This study examined the perceptions of students and instructors in regard to learner-centered pedagogy and web-based learning at a regional public university in a southern state. The study focused on recommendations for online learning, studies of learner-centered pedagogy, and online learning practices such as collaboration, problem-based learning, reflection, asynchronous communication, and authentic learning and assessment. The research examined the students perceptions of learner-centered practices in online and traditional courses of the same instructors throughout one semester. The students perceptions were compared with the instructors perceptions of learner-centered practices in the courses. The qualitative investigation examined each instructors pedagogical beliefs about learner-centered instruction in traditional and online courses and his or her attitudes toward the training in which he or she participated. The degree to which the students perceived the courses as learner-centered revealed a positive relationship between the levels of learner-centered practices and the students motivation and satisfaction with the courses. The results showed that there was no significant difference in the students perceptions of learner-centered practices between the online and the traditional courses. The students felt that instructors were as learner-centered in the online courses as they were in the traditional courses. The qualitative results, combined with the quantitative results revealed that instructors who used more of the strategies and practices recommended in the training were more highly learner-centered. The study resulted in a new training model for learner-centered professional development in online instruction in this university and in others and includes reflective practices for individual instructors.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-11142006-115517 |
| Date | 15 November 2006 |
| Creators | Ware, Helen Bourgeois |
| Contributors | Jerry Willis, Mark Thompson, Yiping Lou, Eugene Kennedy, Janice Hinson |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-11142006-115517/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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