;36
7.1.1.1;2.1.1.1 Common Characteristics;36
7.1.1.1.1;1. Learning as a cognitive knowledge construction process;36
7.1.1.1.2;2. Learning and motivation;37
7.1.1.1.3;3. Importance of the social and cultural environment;38
7.1.1.2;2.1.1.2 Aebli’s Model of Problem-Based Construction;39
7.1.1.3;2.1.1.3 Duckworth’s Model of Critical Exploration;42
7.1.1.3.1;1. Represented challenge;43
7.1.1.3.2;2. The role of the students in the learning process;44
7.1.1.3.3;3. The role of the teacher in the learning process;45
7.1.1.4;2.1.1.4 Summary;46
7.1.2;2.1.2 Social Constructivism Focusing on Interactions among Individuals and Society;47
7.1.2.1;2.1.2.1 Common Characteristics;48
7.1.2.1.1;1. Learning as a social knowledge construction process;48
7.1.2.1.2;2. Learning and motivation;48
7.1.2.1.3;3. Importance of the social and cultural environment;49
7.1.2.2;2.1.2.2 Communities of Learners Models;50
7.1.3;2.1.3 Situativity Theory and Situated Models;55
7.1.3.1;2.1.3.1 Situative Views on Cognition and Learning;55
7.1.3.2;2.1.3.2 Activity Theory: Classrooms as Activity Systems;57
7.1.3.3;2.1.3.3 Semantic Versus Systemic Principles of Interactions;59
7.1.3.4;2.1.3.4 Concepts of Practices in Activity Systems;61
7.1.3.4.1;1. Dialogic discourse practices;62
7.1.3.4.2;2. Norms of interaction;64
7.1.3.4.3;3. Affordances of the learning task;65
7.1.4;2.1.4 Criticism of and Misconceptions about Constructivist Perspectives;66
7.1.4.1;2.1.4.1 Criticism of Constructivist Ideas on Learning and Instruction;66
7.1.4.2;2.1.4.2 Misconceptions about Constructivist Perspectives;69
7.2;2.2 Design Frameworks for Student-centered Learning Environments;71
7.2.1;2.2.1 “How People Learn”: Four Perspectives on Effective Learning Environments;77
7.2.2;2.2.2 The Teaching for Understanding Framework;81
7.2.3;2.2.3 A Framework for Designing Cognitive Apprenticeship Learning Environments;85
7.2.4;2.2.4 Constructively Aligned Learning Environments;89
7.2.5;2.2.5 A Framework for Designing Powerful Learning Environments;92
7.3;2.3 Summary and Conclusions: Common Design Principles of Student-Centered Learning Environments;95
7.3.1;2.3.1 Curriculum for Understanding;95
7.3.2;2.3.2 Customized Learning;96
7.3.3;2.3.3 Supportive Community of Learners;97
7.3.4;2.3.4 Ongoing Assessment and Feedback;98
7.3.5;2.3.5 Adaptive Instruction;99
7.4;Notes;101
7.5;Bibliography;103
8;Chapter 3: Empirical Education Research on the Effectiveness and Quality of Learning and Instruction;116
8.1;3.1 Process-Outcome Research on Instructional Effectiveness in Higher Education;117
8.1.1;3.1.1 Research Context and Methods;117
8.1.2;3.1.2 Effective Instructor Behavior and Students’ Learning Outcomes;119
8.2;3.2 Effectiveness Research on Self-Regulated Learning and Instruction;124
8.2.1;3.2.1 The Self-Regulated Learner;125
8.2.2;3.2.2 Instructors’ Conceptions of Teaching;126
8.2.3;3.2.3 Zimmerman’s Social-Cognitive Model of Self-Regulated Learning;128
8.2.4;3.2.4 The Importance of Context for Self-Regulation of Learning and Motivation;130
8.2.5;3.2.5 Effective Ways to Promote Self-Regulation among Students;131
8.3;3.3 Effectiveness of Problem-Based Learning in Higher Education;134
8.3.1;3.3.1 The Concept of Problem-Based Learning;134
8.3.2;3.3.2 Research Findings on the Effectiveness of Problem-Based Learning;136
8.4;3.4 Empirical Instructional Research on Quality Features of Teaching and Learning;143
8.4.1;3.4.1 Effective Surface-Level and Deeper-Level Features of Learning and Instruction;144
8.4.2;3.4.2 Basic Dimensions of Deeper-Level Features of Instructional Quality and Students’ Cognitive and Noncognitive Development;149
8.4.3;3.4.3 Teachers’ Professional Competence and High-Quality Instruction;153
8.4.3.1;3.4.3.1 A Model of Teachers’ Professional Competence;154
8.4.3.2;3.4.3.2 Professional Competence and Instructional Quality;155
8.4.3.3;3.4.3.3 University-Based Teacher Education and Knowledge Acquisition;157
8.5;3.5 Summary and Conceptual Framework Outline;158
8.6;Notes;161
8.7;Bibliography;164
9;Chapter 4: Multiple Ethnographic Case Study Research of Student-Centered Learning Environments in Higher Education Classrooms;179
9.1;4.1 Rationale for Multiple Ethnographic Case Study Research;179
9.2;4.2 Overview of the Research Design of the Empirical Study;182
9.3;4.3 Case Study Selection Process;186
9.3.1;4.3.1 Selection of the Empirical Study Site: Harvard Graduate School of Education;186
9.3.2;4.3.2 Purposeful Selection of Three Ethnographic Cases;188
9.3.2.1;4.3.2.1 Ethnographic Case Study Selection Criteria;189
9.3.2.1.1;1. Expert instructors in higher education;190
9.3.2.1.2;2. Constructivist instructor beliefs;190
9.3.2.1.3;3. Student-centered learning environments;192
9.3.2.2;4.3.2.2 Rationale for Case Selection Process;192
9.3.2.3;4.3.2.3 Student, Instructor, and Course Characteristics;194
9.4;4.4 Data Collection Methods and Instruments;200
9.4.1;4.4.1 Participant Observations and Class Documents;201
9.4.1.1;4.4.1.1 Instrument Design: Participant Observations;201
9.4.1.2;4.4.1.2 Procedure and Rationale;202
9.4.2;4.4.2 Semi-structured Interviews with Instructors and Students;203
9.4.2.1;4.4.2.1 Instrument Design: Instructor and Student Interviews;203
9.4.2.2;4.4.2.2 Procedure and Rationale;203
9.4.2.3;4.4.2.3 Coding of the Interview Transcripts;205
9.4.3;4.4.3 Videotaping and Video-Based Analysis;208
9.4.3.1;4.4.3.1 Instrument Design Procedure and Rationale for the Analysis of Characteristic Curricular Design Elements and Quality Features;209
9.4.3.2;4.4.3.2 Instrument Design Procedure and Rationale for the Analysis of Deeper-Level Quality Features;210
9.4.3.2.1;1. The phenomenon under study: opportunities for deep learning;214
9.4.3.2.2;2. Learning-content-focused analysis: quality of teaching and  learning processes aiming at fostering performances of conceptual understanding and transfer;215
9.4.3.2.3;3. Learning context-focused analysis: quality of classroom interaction and climate aiming at fostering self-regulated learning and identity development;216
9.4.4;4.4.4 Half-standardized Course Evaluations of Students;218
9.4.4.1;4.4.4.1 Instrument Design and Analysis: Online Evaluation Survey;218
9.4.4.2;4.4.4.2 Procedure and Rationale;219
9.5;4.5 Ethical Issues and Human Subjects Protection;222
9.6;Notes;223
9.7;Bibliography;226
10;Chapter 5: Characteristic Curricular Design Elements and (Deeper-Level) Quality Features of the Student-Centered Classrooms Under Study;231
10.1;5.1 Overview of the Three Selected Courses Under Study;232
10.1.1;5.1.1 Smith Course: Teaching and Learning;232
10.1.1.1;5.1.1.1 Course Objectives and Content;232
10.1.1.2;5.1.1.2 Course Structure;233
10.1.1.3;5.1.1.3 Course Activities and Materials;234
10.1.1.4;5.1.1.4 Classroom Routines and Norms;235
10.1.1.5;5.1.1.5 Assignments and Assessment Tasks;237
10.1.2;5.1.2 Lee Course: Collaborative Examination of Student and Teacher Work;240
10.1.2.1;5.1.2.1 Course Objectives and Content;240
10.1.2.2;5.1.2.2 Course Structure;241
10.1.2.3;5.1.2.3 Course Activities and Materials;242
10.1.2.4;5.1.2.4 Classroom Routines and Norms;244
10.1.2.5;5.1.2.5 Assignments and Assessment Tasks;246
10.1.3;5.1.3 Brown Course: Group Learning;250
10.1.3.1;5.1.3.1 Course Objectives and Content;250
10.1.3.2;5.1.3.2 Course Structure;251
10.1.3.3;5.1.3.3 Course Activities and Materials;253
10.1.3.4;5.1.3.4 Classroom Routines and Norms;255
10.1.3.5;5.1.3.5 Assignments and Assessment Tasks;258
10.1.4;5.1.4 Students’ Perceived Teaching and Learning Quality;260
10.2;5.2 Curricular Design Elements and Quality Features;262
10.2.1;5.2.1 Relevant and Challenging Objectives and Content;263
10.2.1.1;5.2.1.1 Critical (Self-)Awareness and an Open Mind;263
10.2.1.2;5.2.1.2 Content-Oriented and Process-Oriented Classroom Talk;264
10.2.1.3;5.2.1.3 Focus on Performances of Understanding (Concepts and Practices);265
10.2.1.4;5.2.1.4 Relevant Content that Connects to Both Students and Education Practice;266
10.2.2;5.2.2 Flexible Course Structures;267
10.2.2.1;5.2.2.1 Overarching Agenda with Room for Variation and Joint Decision-Making;267
10.2.2.2;5.2.2.2 Alternations of the Social Form of Instructional Activities;268
10.2.3;5.2.3 Participation-oriented Course Activities and Materials;269
10.2.3.1;5.2.3.1 Course Activities with High Student Participation;269
10.2.3.2;5.2.3.2 High-Engagement Student Activities;271
10.2.3.3;5.2.3.3 Variety of Teacher Roles in the Classroom;272
10.2.3.4;5.2.3.4 Artifacts and Materials;273
10.2.4;5.2.4 Well-Established Routines and Norms of Interaction;274
10.2.4.1;5.2.4.1 Discussion-Oriented Seating Arrangements;274
10.2.4.2;5.2.4.2 Ground Rules;275
10.2.4.3;5.2.4.3 Re-Occurring Teaching Patterns;275
10.2.5;5.2.5 Open-Ended Assignments and Formative Assessment;277
10.2.5.1;5.2.5.1 Open-Ended Assignments;278
10.2.5.2;5.2.5.2 Informative Feedback on Assignments;278
10.2.5.3;5.2.5.3 Pass/Fail Assessment to Focus on Learning;279
10.2.6;5.2.6 Summary;279
10.3;5.3 Deeper-level Instructional Quality Dimensions and Features;283
10.3.1;5.3.1 Learning Content and Task Affordances;285
10.3.1.1;5.3.1.1 Relevant and Intellectually Challenging Content;285
10.3.1.1.1;1. Performances of conceptual understanding (disciplinary concepts and practices) and transfer;285
10.3.1.1.2;2. Self-regulated learning;286
10.3.1.1.3;3. Identity development;288
10.3.1.2;5.3.1.2 Affordances of the Learning Tasks;288
10.3.1.2.1;1. Tasks with High Levels of Cognitive Demand;289
10.3.1.2.2;2. Tasks Foster Conceptual Agency;290
10.3.1.2.3;3. Tasks Require Productive Talk;291
10.3.1.2.4;4. Constructively Aligned Tasks with Practical Relevance;293
10.3.1.2.5;5. Ensuring that Students Understand the Problem and the Learning Activity;294
10.3.2;5.3.2 Participatory Processes of Knowledge Construction;295
10.3.2.1;5.3.2.1 Facilitating Students’ (Joint) Explorations;295
10.3.2.1.1;(a) Independent problem solving in small inquiry groups;296
10.3.2.1.1.1;Fostering student autonomy and accountability to invite self-­regulated learning;296
10.3.2.1.1.2;Engaging students in small inquiry groups to co-construct knowledge together;298
10.3.2.1.1.3;Making students’ thinking visible to facilitate shared understandings;299
10.3.2.1.1.4;Keeping students struggling to make sense to deepen their understandings;300
10.3.2.1.1.5;Sampling the level of the groups’ discourses to inform one’s teaching;300
10.3.2.1.2;(b) Guided problem solving in the large group;301
10.3.2.1.2.1;Orienting structures, guiding norms, and modeling behaviors to clarify expectations;302
10.3.2.1.2.2;Open-ended questions and prompts to develop students’ thoughts further;303
10.3.2.1.2.3;Ensuring mutual understanding to enable joint knowledge construction;304
10.3.2.1.2.4;Thoughtful and appreciative responses to invite different ideas and voices;304
10.3.2.2;5.3.2.2 Moderating Knowledge Sharing and Discussions;305
10.3.2.2.1;(a) Disciplinary discussions;305
10.3.2.2.1.1;Small inquiry groups sharing out to demonstrate their understandings;305
10.3.2.2.1.2;Encouraging students to express their thoughts to further joint sense making;307
10.3.2.2.1.3;Promoting critical dialogue to provoke conceptual changes;307
10.3.2.2.1.4;Inviting a variety of voices to enhance collective participation;308
10.3.2.2.2;(b) Reflective discussions;309
10.3.2.2.2.1;Engaging students in self-reflective practices to deepen their understandings;309
10.3.2.2.2.2;Engaging students as co-designers to improve their learning experiences and outcomes;310
10.3.2.2.2.3;Taking student feedback into account to inform one’s teaching;311
10.3.2.3;5.3.2.3 Lecturing and Modeling While Students Listen and Observe;312
10.3.2.3.1;Conveying relevant information students need in order to learn;312
10.3.2.3.2;Connecting new knowledge to topics and questions raised by the students;313
10.3.2.3.3;Modeling behaviors to support knowledge building and develop confidence;314
10.3.3;5.3.3 Classroom Community of Learners;315
10.3.3.1;5.3.3.1 Intellectual Climate of Active Sense Making;316
10.3.3.1.1;Establishing a dialogic “thinking culture” with learning as thinking in the making;316
10.3.3.1.2;Recognizing students’ identities as valuable and productive;317
10.3.3.2;5.3.3.2 Iterative Cycles of Feedback to Support Student Learning and Growth;318
10.3.3.2.1;Tailored feedback to deepen students’ intellectual involvement;318
10.3.3.2.2;Mastery-oriented (public) feedback to keep students thinking;319
10.3.3.2.3;Allowing for peer assessment and self-assessment to promote self-regulation;320
10.3.3.3;5.3.3.3 Positive Emotional Climate of Mutual Respect, Trust, and Belonging;321
10.3.3.3.1;Developing a strong sense of mutual respect and concern for one another;321
10.3.3.3.2;Fostering social stability and integration in the classroom (collective identity);322
10.4;5.4 Teaching and Learning Challenges;323
10.4.1;5.4.1 Challenges with Regard to Course Design Elements and Support Structures;324
10.4.2;5.4.2 Challenges with Regard to Scaffolding Participatory Processes of Knowledge Construction;330
10.4.3;5.4.3 Challenges with Regard to Cultivating a Classroom Community of Learners;334
10.5;Notes;340
10.6;Bibliography;343
11;Chapter 6: Situative Educational Model for the Design of Powerful Student-Centered Learning Environments;351
11.1;6.1 Situative Educational Model to Provide Opportunities for Deep Learning;353
11.1.1;6.1.1 Curricular Design Elements of Powerful Student-­Centered Learning Environments;354
11.1.2;6.1.2 Positioning of Students for Participation in Knowledge Construction and Interactions;362
11.1.2.1;6.1.2.1 Accountable Authors in Knowledge Construction Processes;363
11.1.2.2;6.1.2.2 Active and Vocal Participants in Interactions;365
11.1.2.3;6.1.2.3 Responsible Co-designers of the Educational Agenda;366
11.1.3;6.1.3 Adaptive Instructional Strategies to Provide Students with Opportunities for Deep Learning;367
11.1.3.1;6.1.3.1 Scaffolding Students’ Participatory Processes of Knowledge Construction;368
11.1.3.1.1;1. Facilitating independent problem solving in small inquiry groups;369
11.1.3.1.2;2. Guided problem solving in the large group;369
11.1.3.1.3;3. Moderating dialogic disciplinary and reflective discussions in the large group;371
11.1.3.1.4;4. Lecturing (including metatalk) and modeling;374
11.1.3.2;6.1.3.2 Cultivating a Productive and Supportive Classroom Community of Learners;376
11.1.3.2.1;1. Intellectual climate of active student sense making;377
11.1.3.2.2;2. Iterative cycles of feedback to further student learning;377
11.1.3.2.3;3. Positive emotional climate of mutual respect, trust, and belonging;377
11.1.4;6.1.4 Challenges to the Implementation of Student-Centered Learning and Instruction;377
11.2;6.2 Educational Implications for Higher Education Policy and Practice;381
11.2.1;6.2.1 Higher Education Classrooms;382
11.2.2;6.2.2 Higher Education Institutions;387
11.3;6.3 Reflections on Potential Limitations of the Research Project;390
11.4;6.4 Summary of Main Results and Contributions;395
11.4.1;1. Scaffolding Students’ Participatory Processes of Knowledge Construction;404
11.4.2;2. Cultivating a Productive and Supportive Classroom Community of Learners Over Time;406
11.5;Notes;409
11.6;Bibliography;411
12;Appendices;420
12.1;Appendix 1: Interview Guidelines Instructor;420
12.2;Appendix 2: Interview Guidelines Students;422
12.3;Appendix 3: Interview Protocols;425
12.4; Appendix 4: Six Coding Inventories;428
12.5;Appendix 5: Course Evaluation Survey;432
13; Glossary;436
14;Bibliography;441
15;Index;446