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Section 1: Context Setting -- Chapter 1: Reimagining Higher Education in the Post-Pandemic World -- Section 2: Enhancing Students' Online Learning Experience Through Teacher-Learner Partnership -- Chapter 2: Developing a Framework to Evaluate the Mediating Role of Self-Regulated Learning (SRL) Strategies in Blended Learning Courses -- Chapter 3: Taking a Leap to Education 4.0 -- Chapter 4: Educator-Student Partnership -- Chapter 5: Investigating the Relationship Between Self-Efficacy and Academic Outcome in Mathematics -- Chapter 6: Participatory Approach in Reusable Learning Object (RLO) Development Using ASPIRE Framework -- Section 3: Teacher-Learner Partnership in Capacity-Building Opportunities -- Chapter 7: Integrating Service Learning Into Higher Education Curriculum -- Chapter 8: Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students -- Chapter 9: Student-Faculty Partnership -- Chapter 10: Exploring the Relationship Between Learners' Uncertainty Level and Learning Performance in an Authentic Problem-Based Learning Environment -- Chapter 11: Students' Co-Ownership of Summative Assessment Marking Criteria Towards a More Democratic Assessment in Higher Education. -- Section 4: Partnership Towards Innovative Curriculum Design -- Chapter 12: Innovating Teaching Pedagogy Through Teacher-Learner Partnership -- Chapter 13: Students as Partners in Architectural Design Education -- Chapter 14: Teaching Engagement Scale Alignment Towards Purpose-Driven Delivery -- Chapter 15: Partnership of Learning Construction Through Model Making -- Chapter 16: Transforming Learning Experience to Achieve Learning Outcome -- Compilation of References -- About the Contributors -- Index.

Empowering learners for life requires a fundamental shift in higher education curriculum design. New priorities, pedagogies, technologies, spaces, and assessment strategies are required to enable learners to take ownership of their learning. "Student-centeredness" concepts are still prescriptive in nature as most decisions on curriculum, assessment, teaching, and learning approaches are still teacher-centric. Teachers are developing student-centered learning environments without the involvement of the learners in the planning, decision making, and/or design process. In addition, some lecturers are still practicing the traditional approaches of content delivery and conventional assessment methods rather than experimenting with innovative practices suited for student-centered approaches. Therefore, there is an ongoing need for research focused on the importance and effectiveness of a paradigm shift in education that involves student-teacher partnerships, fueled by innovative teaching and learning designs, where students take an active role and contribute as partners in learning. Transforming Curriculum Through Teacher-Learner Partnerships captures experiences and evidence among teachers in exploring the possibility of active student participation in curriculum design, delivery, and assessment through teacher-learner partnership. The chapters address issues of teacher-learner partnerships in designing the learning environment and how student-centered methods create resilient, adaptable, and future-capable learners. While highlighting topics within this scope such as learner autonomy, learning performance, self-efficacy, and teaching pedagogy, this book is ideally intended for teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students interested in issues related to the teacher-learner

partnership.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2021. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.