Further Reading

Learner centered teaching results in greater student success. Epistemological beliefs about teaching are the most important predictor of change in teaching practices (Blumberg, p. 247, 2009). Do you believe that learner-centred teaching is superior to instructor-centred practices? It is important to reflect upon one’s own teaching philosophy when considering making changes to what you do in your classes.

Baldwin, A., & Koh, E. (2012). Enhancing student engagement in large, non-disciplinary first year survey courses. International Journal of Teaching and Learning in Higher Education, 24(1), 113-121.

The authors studied the impact of changes in methods of assessment on student engagement in a first year history course at an Australian University. The connection between surface/deep learning, challenges associated with the transition to post-secondary learning, and reasons for disengagement provide material for consideration. Through the incorporation of specific formative and summative, assessment mechanisms, positive results were noted in assessment scores, student engaging in deeper learning, and increased engagement with course material.
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Blumberg, P. (2009). Developing learner-centered teaching: A practical guide for faculty. San Francisco: Jossey-Bass.

For each of Weimer’s five dimensions of learner-centred teaching (the function of content; the role of the instructor; the responsibility for learning; the purposes and processes of assessment; the balance of power), this book is a valuable resource for assessing one’s current teaching practice, and provides tools for change. Filled with research-based techniques, clear processes and planful strategies, it will be useful for those who are looking for additional ways to incorporate learner-centred teaching in their classes, as well as those who question the validity of the approach. Blumberg acknowledges resistance (and reasons for it) from numerous places (including students and institutional), and suggests various strategies to work through it.
Via RDC Library

Thompson, J., Licklider, B., & Jungst, S. (2003). Learner-centered teaching postsecondary strategies that promote “thinking like A professional.” Theory into Practice, 42(2), 133.

The authors propose instructional strategies to promote self-regulation (thinking about thinking, and “real-time” feedback while on task), and discuss the specific application of three strategies. Venn diagrams and categorization grids can be implemented using progressive strategies that encourage deeper learning. Similes are presented as a way for students to practice abstract thinking, examine patterns, similarities and differences. Sufficient detail is provided in order to make decisions about the usefulness of the strategies in one’s own teaching practices.
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Unver, G. (2010). Faculty members’ efficiency in learner-centred approach: Perspectives from the social sciences faculties. Eurasian Journal of Educational Research (EJER), (41), 183-199.

This study, conducted at Ege University in Turkey, surveyed faculty and students regarding their opinions about practices in learner-centred teaching in their classes. It was found that faculty members’ opinions about their efficiency in learner centred approaches is significantly higher than the opinions reported by their students. With the study’s limitations clearly noted, the article is thought-provoking as it captures previous research and provides an informative summary of the research study.
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Wright, G. B. (2011). Student-centered learning in higher education. International Journal of Teaching & Learning in Higher Education, 23(1), 92-97.

Brown Wright identifies applications that connect to Weimer’s five practices of learner-centered teaching. Providing a valuable list of resources for further study, the review of pedagogical practices also recognizes some of the challenges, whether inherent in making changes, or related to resistance factors. This is a useful article if one is looking for methods of learner-centered practice, as it draws on recent and current practices within college-based disciplines.
View Article via RDC Library

updated July 19, 2013