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Journal of Student Centered Learning
Volume 3, Number 2, February 2007
Editorial: Cooperative Learning—Why Bother?
By Carol Neague
Using Student Focus Group Interviews to Examine
Undergraduate Problem-Based Learning Experiences
By Elizabeth A. Jones
This article presents findings of focus-group interviews with undergraduate
students in problem-based learning courses. Students reported that working
on real world problems, using research tools and evaluating multiple
resources, as well as doing in-class group work were essential components
for advancing their learning.
Metaphors as Teaching Tools for Abnormal Psychology
By Stephanie L. Brooke
Providing a reservoir of information, metaphors can be useful teaching
tools. Metaphors are symbolic representations of ideas or concepts used in
communication. Although there are a variety of forms of metaphors, such as
narratives, films, anecdotes, and poetry, metaphors can be useful teaching
tools as they illustrate concepts, suggest solutions to problems, and
increase motivation. This paper will examine how metaphors can be used as a
teaching tool. Specifically, the use of metaphors in teaching abnormal
psychology will be discussed.
Calibration Accuracy and Students’ Perceptions of
Instructor Expectations
By C. Brown, L. Garavalia, M.L. Hines, & M. Gredler
Students’ beliefs regarding their academic knowledge, preparedness, and
competence affect the way they perform in the classroom. The accuracy of
those beliefs, termed achievement calibration, affects the time students
invest in studying, the degree to which they persist in meeting challenging
tasks, and their expectations for classroom instruction. The extent to which
calibration accuracy is related to students’ perceptions of instructor
expectations has not been investigated. The present study is an exploratory
investigation of this relationship. In addition, we asked students to
describe what course instructors could do to improve student learning and
then examined distinctions among students based on their calibration
accuracy. Although no significant relationships were found between
calibration accuracy and perceptions of instructor expectations, we found
some distinctions with regard to the suggestions made by better and poorer
calibrators. Students’ suggestions for improving instruction are included.
I’m Sure I Can Tackle Any “Problem:” Improving
Self-Efficacy in a Problem-Based Learning Environment
By Joanna C. Dunlap & Scott Grabinger
By In higher education, our main goal is to prepare students for their
profession. As part of this professional preparation, educators emphasize
the development of knowledge and skills. Unfortunately, less attention is
given to developing students’ self-efficacy as it relates to being a
professional. Since competent task performance requires both adequate skills
and self-efficacy, this omission can be detrimental to students’ ability to
(1) successfully enter and grow in their profession, and (2) be a satisfied
and fulfilled professional. This study examined changes in students’
self-efficacy while engaged in a problem-based learning (PBL) environment.
Using a self-efficacy scale as pre- and post measures and guided journal
entries as process data, students increased their levels of self-efficacy.
Students’ performance accomplishments during the PBL activity provided the
catalyst for their enhanced self-efficacy.
Opening Minds: Unraveling Principles and Practices of
“Cooperative” and “Collaborative” Learning
By Phillip Towndrow
Since their inception, cooperative and collaborative learning methods have
been proposed and used in classrooms with the intention of turning students
from passive recipients of information to active learners working together.
Yet there is little consensus in the literature about what the key terms
“cooperative” and “collaboration” mean or imply in practice. Through a
series of personal reflections, the author seeks to resolve the
cooperative/collaborative conundrum by providing a characterization of
collaborative learning that makes it distinct from other classroom
techniques. Essentially, collaborative learning is portrayed as an
intellectual pursuit that is realized through the extension of human
activity to create values that are greater than the sum of their individual
parts. To show how this is possible, this article identifies various aspects
of a cooperative learning task that can be modified in order to create a
landscape where collaborative endeavors can occur. The case presented is
illustrated with examples of classroom practice drawn from the field of
language pedagogy and, in particular, the use of Information Technology (IT)
in language learning. However, the transformative messages contained in this
article apply equally well to almost any subject area and context, providing
of course, the teacher and learners involved are able to work in a way that
contrasts strikingly with traditional, teacher-centered pedagogy.
Problem-Based Learning: A Prototypical Example of
Learning-Centered Teaching
By Phyllis Blumberg
This article applies a constructed framework on learning-centered teaching
(consisting both of characteristics of learner-centered approaches and
desirable outcomes of these approaches) to one specific instructional
practice, problem-based learning (PBL). Consistently applying this framework
for learning-centered approaches to a specific pedagogical instructional
practice helps faculty to see how they can implement a learning-centered
approach, as well as increase their understanding of this instructional
practice. PBL is chosen because it is a prototypical example of a
learning-centered approach. This article explains PB accepted how PBL fits
each essential characteristic of learner-centered teaching and how it
achieves each desired learning outcome, which together make up the
constructed framework. Relevant literature is also included with each
characteristic or desired outcome. As educators seek to adapt
learning-centered approaches, they find PBL can create a unified
learning-centered environment.
K-16 Collaboration in Preparing the Next Generation of Teachers
By Sally J. Thibodeau and Susan F. Skawinski
Performance assessment in higher education plays a significant role in
determining student success, particularly in teacher preparation programs.
This article describes a collaborative approach to the development and
assessment of student portfolios. Several levels of partnership are examined
with commentary regarding the benefits and costs of such collaboration.
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