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

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Published: May 22, 2014
DOI: https://doi.org/10.14434/josotl.v14i3.5065
Keywords:
Learner-Centered Teaching, Learner-Centered Environments, Teacher-Centered Environments

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Catharine F. Bishop
Metropolitan State University of Denver
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.

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How to Cite
Bishop, C. F., Caston, M. I., & King, C. A. (2014). Learner-centered environments: Creating effective strategies based on student attitudes and faculty reflection. Journal of the Scholarship of Teaching and Learning, 14(3), 46–63. https://doi.org/10.14434/josotl.v14i3.5065
Issue
Volume 14, Number 3
Section
Articles
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Author Biography

Catharine F. Bishop, Metropolitan State University of Denver

Department of Health Professions

Assistant Professor/Program Coordinator

Campus Box 33, P.O. Box 173362

Denver, CO  80217

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