Document Type

Article

Publication Date

2015

Publication Title

Contemporary Educational Technology

Volume

6

Issue

2

Pages

95-112

Abstract

In this exploratory study, we examined how undergraduate students experience learning in a learner-centered teaching environment and their perceptions of motivation towards learning material in an introductory public speaking communications course. Six faculty members participated in a semester-long study where their teaching strategies were observed. Three faculty members participated in a cognitive apprenticeship where they were taught how to implement learner-centered instructional strategies into their coursework. Participants were 109 students who were enrolled in an introductory public speaking course. Data was collected by means of classroom observations, interviews, and the administration of a survey. Our findings indicated that students who were engaged in learner-centered activities within the communications course demonstrate higher levels of motivation towards the course and are more actively engaged in their learning.

Comments

Contemporary Educational Technology is a truly open-access journal. There is no handling charge or publication fee for authors. They simply submit their manuscripts, the reviewers evaluate the assigned papers, the authors complete the revisions when necessary, and the editors make the decision whether to publish the manuscript or not. If the final decision is positive, the authors are informed and the article appears in one of the upcoming issues.

Original Publication Citation

Stefaniak, J. E., & Tracey, M. W. (2015). An exploration of student experiences with learner-centered instructional strategies. Contemporary Educational Technology, 6(2), 95-112.

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