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![http://reflective-online-teaching.blogspot.com/
Blog entries written by Prof. Jonathan Acuña
are young adults who –at times- lack critical thinking skills and are not fully committed
to teamwork. For this reason, it is difficult to have them work collaboratively along some
of my courses and course tasks due to the individualism that is taught in our Costa Rican
social context, something that is part of our social conditioning.
In my current teaching scenario at Universidad Latina, I have been trying to
implement –empirically, I must admit- some sort of hybrid learning, so students can
empower themselves with autonomous learning and collaborative teamwork. What I have
been doing –steadily- for the last four years is to use the university’s Moodle platform
and my own google sites (as LMSs) to achieve certain learning goals with my students
along the courses they take with me (many of them fully connected to literature and its
branches). My learning tasks are aimed at providing student-centered, critical-thinking
oriented activities that can yield some good long-lasting learning for them.
Llanes, J. (2010, Oct 6). Student-Centered Learning. [Infographic].
I have experienced several challenges while implementing student-
centered/autonomous learning tasks for my students. On the one hand, the change of
the concept of the traditional paper-based exams for online learning tasks is the first](https://image.slidesharecdn.com/challengesofstudent-centeredlearning-140509202846-phpapp02/85/Challenges-of-student-centered-learning-2-320.jpg)
![http://reflective-online-teaching.blogspot.com/
Blog entries written by Prof. Jonathan Acuña
thing students need to substitute in their minds. We do have “exams” which are divided
into smaller chunks over a longer period of time to give them a sense of accomplishment
and growth, and a greater chance to work with some other partners in the understanding
of what they have to do, depending on the course they are enrolled with me. The second
important role they must unlearn from my courses is the traditional submission of their
final products on paper. I have gone green in my courses at the university by eliminating
tons of paper on tests or on works from and for my students. Everything now is delivered
through the Moodle platform for grading and feedback. Lastly, some of the learning
outcomes for tasks imply cooperative learning which means collaborative teamwork. By
empowering them on the final grades their team partners can get via a peer-grading
rubric, there is a better “comprise” from team members, but occasionally you must hop
in to solve student differences in terms of what they do or don’t do.
As we have discussed among colleagues at Universidad Latina, student-centered
learning in F2F settings or online scenarios is fully connected to training students on how
to take advantage of this teaching/learning philosophy. Empowering them with the tools
to continue learning beyond the classroom is important for learners and for their long-life
learning.
Kharbach, M. (2014) The Networked Teacher. [Infographic]. Retrieved from Educational
Technology and Mobile Learning Website: http://2.bp.blogspot.com/-
xXSuaPebmM0/U2QChx83aCI/AAAAAAAAmsA/1IKmi4iBHgk/s1600/1.png
Llanes, J. (2010, Oct 6). Student-Centered Learning. [Infographic]. Included on the article
entitled European Student Union. Retrieved from On Strategic Management of higher
Education Website: http://jrllanes.wordpress.com/tag/student-centered-instruction/](https://image.slidesharecdn.com/challengesofstudent-centeredlearning-140509202846-phpapp02/85/Challenges-of-student-centered-learning-3-320.jpg)
Uploaded byjonacuso
Challenges of student centered learning
This document discusses the challenges of implementing student-centered learning. The author teaches English courses at a university in Costa Rica. He has tried to incorporate more collaborative and autonomous learning tasks using the university's online learning platform. However, he has faced some challenges getting students accustomed to this approach. Students are used to more traditional exams and individual work. Implementing team-based assignments also requires overcoming students' reluctance to work collaboratively. The author divides exams into smaller parts and provides guidance to help students adapt to student-centered learning and take responsibility for their own learning.
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Challenges of student centered learning
- 1. http://reflective-online-teaching.blogspot.com/ Blog entries writtenby Prof. Jonathan Acuña Kharbach, M. (2014) The Networked Teacher. Challenges of Student-Centered Learning Student-centered learning, based on the constructivist philosophy for knowledge- building, is a way to empower students and to have them fully take responsibility for what they are learning in a course. This way of learning is geared towards collaborative activities or tasks that can help students discuss among themselves to reach a common learning goal, which is connected to course specific objectives or course exit profiles. As an English Language Instructor dealing with students in an English Teaching Major, I teach a variety of courses in the English Language Teaching (ELT) program. Some of the courses that I am currently teaching can be easily modified to implement some sort of hybrid learning, especially those in which students have to do some research, think critically, and analyze texts. My students, whose number in class never exceeds 18,
- 2. http://reflective-online-teaching.blogspot.com/ Blog entries writtenby Prof. Jonathan Acuña are young adults who –at times- lack critical thinking skills and are not fully committed to teamwork. For this reason, it is difficult to have them work collaboratively along some of my courses and course tasks due to the individualism that is taught in our Costa Rican social context, something that is part of our social conditioning. In my current teaching scenario at Universidad Latina, I have been trying to implement –empirically, I must admit- some sort of hybrid learning, so students can empower themselves with autonomous learning and collaborative teamwork. What I have been doing –steadily- for the last four years is to use the university’s Moodle platform and my own google sites (as LMSs) to achieve certain learning goals with my students along the courses they take with me (many of them fully connected to literature and its branches). My learning tasks are aimed at providing student-centered, critical-thinking oriented activities that can yield some good long-lasting learning for them. Llanes, J. (2010, Oct 6). Student-Centered Learning. [Infographic]. I have experienced several challenges while implementing student- centered/autonomous learning tasks for my students. On the one hand, the change of the concept of the traditional paper-based exams for online learning tasks is the first
- 3. http://reflective-online-teaching.blogspot.com/ Blog entries writtenby Prof. Jonathan Acuña thing students need to substitute in their minds. We do have “exams” which are divided into smaller chunks over a longer period of time to give them a sense of accomplishment and growth, and a greater chance to work with some other partners in the understanding of what they have to do, depending on the course they are enrolled with me. The second important role they must unlearn from my courses is the traditional submission of their final products on paper. I have gone green in my courses at the university by eliminating tons of paper on tests or on works from and for my students. Everything now is delivered through the Moodle platform for grading and feedback. Lastly, some of the learning outcomes for tasks imply cooperative learning which means collaborative teamwork. By empowering them on the final grades their team partners can get via a peer-grading rubric, there is a better “comprise” from team members, but occasionally you must hop in to solve student differences in terms of what they do or don’t do. As we have discussed among colleagues at Universidad Latina, student-centered learning in F2F settings or online scenarios is fully connected to training students on how to take advantage of this teaching/learning philosophy. Empowering them with the tools to continue learning beyond the classroom is important for learners and for their long-life learning. Kharbach, M. (2014) The Networked Teacher. [Infographic]. Retrieved from Educational Technology and Mobile Learning Website: http://2.bp.blogspot.com/- xXSuaPebmM0/U2QChx83aCI/AAAAAAAAmsA/1IKmi4iBHgk/s1600/1.png Llanes, J. (2010, Oct 6). Student-Centered Learning. [Infographic]. Included on the article entitled European Student Union. Retrieved from On Strategic Management of higher Education Website: http://jrllanes.wordpress.com/tag/student-centered-instruction/
- 4. http://reflective-online-teaching.blogspot.com/ Blog entries writtenby Prof. Jonathan Acuña To fully comprehend the scope of this teaching reflections, it is highly advisable that the following topics must be expanded further: How to empower students in their learning Hybrid learning in college teaching scenarios Student-centeredness in education Cooperative learning in VLEs Professor Jonathan Acuña-Solano ELT Trainer, Instructor & Curriculum Developer based in Costa Rica Active NCTE – Costa Rica Member Resource Teacher & Curricular Developer at CCCN Senior ELT Instructor at Universidad Latina, Costa Rica, since 1998 Contact Information: Twitter @jonacuso Email: jonacuso@gmail.com Pronunciation Development BIN-02 Pronunciation 1 BIN-06 Pronunciation 2 BIN-04 Reading Skills 1 Reading Skills DevelopmentBIN-08 Reading Skills 2 Curated Topics Online TEFL Daily ELT Daily English Language Teaching Journal Phonemics Daily The Linguists: Linguistics News Jonathan’s Learning Attic
- 5. http://reflective-online-teaching.blogspot.com/ Blog entries writtenby Prof. Jonathan Acuña Article published on Friday, May 7, 2014 How to quote this blog entry: Acuña, J. (2014, May 9). Challenges of Student-Centered Learning. Retrieved from Reflective Online Teaching Website: http://reflective-online- teaching.blogspot.com/2014/05/challenges-of-student-centered-learning.html