| This case study research explores the implementation of a person-centered model of instruction in a web-based graduate reading course. Miller and Mazur's (2001) person-centered model of instruction attempts to meet the changing needs of web-based learning by basing the design of instruction on Rogers's (1969) person-centered learning theory. Three outcomes were theorized from this model: (a) the development of an original and useful creative product; (b) significant learning, which is an accumulation of knowledge and satisfaction with the learning experience, a desire to master the experience and a greater understanding of the problem and its potential solutions; and finally (c) an increase in self-actualization or striving for individual perfection through learning and development of interests. This study compares the application of the person-centered model of instruction course compared to a constructivist instructional approach used in graduate level web-based reading courses regarding implementation of a person-centered model of instruction.; Study results were mixed in this study. Positive self-actualization increases were found in the learners that received the person-centered instruction compared to learners that received constructivist instruction. Learners in the person-centered learning experience developed more detailed and higher quality creative products than those of learners in the constructivist learning experience. Finally, the level of detail, amount of work produced, and the positive reflections about the experience in the person-centered course indicate significant learning, as defined by Rogers, did indeed occur.; The model appears to be problematic, perhaps untenable, in several strategic contexts. First, control was an issue for both the participants and the instructor. Both had problems defining new roles and expectations related to true learner control of instruction. Another implementation issue was the amount of work reported by the instructor related to scaffolding and monitoring the person-centered instructional experience. Finally, the viability of this model beyond smaller sized graduate level classes remains an open question.; Aspects of the person-centered model of instruction were successful, but refinement is still needed to strengthen the model. Additional case studies and systematic investigations are needed to provide additional data regarding implementation of the person-centered model of instruction. |
