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What is Learner-Centered Pedagogy

Chapter 4
Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development
Learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students. Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new information and prior experience.
Published in Chapter:
Placing Technology in Learner-Centered Design through Blended Learning in Post-Secondary Education
Doug Reid (Grant MacEwan University, Canada) and John Ewing (University of Alberta, Canada)
Copyright: © 2017 |Pages: 16
DOI: 10.4018/978-1-5225-0892-2.ch004
Abstract
Two university education courses were converted from face-to-face delivery to a blended learning delivery model. Ideally the conversion took place to leverage new pedagogical understandings and new technologies to improve student learning. The redesign of the courses also came about for economic and scheduling reasons. The result of this conversion was the creation of two new blended learning courses that were designed to be learner centered, constructivist, and reflective. In theory, two different courses were created demonstrating the possibilities available when applying theoretical practices to course redesign. In practice, this allowed pre-service teachers to experience a pedagogically appropriate course that they can use as a model later in their own professional practice. It also emphasized the importance of giving learners control of their learning, their time and valuing their input into course design.
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Chapter 13
A Digital Ecosystem for Teaching-Learning English in Higher Education: A Qualitative Case Study
It refers to a pedagogy that places students at the center of the teaching-learning process. Students are more active and participative, and the process turns knowledge into a negotiation between teachers and students. Furthermore, this pedagogy starts from students’ interests and objectives, and it carries out a learning process based on real situations and materials, using the current technologies to favor this process.
Published in Chapter: A Digital Ecosystem for Teaching-Learning English in Higher Education: A Qualitative Case Study; From: ICT-Based Assessment, Methods, and Programs in Tertiary Education
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Chapter 32
CTE Distance E-Learning Application: A Learner-Centered Approach
An approach to the teaching and learning process which supports the concepts of a learner as an active participant and supports the instructors additional competencies as mediator and facilitator of leanring through learner support techniques and practices.
Published in Chapter: CTE Distance E-Learning Application: A Learner-Centered Approach; From: Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training
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Chapter 11
Delightfully, Difficult Work: Transformation through Teaching and Learning
This refers to the process of teaching and learning in which students are at the heart of curriculum design, classroom interaction and evaluation techniques. For example, students are provided choice of readings, assignments and assessment tools in a class.
Published in Chapter: Delightfully, Difficult Work: Transformation through Teaching and Learning; From: Encyclopedia of Information Communication Technologies and Adult Education Integration
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Chapter 15
The Power of Metaphor in Bringing Clarity for Learners in Learner-Centered Design
Learner-centered pedagogy or student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner’s critical role in constructing meaning from new information and prior experience.
Published in Chapter: The Power of Metaphor in Bringing Clarity for Learners in Learner-Centered Design; From: Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development
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Chapter 34
Self-Assessment in Building Online Communities of Learning
Refers to the process of teaching and learning in which students are at the heart of curriculum design, classroom interaction and evaluation techniques. For example, students are provided choice of readings, assignments and assessment tools in a class.
Published in Chapter: Self-Assessment in Building Online Communities of Learning; From: Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training
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Chapter 2
Assessing the Impact of a Digital Ecosystem to Learn English Pronunciation
It refers to a pedagogy that places students at the centre of the teaching-learning process. Students are more active and participative, and the process turns knowledge into a negotiation between teachers and students. Furthermore, this pedagogy starts from students’ interests and objectives, and it carries out a learning process based on real situations and materials, using the current technologies to favour this process.
Published in Chapter: Assessing the Impact of a Digital Ecosystem to Learn English Pronunciation; From: ICT-Based Assessment, Methods, and Programs in Tertiary Education
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Chapter 48
Blended Learning: The Best of Both Worlds
This refers to the process of teaching and learning in which students are at the heart of curriculum design, classroom interaction and evaluation techniques. For example, students are provided choice of readings, assignments and assessment tools in a class.
Published in Chapter: Blended Learning: The Best of Both Worlds; From: Encyclopedia of Information Communication Technologies and Adult Education Integration
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Chapter 9
Beaches, Temples, and Flying Proas: Reflections on Five Years of Efforts to Foster Learner-Centered Pedagogies at the University of Guam
Encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students.
Published in Chapter: Beaches, Temples, and Flying Proas: Reflections on Five Years of Efforts to Foster Learner-Centered Pedagogies at the University of Guam; From: Optimizing Higher Education Learning Through Activities and Assessments
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Chapter 10
Indigenizing and Mentoring Technology Usage in Undergraduate Teacher Education
Learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students. Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new information and prior experience.
Published in Chapter: Indigenizing and Mentoring Technology Usage in Undergraduate Teacher Education; From: Handbook of Research on Literacy and Digital Technology Integration in Teacher Education
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Chapter 40
Learner-Centered Course Design
This refers to the process of teaching and learning in which students are at the heart of curriculum design, classroom interaction and evaluation techniques. For example, students are provided choice of readings, assignments and assessment tools in a class.
Published in Chapter: Learner-Centered Course Design; From: Encyclopedia of E-Leadership, Counseling and Training
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