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.