Learning-centered Teaching Practices in the Community College Setting

Learning-centered Teaching Practices in the Community College Setting

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Community colleges have declared their intent to develop into learning-centered institutions. Research in the areas of adult and transformative learning, the scholarship of teaching and learning, constructivism, and the learning paradigm provide strong support for this development. Despite the support, research is lacking in the actual utilization of learning-centered teaching practices. This study examined learning-centered teaching practices in a community college. Results indicated that a high percentage of faculty reported utilization of learning-centered teaching practices. No significant differences existed between faculty and student reports on most items of these practices. The exceptions were items which measured how teachers provide activities that help students accurately assess themselves and their peers. Furthermore, no significant differences were discovered between adjunct and full-time faculty, and between vocational and academic faculty. Recommendations for further study include identification of specific learning-centered teaching practices, observation of faculty members, and continued assessment of the implementation of learning-centered practices in higher education.METHODOLOGY Introduction A mixed-methods design was used to study the extent to which college faculty members ... For this study, a triangulation mixed- methods design was selected to best answer the research questions. ... Interviews were also conducted with faculty and student participants to provide triangulation and to obtain additional information on learning-centered teaching practices.

Title:Learning-centered Teaching Practices in the Community College Setting
Publisher:ProQuest - 2007

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