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Assessing Learner-Centered Learning: Learners’ Motivation, Learning Strategies and Critical Thinking Skills
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, , Jacksonville State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In the learner-centered learning environment, students can connect and engage with their peers and with the real world easily. However, there is a gap in the literature examining the relationships between learner-centered approach and online learning strategies. The purpose of this study is to examine the relationship between distance students’ perceptions of learner-centered instructional approach, motivation, learning strategies, and critical thinking skills. Participants were 19 graduate students enrolled in two online courses in the Collaborative Teacher Education Program at a southern university. The participants reported that the online courses they were taking are learner-centered instructions. The results in this study also supported that the distance students who have higher perceptions of learner-centered approach are more likely to have higher motivation/learning strategies and critical thinking skills.

Citation

Tseng, H. & Gardner, T. (2015). Assessing Learner-Centered Learning: Learners’ Motivation, Learning Strategies and Critical Thinking Skills. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 533-537). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 17, 2019 from .

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