Learner-Centered Design: Is Sage on the Stage Obsolete?

Autor/inn/en	Stover, Sheri; Heilmann, Sharon G.; Hubbard, Amelia
Titel	Learner-Centered Design: Is Sage on the Stage Obsolete?
Quelle	In: Journal of Effective Teaching in Higher Education, 1 (2018) 1, S.1-19 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-7608
Schlagwörter	Student Centered Learning; Communities of Practice; Instructional Design; Introductory Courses; Anthropology; Program Implementation; Outcomes of Education; Student Satisfaction; Teaching Methods; Teacher Role; College Faculty; College Students + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Community; Lesson concept; Lessonplan; Unterrichtsentwurf; Einführungskurs; Anthropologie; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Fakultät; Collegestudent
Abstract	This quantitative research study examined one instructor's redesign of her introductory Anthropology course (N = 265) from Teacher-Centered (TC) to Learning-Centered (LC) and the resulting impact on her students' perceptions of Teaching Presence (TP), Social Presence-Interaction (SP-I), Social Presence-Participation (SP-P), Cognitive Presence (CP), and Satisfaction (SAT). Using the Community of Inquiry (CoI) survey (Swan et al., 2008) in a face-to-face classroom environment; results indicated that implementing a LC classroom compared to a TC classroom was found to have a significantly positive impact on students' perceptions of TP (p = 0.021), SP-I (p < 0.001), SP-P (p < 0.001), CP (p = 0.002), and SAT (p = 0.022). Multiple regression results indicated that TP, SP-I-, and SP-P were able to predict 42% of students' level of satisfaction score with TP having the highest level of prediction ([beta]=0.37). Preliminary evidence suggests that instructors who implement LC teaching methodologies can have a positive impact on TP, SP-I, SP-P, CP, and SAT. (As Provided).
Anmerkungen	Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01