Learner-Centered Pedagogical Practices That Facilitate Engagement and Learning
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| Title: | Learner-Centered Pedagogical Practices That Facilitate Engagement and Learning |
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| Language: | English |
| Authors: | Haber-Curran, P., Dean-Scott, S. |
| Source: | Journal on Excellence in College Teaching. 2022 33(3):95-122. |
| Availability: | Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://celt.miamioh.edu/ject/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Centered Learning, Educational Strategies, College Faculty, College Students, Active Learning, Teacher Attitudes, Student Attitudes, Experiential Learning |
| ISSN: | 1052-4800 1945-2993 |
| Abstract: | This article focuses on learner-centered pedagogical strategies that quality educators employ in their teaching. Using an interpretive phenomenological approach drawing on interviews with faculty members and students, observation of teaching, and document review, the authors examined ways that faculty members engaged students and facilitated learning through their teaching practice. Three key themes emerged: (1) using a variety of learning approaches and opportunities; (2) focusing on applied learning; and (3) promoting reflective understanding. The findings are discussed and implications are provided to inform classroom teaching, faculty development, and co-curricular contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Access URL: | https://celt.muohio.edu/ject/issue.php?v=33&n=3 |
| Accession Number: | EJ1361345 |
| Database: | ERIC |
| Abstract: | This article focuses on learner-centered pedagogical strategies that quality educators employ in their teaching. Using an interpretive phenomenological approach drawing on interviews with faculty members and students, observation of teaching, and document review, the authors examined ways that faculty members engaged students and facilitated learning through their teaching practice. Three key themes emerged: (1) using a variety of learning approaches and opportunities; (2) focusing on applied learning; and (3) promoting reflective understanding. The findings are discussed and implications are provided to inform classroom teaching, faculty development, and co-curricular contexts. |
|---|---|
| ISSN: | 1052-4800 1945-2993 |
