Student-Centered Learning Environments in Higher Education Classrooms

Student-Centered Learning Environments in Higher Education Classrooms

Sabine Hoidn Student-Centered Learning Environments in Higher Education Classrooms

Sabine Hoidn St. Gallen, Switzerland ISBN 978-1-349-94940-3 ISBN 978-1-349-94941-0 (ebook) DOI 10.1057/978-1-349-94941-0 Library of Congress Control Number: 2016946885 The Editor(s) (if applicable) and The Author(s) 2017 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Cover illustration: Michael Dwyer / Alamy Stock Photo Printed on acid-free paper This Palgrave Macmillan imprint is published by Springer Nature The registered company is Nature America Inc. The registered company address is: 1 New York Plaza, New York, NY 10004, U.S.A.

For Hilda

This book is part of a postdoctoral research project that has received funding from the European Community s Seventh Framework Program (FP7/2009 2013) under Grant Agreement no. 237673 (Marie Curie scholarship).

CONTENTS 1 Introduction 1 2 Constructivist Foundations and Common Design Principles of Student-Centered Learning Environments 23 3 Empirical Education Research on the Effectiveness and Quality of Learning and Instruction 105 4 Multiple Ethnographic Case Study Research of Student-Centered Learning Environments in Higher Education Classrooms 169 5 Characteristic Curricular Design Elements and (Deeper-Level) Quality Features of the Student-Centered Classrooms Under Study 221 6 Situative Educational Model for the Design of Powerful Student-Centered Learning Environments 341 ix

x CONTENTS Appendices 411 Glossary 427 Bibliography 433 Index 439

ABBREVIATIONS CK EHEA HEIs HGSE ODGs PBL PCK PPK SCL SCLEs SRL Content knowledge European Higher Education Area Higher education institutions Harvard Graduate School of Education Online discussion groups Problem-based learning Pedagogical content knowledge Pedagogical/psychological knowledge Student-centered learning Student-centered learning environments Self-regulated learning xi

LIST OF FIGURES Fig. 1.1 Empirical research sub-questions 12 Fig. 2.1 Learning and teaching functions intertwined 29 Fig. 2.2 Three educational components of critical exploration in the classroom 31 Fig. 2.3 The structure of an activity system 46 Fig. 2.4 Perspectives on effective learning environments 66 Fig. 2.5 The Teaching for Understanding Framework 70 Fig. 2.6 Model of constructive alignment 79 Fig. 3.1 Phases and subprocesses of self-regulation 118 Fig. 3.2 Triarchic model of basic dimensions of instructional quality and their effects on student learning and motivation 138 Fig. 4.1 Overview of the research design of the empirical study 173 Fig. 4.2 Situative analysis of opportunities for deep learning 196 Fig. 5.1 Content- versus process-orientated talk case comparison (in %) 255 Fig. 5.2 Social form of instructional activities case comparison (in %) 258 Fig. 5.3 Main course activities in the three classrooms (in %) 260 Fig. 5.4 Student activities (in %) 261 Fig. 5.5 Teacher roles (in %) 262 Fig. 5.6 Fig. 6.1 Re-occurring teaching patterns in the classroom case comparison (in %) 266 Situative educational model basic architecture of powerful SCLEs 345 xiii

LIST OF TABLES Table 2.1 Cognitive versus social perspective on constructivist learning and instruction 42 Table 2.2 Situative analysis cognitive phenomena versus situative concepts 48 Table 2.3 Common design principles: Contrasting student-centered design frameworks 60 Table 2.4 Common design principles of student-centered learning environments 88 Table 3.1 Effective surface-level and deeper-level features of learning and instruction 134 Table 3.2 Basic dimensions and features of instructional quality: Cognitive activation, classroom management, and supportive climate 141 Table 3.3 Conceptual framework common design principles and instructional quality dimensions/features of classroom learning, teaching, interaction, and climate 148 Table 4.1 Data-planning matrix for the empirical study 174 Table 4.2 Case study tactics 177 Table 4.3 Selection criteria for ethnographic case selection 181 Table 4.4 Student characteristics 185 Table 4.5 Instructor and course characteristics 186 Table 4.6 Overview of the data collected for the three ethnographic case studies 191 Table 4.7 Qualitative data analysis codes and categories 197 Table 4.8 Content log excerpt (Brown case, 10.09.2010) 201 xv

xvi LIST OF TABLES Table 4.9 Number of respondents ( N ) to course evaluation surveys per course in a given year together with means and standard deviations (2008 2011) 209 Table 4.10 Main HGSE Ed.M./CAS programs (in %) 211 Table 4.11 Reason for course enrollment (in %) 211 Table 5.1 Smith case principles for class discussion 227 Table 5.2 Smith case aligned assignments/assessment tasks 228 Table 5.3 Lee case class norms 237 Table 5.4 Lee case aligned assignments/assessment tasks 238 Table 5.5 Brown case course content 241 Table 5.6 Brown case class norms 247 Table 5.7 Brown case aligned assignments/assessment tasks 249 Table 5.8 Smith case principles for class discussion 251 Table 5.9 Overview of characteristic curricular design elements and related quality features 270 Table 5.10 Overview cross-case analysis of deeper-level quality dimensions and features 274 Table 5.11 Deeper-level instructional quality features to facilitate students (joint) explorations 287 Table 5.12 Deeper-level instructional quality features of discussion- based activities (whole class) 296 Table 5.13 Deeper-level instructional quality features of lecturing/metatalk and modeling 302 Table 5.14 Deeper-level instructional quality features of a classroom community of learners 305 Table 5.15 Overview of deeper-level instructional quality dimensions and features 327 Table 6.1 Instructional strategies to facilitate independent problem solving in small inquiry groups 360 Table 6.2 Instructional strategies to guide problem solving in the large group 362 Table 6.3 Instructional strategies to facilitate disciplinary discussions in the large group 363 Table 6.4 Instructional strategies to facilitate reflective discussions in the large group 364 Table 6.5 Instructional strategies for lecturing/metatalk and modeling 366 Table 6.6 Instructional strategies to cultivate an intellectual climate of active student sense making 368 Table 6.7 Instructional strategies to cultivate iterative cycles of feedback to further student learning 369

LIST OF TABLES xvii Table 6.8 Table 6.9 Instructional strategies to cultivate a positive emotional climate of mutual respect, trust, and belonging 370 Overview teaching and learning challenges in student-centered classrooms 372