A hybrid facilitation model for inexperienced students via integration of teacher-centred and student-centred roles
Inadequate experience in handling Student�Centred Learning (SCL) approaches may hinder teachers from demonstrating the full spectrum of the facilitation as proposed in the Heron facilitation model. Therefore, this study was undertaken to investigate the utility of the Heron facilitation mode...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Sciresol
2022
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| Subjects: | |
| Online Access: | http://eprints.uthm.edu.my/7495/1/J14387_0585628ae8cb07af6c7b3f07191e7f8a.pdf http://eprints.uthm.edu.my/7495/ |
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| Summary: | Inadequate experience in handling Student�Centred Learning (SCL) approaches may hinder teachers
from demonstrating the full spectrum of the facilitation as
proposed in the Heron facilitation model. Therefore, this
study was undertaken to investigate the utility of the Heron
facilitation model in SCL among teachers and students of
higher educational institutions who are relatively
inexperienced in SCL. The participants were 177 teachers
from a higher engineering educational institution, and a
survey using questionnaires was carried out to gauge their
experience with the SCL facilitation methods. The results
obtained by using the Exploratory Factor Analysis (EFA)
indicate the presence of four new dimensions instead of six,
as proposed in the Heron model, namely planning, shared
decision-making, flexible teamwork, and shared outcome.
The first construct indicates teacher-empowered teaching,
while the other three indicate students’ empowered learning.
The finding provides a set of new guidelines for novice
teachers in planning the facilitation of SCL. |
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