Exploring Transition in Higher Education: Engagement and Challenges in Moving from Teacher-Centered to Student-Centered Learning

Autor/inn/en	Awacorach, Judith; Jensen, Iben; Lassen, Inger; Olanya, David Ross; Zakaria, Hanan Lassen; Tabo, Geoffrey Olok
Titel	Exploring Transition in Higher Education: Engagement and Challenges in Moving from Teacher-Centered to Student-Centered Learning
Quelle	In: Journal of Problem Based Learning in Higher Education, 9 (2021) 2, S.113-130 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2246-0918
Schlagwörter	Problem Based Learning; Teaching Methods; Higher Education; Sustainability; Universities; Outreach Programs; Workshops; Masters Programs; Graduate Students; Employment Potential; Teacher Student Relationship; Power Structure; Learning Processes; Research Skills; Student Centered Learning; Foreign Countries; Capacity Building; College Faculty; International Cooperation; Uganda; Denmark + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Nachhaltigkeit; University; Universität; Jobcoaching; Lernwerkstatt; Schulung; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; Forschungsleistung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Fakultät; Internationale Kooperation; Internationale Zusammenarbeit; Dänemark
Abstract	The overall purpose of this study is to prefigure the feasibility of Problem Based Learning (PBL) for building research and employability capacity of MA-students in the context of Gulu University. Following a description of the basic tenets of PBL, we explain how PBL was used in experimental community outreach workshops for MA-students between 2016 and 2019. More specifically we identify traces of traditional learning practices and discuss to what extent the new learning approach might change the student-teacher power relationship. Methodologically and analytically, our study draws on a practice theory model developed by Kemmis and Mutton (2012). Although our findings indicate subtle traces of a traditional student-teacher relationship, the analyses indicate that the PBL learning mode is a promising candidate for strengthening research capacity in view of preparing students for post-graduate employability and community transformation. The workshops were organized collaboratively as part of the Danida-funded programme Building Stronger Universities. (As Provided).
Anmerkungen	Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01