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2082657 |
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|a eng
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| 044 |
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|b الجزائر
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| 100 |
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|a Guellil, Assia
|e Author
|9 627681
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| 245 |
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|a Developing A Learner-Centered Syllabus for Diverse Classes: Generations Z and Y
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| 260 |
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|b المدرسة العليا للأساتذة الشيخ مبارك الميلي بوزريعة
|c 2022
|g أكتوبر
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| 300 |
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|a 536 - 552
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| 336 |
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|a بحوث ومقالات
|b Article
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| 520 |
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|b Learner-centered syllabus presents an opportunity for promoting the students’ sense of ownership of the learning experience. A growing amount of research is emerging about the importance of a learner centered syllabus in generating a powerful learning environment capable of fostering critical thinking, intellectual involvement, and mutual trust. To try to see and understand the course from the student’s perspective is one of the varying approaches to the course syllabus design. Accordingly, in “the gold standard reference”, The Course Syllabus: A Learning-Centered Approach, O’Brien, Mills, and Cohen have displayed a set methods and research findings on how to create a learning centered syllabus. Based on this practical handbook, the present work examines syllabus construction from the teacher’s perspective with an essential consideration of the students’ age ranges, learning styles, and needs. The primary aim of this research is to study the different learning experiences of the latest groups to enter university, “Millennials Versus Generation Z” for evaluating the two generations’ learner centeredness and the development of course syllabi that work for both age groups.
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| 653 |
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|a التطور المنهجي
|a التنمية الفكرية
|a التطورات المعاصرة
|a البرامج التدريبية
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| 692 |
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|b Course Syllabus Development
|b Learning-Centered Approach
|b Generations Z And Y Learning Styles
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| 773 |
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|4 العلوم الإنسانية ، متعددة التخصصات
|6 Humanities, Multidisciplinary
|c 028
|f Al-bāḥiṯ
|l 003
|m مج14, ع3
|o 1436
|s مجلة الباحث
|t Journal of the Researcher
|v 014
|x 9557-1112
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| 856 |
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|u 1436-014-003-028.pdf
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| 930 |
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|d y
|p y
|q n
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| 995 |
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|a HumanIndex
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| 999 |
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|c 1323734
|d 1323734
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