| This study examined the effectiveness of learner-centered education (LCE), through a case study analysis of LCE implementation at Arizona State University (ASU). In contrast to traditional teaching-centered approaches, LCE places greater emphasis upon students, prompting them to participate actively in learning activities and to share responsibility for their progress.; Under the purview of the Arizona Board of Regents Tri-University LCE grant (2005-06 funding cycle), I developed four questions to guide this research: (1) what are the potential advantages and disadvantages of an LCE-mediated environment; (2) to what extent can faculty meet their intended learning outcomes utilizing LCE methodologies; (3) how do the experiences of students and faculty operating within an LCE framework differ by academic discipline; and (4) by what channels, formal or otherwise, is LCE advocated at departmental, college, and university-wide levels.; Study participants derived from individuals who partook in the 2005-06 Tri-University LCE grant, in addition to participants of an earlier funding cycle. Regarding the former, I selected instructors from ASU who taught a spring 2006 course using LCE methods, along with students enrolled in these courses. Data collection occurred through semi-structured interviews with instructors and students, classroom observations, and document analysis. Additionally, I interviewed ASU instructors from the 2004-05 Tri-University LCE funding cycle.; Data revealed that LCE has the potential to enhance student attainment of learning outcomes. Indeed, within the context of this relationship between LCE and learning goals, instructors discussed numerous advantages the approach has to offer, including enhanced student involvement, increased motivation and efficacy, and greater accountability on the part of students to achieve learning outcomes, among others. Student commentary, in addition to my own classroom observations and document analysis, likewise reaffirmed such advantages. Despite these benefits, not all instructors utilized LCE techniques equally, suggesting individual and/or disciplinary differences in the adoption of the approach. Of even greater concern, particularly within a research-based institution such as ASU, is the tenure system, which appears to threaten the widespread implementation of LCE. The challenge, therefore, is to promote LCE to make it appealing and practical to a wide range of audiences (faculty and administrators alike), thereby ensuring its successful adoption. |
