Comparing student, instructor, and expert perceptions of learner-centeredness in post-secondary biology classrooms.

ABSTRACT: Learner-centered classrooms encourage critical thinking and communication among students and between students and their instructor, and engage students as active learners rather than passive participants. However, students, faculty, and experts often have distinct definitions of learner-centeredness, and the paucity of research comparing perspectives of these different groups must be resolved. In the current study, our central research question was how do student, faculty, and expert observer perceptions of learner-centeredness within biology classrooms compare to one another? We sampled 1114 students from fifteen sections of a general biology course for non-majors, and complete responses from 490 students were analyzed. Five valid and reliable tools (two faculty; two student; and one expe

SUBMITTER: Heim AB 

PROVIDER: S-EPMC6040760 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature