Learner-centered environments: Creating effective strategies based on student attitudes and faculty reflection

Catharine F. Bishop, Michael I. Caston, Cheryl A. King

Abstract


Learner-centered environments effectively implement multiple teaching techniques to enhance students' higher education experience and provide them with greater control over their academic learning. This qualitative study involves an exploration of the eight reasons for learner-centered teaching found in Terry Doyle's 2008 book, Helping Students Learn in a Learner Centered Environment. Doyle's principles were investigated through the use of surveys, student focus group interviews, and faculty discussions to discover a deeper understanding of the effects a "learner-centered" teaching environment has on long term learning in comparison to a "teacher-centered" learning environment. These data revealed five primary themes pertaining to student resistance to learner-centered environments. The results assisted in the development of strategies educators can adopt for creating a successful learner-centered classroom.

Keywords


Learner-Centered Teaching; Learner-Centered Environments; Teacher-Centered Environments

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DOI: https://doi.org/10.14434/josotl.v14i3.5065