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Research Objective and Key Terms Educational Model Development: Powerful Student-Centred Learning Environments Dr. Sabine Hoidn — University of St. Gallen, Switzerland CSR – Data Collection and Analysis Discussion Core components of powerful SCLEs: (1) Aligned curricular design elements (1.-5.) that allow the students to engage with relevant and challenging content so that they achieve the desired learning out- comes; (2) Students are positioned for active participation in knowledge construction and in- teractions as - accountable authors, - active and vocal participants and - responsible co-designers; (3) Instructors apply adaptive instructional strategies to - support students’ participatory processes of knowledge construction and - to cultivate a productive and supportive classroom community of learners; (4) Teaching and learning challenges of student-centred classrooms. Results: Educational Model – Basic Architecture of SCLEs Implications • Situative perspectives on learning and instruction in higher education policy and practice (leverage research findings); • Metacognitive awareness and change of educational beliefs and patterns of classroom interaction on the part of the instructor and students (e.g., dialogic forms of talk); • Well-designed unguided/guided participation-oriented course activities that foster cog- nitive activation and engaged student participation; • Classroom communities of learners that cultivate an intellectual climate, a feedback culture and supportive social relationships; • Promoting the scholarship of teaching in higher education as well as professional facul- ty development and support. References Bakeman, R. & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis (2 nd edition). New York, NY: Cambridge University Press. Engle, R. A. (2006). Framing interactions to foster generative learning: A situative account of transfer in a community of learners classroom. Journal of the Learning Sciences, 15, 451–498. Hoidn, S. (in print). Student-centered learning environments in higher education classrooms. New York, NY and London: Palgrave Macmillan. Land, S. M., Hannafin, M. J. & Oliver, K. (2012). Student-centered learning environments: Foundations, assumptions, and design. In D. H. Jonassen & S. M. Land (eds.), Theoretical foundations of learning environ- ments (pp. 3–25) (2 nd edition). New York, NY: Routledge. Rex, L. A. & Schiller, L. (2009). Using discourse analysis to improve classroom interaction. New York, NY: Routledge. Strauss, A. L. & Corbin, J. (1998). Basics of qualitative research: Technics and procedures for developing grounded theory (2 nd edition). Thousand Oaks, CA: Sage. 2. Ethnographic Case Study Research (CSR) Develop an educational model to guide the design and implementation of powerful student-centred learning environments (SCLEs) in higher education classrooms that pro- vide students with opportunities for deep learning. Data collection methods Collected data Mixed-methods approach Participant observations 41 class sessions (81% of class time) Qualitative Videotaping in the classroom 84 hours (78% of class time) Qualitative and quantitative Semi-structured student interviews 16 interviews, 27 interview hours Qualitative Semi-structured instructor interviews 3 interviews, 6 interview hours Qualitative Course evaluation surveys (students) N = 404; 12 student cohorts Qualitative and quantitative • Unit of analysis: Three different seminars with 25-38 students each, designed by expert instructors at the Harvard Graduate School of Education (teacher education program) • Data selection between Fall 2009 and Spring 2012 • Mixed-methods approach (qualitative and quantitative methods) The research leading to these results has received funding from the European Community’s Seventh Framework Programme (FP7/2007-2013), grant agreement n° 237673. Literature review and synthesis: What common design principles and instructional quali- ty dimensions/features of SCLEs can be derived from learning sciences research in gene- ral, and empirical education research on the effectiveness and quality of learning and ins- truction in particular? Deep learning focuses on sense-making and involves both knowing and doing, with students acquiring the right kind of knowledge at hand and being able to use it in a par- ticular context (e.g., Engle, 2006). Student-centred learning environments are rooted in a constructivist view of learning and instruction that puts the student at the heart of the learning process and unfolds a broad spectrum of teaching and learning practices (Land et al., 2012). Common design principles of SCLEs Instructional quality dimensions/features: Quality of … - Curriculum for under- standing - Customised learning - Supportive community of learners - Ongoing assessment and tailored feedback - Adaptive instruction teaching and learning process - Cognitive activation - Learning-focused activities - Adaptive learning support classroom interaction and climate - Dialogic discourse practices - Norms of interaction - Supportive climate Course design Classroom learning, teaching, interaction and climate Teaching and learning challenges: (d) What are the teaching and learning challenges these student-centred class- rooms present for the instructors and/or students? Instructional strategies: How do the instructors … (b) scaffold participatory processes of knowledge construction? (c) cultivate a classroom community of learners over time? Design elements: (a) What are characteristic curricular design elements and quality features of the student- centred higher education classrooms under study (e.g., course goals and content, course structure, course activities)? Empirical research sub-questions: Empirical study: How do expert instructors in the field of higher education design and bring to life SCLEs that provide students with opportunities for deep learning? Data analysis methods to identify underlying patterns and practices: • Event sampling to record events in the classroom (Bakeman & Gottman, 1997); • Quantitative descriptive analysis of video data using the spreadsheet pro- gramme Microsoft Excel (distribution of class time); • Univariate variance analysis of closed student evaluation questions; • Grounded Theory using a constant-comparison approach to analyse qualitative interview, video and evaluation data (Strauss & Corbin, 1998); • Broad approach to interaction analysis informed by the literature review and applied to relevant video sequences (Rex & Schiller, 2009). Students as - accountable authors - active/vocal participants - responsible co-designers 5. Open-ended as- signments and for- mative assessment 3. Participation- oriented activities and materials 2. Flexible course structure Productive and supportive classroom community of learners High-level learning outcomes (deep learning) 1. Relevant and challenging content Instructors - scaffold participatory processes of know- ledge construction - cultivate a community of learners 4. Well-established routines and norms of interaction Source: Hoidn (in print) 1. Conceptual Framework Development
