: Sabine Hoidn
: Student-Centered Learning Environments in Higher Education Classrooms
: Palgrave Macmillan
: 9781349949410
: 1
: CHF 85.40
:
: Erwachsenenbildung
: English
: 460
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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.
Dedication5
Contents7
Abbreviations9
List of Figures10
List of Tables11
Chapter 1: Introduction14
1.1 The Changing Context of Higher Education in Europe15
1.2 Student-Centered Learning as a Promising Pedagogical Approach for Higher Education?17
1.3 Research Objective and Research Questions22
Notes26
Bibliography28
Chapter 2: Constructivist Foundations and Common Design Principles of Student-Centered Learning Environments35
2.1 Constructivist Perspectives and Learning and Instruction Models35
2.1.1 Cognitive Constructivism Focusing on the Individual Mind36
2.1.1.1 Common Characteristics36
1. Learning as a cognitive knowledge construction process36
2. Learning and motivation37
3. Importance of the social and cultural environment38
2.1.1.2 Aebli’s Model of Problem-Based Construction39
2.1.1.3 Duckworth’s Model of Critical Exploration42
1. Represented challenge43
2. The role of the students in the learning process44
3. The role of the teacher in the learning process45
2.1.1.4 Summary46
2.1.2 Social Constructivism Focusing on Interactions among Individuals and Society47
2.1.2.1 Common Characteristics48
1. Learning as a social knowledge construction process48
2. Learning and motivation48
3. Importance of the social and cultural environment49
2.1.2.2 Communities of Learners Models50
2.1.3 Situativity Theory and Situated Models55
2.1.3.1 Situative Views on Cognition and Learning55
2.1.3.2 Activity Theory: Classrooms as Activity Systems57
2.1.3.3 Semantic Versus Systemic Principles of Interactions59
2.1.3.4 Concepts of Practices in Activity Systems61
1. Dialogic discourse practices62
2. Norms of interaction64
3. Affordances of the learning task65
2.1.4 Criticism of and Misconceptions about Constructivist Perspectives66
2.1.4.1 Criticism of Constructivist Ideas on Learning and Instruction66
2.1.4.2 Misconceptions about Constructivist Perspectives69
2.2 Design Frameworks for Student-centered Learning Environments71
2.2.1 “How People Learn”: Four Perspectives on Effective Learning Environments77
2.2.2 The Teaching for Understanding Framework81
2.2.3 A Framework for Designing Cognitive Apprenticeship Learning Environments85
2.2.4 Constructively Aligned Learning Environments89
2.2.5 A Framework for Designing Powerful Learning Environments92
2.3 Summary and Conclusions: Common Design Principles of Student-Centered Learning Environments95
2.3.1 Curriculum for Understanding95
2.3.2 Customized Learning96
2.3.3 Supportive Community of Learners97
2.3.4 Ongoing Assessment and Feedback98
2.3.5 Adaptive Instruction99
Notes101
Bibliography103
Chapter 3: Empirical Education Research on the Effectiveness and Quality of Learning and Instruction116
3.1 Process-Outcome Research on Instructional Effectiveness in Higher Education117
3.1.1 Research Context and Methods117
3.1.2 Effective Instructor Behavior and Students’ Learning Outcomes119
3.2 Effectiveness Research on Self-Regulated Learning and Instruction124
3.2.1 The Self-Regulated Learner125
3.2.2 Instructors’ Conceptions of Teaching126
3.2.3 Zimmerman’s Social-Cognitive Model of Self-Regulated Learning128
3.2.4 The Importance of Context for Self-Regulation of Learning and Motivation130
3.2.5 Effective Ways to Promote Self-Regulation among Students131
3.3 Effectiveness of Problem-Based Learning in Higher Education134
3.3.1 The Concept of Problem-Based Learning134
3.3.2 Research Findings on the Effectiveness of Problem-Based Learning136
3.4 Empirical Instructional Research on Quality Features of Teaching and Learning143
3.4.1 Effective Surface-Level and Deeper-Level Features of Learning and Instruction144
3.4.2 Basic Dimensions of Deeper-Level Features of Instructional Quality and Students’ Cognitive and Noncognitive Development149
3.4.3 Teachers’ Professional Competence and High-Quality Instruction153
3.4.3.1 A Model of Teachers’ Professional Competence154
3.4.3.2 Professional Competence and Instructional Quality155
3.4.3.3 University-Based Teacher Education and Knowledge Acquisition157
3.5 Summary and Conceptual Framework Outline158
Notes161
Bibliography164
Chapter 4: Multiple Ethnographic Case Study Research of Student-Centered Learning Environments in Higher Education Classrooms179
4.1 Rationale for Multiple Ethnographic Case Study Research179
4.2 Overview of the Research Design of the Empirical Study182
4.3 Case Study Selection Process186
4.3.1 Selection of the Empirical Study Site: Harvard Graduate School of Education186
4.3.2 Purposeful Selection of Three Ethnographic Cases188
4.3.2.1 Ethnographic Case Study Selection Criteria189
1. Expert instructors in higher education190
2. Constructivist instructor beliefs190
3. Student-centered learning environments192
4.3.2.2 Rationale for Case Selection Process192
4.3.2.3 Student, Instructor, and Course Characteristics194
4.4 Data Collection Methods and Instruments200
4.4.1 Participant Observations and Class Documents201
4.4.1.1 Instrument Design: Participant Observations201
4.4.1.2 Procedure and Rationale202
4.4.2 Semi-structured Interviews with Instructors and Students203
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