You are here:

Assessing Learner-Centered Learning: Learners’ Motivation, Learning Strategies and Critical Thinking Skills
PROCEEDINGS

, , Jacksonville State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

In the learner-centered learning environment, students can connect and engage with their peers and with the real world easily. However, there is a gap in the literature examining the relationships between learner-centered approach and online learning strategies. The purpose of this study is to examine the relationship between distance students’ perceptions of learner-centered instructional approach, motivation, learning strategies, and critical thinking skills. Participants were 19 graduate students enrolled in two online courses in the Collaborative Teacher Education Program at a southern university. The participants reported that the online courses they were taking are learner-centered instructions. The results in this study also supported that the distance students who have higher perceptions of learner-centered approach are more likely to have higher motivation/learning strategies and critical thinking skills.

Citation

Tseng, H. & Gardner, T. (2015). Assessing Learner-Centered Learning: Learners’ Motivation, Learning Strategies and Critical Thinking Skills. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 533-537). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from .

© 2015 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W.H. Freeman.
  2. Blue, J., Taylor, B., & Yarrison-Rice, J. (2006). Full-cycle assessment of critical thinking in a general education seminar. Presented at the Undergraduate Assessment Symposium, Cary, NC.
  3. Cheang, K.I. (2009). Effects of learner-centered teaching on motivation and learning strategies in a third-year pharmacotherapy course. American Journal of Pharmaceutical Education, 73(3), Article 42.
  4. Hannum, W.H., Irvin, M.J., Lei, P.-W., & Farmer, T.W. (2008). Effectiveness of using learner-centered principles on student retention in distance education courses in rural schools. Distance Education, 29 (3), 211-229.
  5. Harpe, S.E., & Phipps, L.B. (2008). Evaluating student perceptions of a learner-centered drug literature evaluation course. American Journal of Pharmaceutical Education, 72(6), 1-6.
  6. Kramer, P., Ideishi, R.I., Kearney, P.J., Cohen, M.E., Ames, J.O., Shea, G.B., Schemm, R., & Blumberg, P. (2007). Achieving curricular themes through learner-centered teaching. Occupational Therapy in HealthCare, 21(1/2), 185-198.
  7. Martyn, J., Terwijn, R., Kek, M.Y., & Huijser, H. (2014). Exploring the relationships between teaching, approaches to learning and critical thinking in a problem-based learning foundation nursing course. Nurse education today, 34(5), 829-835.
  8. McCombs, B., & Vakili, D. (2005). A learner-centered framework for e-learning. Teachers College Record, 107(8), 1580-1600.
  9. Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801813.
  10. Rapoo, B. (2000). The relationships among high-school students' perceptions of instructional practices, selfefficacy, and academic achievement in South Africa. Doctoral dissertation, Northern Illinois University.-536-SITE 2015-Las Vegas, NV, United States, March 1-6, 2015
  11. Sparrow, L., Sparrow, H., & Swan, P. (2000). Student-centered learning: Is it possible? In A. Hermann and M.M. Kulski (Eds). Flexible Futures in Tertiary Teaching. Proceedings of the 9th Annual Teaching Learning Forum. Perth: Curtin University of Technology.
  12. Sulaiman, F. (2011). The effectiveness of Problem-Based Learning (PBL) online on students’ creative and critical thinking in physics at tertiary level in Malaysia (Unpublished doctoral dissertation). University of Waikato, Malaysia.
  13. Wang, A.Y., & Newlin, M.H. (2002). Predictors of Web-Student Performance: the role of self-efficacy and reasons for taking an on-line class. Computers in Human Behavior, 18(2), 151-163.
  14. Ware, H.B. (2006). Learner-centered e-learning: An exploration of learner-centered practices in online and traditional instruction in higher education. Doctoral dissertation, Louisiana State University and Agricultural& Mechanical College.
  15. Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Pages You've Visited

Abstracts