Change from an instructor-centered to a learner-centered instructional strategy: A study of faculty at a community college.
Abstract
The variables found to be significant in influencing change from instructor-centered to learner-centered teaching were faculty development and the characteristics of students---specifically, on campus faculty development programs, the number of underprepared students in classes, and students' own expectations of their learning. Background characteristics of faculty found to be significant were age and years of teaching at the college studied for faculty development and age, years of teaching at the college studied, and total years of teaching experience for characteristics of students. In a questionnaire developed by the researcher, faculty at one community college self reported the extent of change from their teaching style five years ago to their current teaching style on scales that included learner-centered teaching at one end and instructor-centered teaching at the other end. They then indicated the extent of influence of each of the following variables on changing their teaching style: participation in faculty development programs; the influence of institutional reward structures, administrators, peers, students, and curriculum change; teaching with technology; and teaching distance education classes. Most faculty in higher education practice an instructor-centered teaching style even though a learner-centered style is more likely to result in greater gains in intellectual development, critical thinking and problem solving skills, and interpersonal and intercultural skills. Since it is not well understood why some faculty change to more learner-centered teaching and others do not, it is important to identify what may influence faculty to initiate that change. This study's goal was to provide information regarding variables that may influence faculty to initiate changes in their teaching style, more specifically, the variables that are likely to result in faculty changing their traditional instructor-centered teaching style to one focused on the learner.
Collections
- OU - Dissertations [9315]
Related items
Showing items related by title, author, creator and subject.
-
Multiple discriminant analysis applied to American College Test scores for three groups of college majors in four Oklahoma state colleges /
Okhowat, Valiollah, (The University of Oklahoma., 1970) -
An investigation and analysis of music programs in the public community colleges of Tennessee and other public community colleges accredited by the Southern Association of Colleges and Schools with recommendations for continued growth and development.
Kesling, Willard R., (1982)A chapter presents an overview of the historical and philosophical development of the community-junior college movement in the United States and in Tennessee, along with the parallel development of music programs within ... -
How Generation Z college students in the Ferguson College of Agriculture perceive technology in their lives: A Q methodology study
Blackwell, Samantha Ashley (2020-07)Generation Z is the generation everyone is talking about (Dimock, 2019). The oldest are entering the workforce, and the rest are in classrooms (Dimock, 2019). They are the most unique generation to date, and they have been ...