STUDENTS-CENTERED APPROACH

Teachers' Perception towards Students-Centered Approach in E-learning

Table of Contents

CHAPTER 01: INTRODUCTION1

Background of the Research1

Aim of the Research1

Theoretical Framework1

CHAPTER 02: LITERATURE REVIEW3

Operational Framework3

Educational Paradigm of E-Learning Institution4

E-Learning Strategies in Classroom5

Student-Centered Approach6

CHAPTER 03: CONCLUSION7

References8

CHAPTER 01: INTRODUCTION

Background of the Research

The traditional process of teaching and learning focused on the transmission of information and the teacher as almost the only source of knowledge, tends to change in recent years in all educational levels to make way for new directions centered pedagogical approaches based on learning and the introduction of the New Information Technology and Communication (ICT) in classrooms.

Aim of the Research

The aim of the research is to discuss the teachers' perception towards students-centered approach in E-learning.

Theoretical Framework

The premise of the operational framework of motivational learning is built on the following assumptions in a teacher/learner environment. First, under an educational philosophy, all students can learn and succeed (Rover 2004, p. 3). Second, academic excellence is defined and actively practiced. Third, innovation, problem identification, and problem solving are expected and required to keep the learning environment fresh with new information that keeps students interested in various course topic areas. Fourth, learning must be joyous through having good teaching and employing effective as well as fun learning strategies (McCombs 2001, p. 182).

It can be said that an effective educational philosophy is one that includes a learning setting taught by a motivated teacher (Maclellan & Soden 2004, p.253). A motivated teacher is one that displays positive effects of instruction on students, has a feeling of accomplishment for a job well done by students, and generates subject matter interest (Darden & Richardson 2003, p.45). These are all areas that may impact a student to be motivated as well. It was suggested in Littleton that motivational characteristics should include active classroom participation and self-determination demonstrated by teachers and students.

CHAPTER 02: LITERATURE REVIEW

Operational Framework

Under operational framework of motivational learning, effective classroom management will also impact a student's motivation to learn in the college classroom (Crick & McCombs 2006, p.423). It was recommended in Brewer and Burgess that a very structured, extremely organized, and outcomes oriented teachers are able to sustain student motivation. In addition, it was noted in Brewer and Burgess that teachers' out of classroom relationship with students is also a significant factor in motivating them. By having outside communication with teachers on an informal level, students may feel the teacher cares about them which may motivate them to achieve more effectively in class as pointed out in Brewer and Burgess.

An operational framework of motivation is one that depicts students who are motivated more to study, and thus display the willingness to strive for a positive academic performance. Academic performance may be judged on both ability and motivation. However, it was indicated in Darden & Richardson (2003, p.45) that students with low ability but demonstrate high motivation are more likely to perform well in a learning environment. In Maclellan & Soden (2004, p.253), it was suggested that there is a correlation to a student earning high grades and ...