Graduate Thesis Or Dissertation

 

Transitioning from content centered instruction to student centered learning : a qualitative study of one community college instructor's experience Public Deposited

Downloadable Content

Download PDF
https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/3t945t21t

Descriptions

Attribute NameValues
Creator
Abstract
  • For the past 100 years, the prominent instructional model for all public education in the United States has been teacher/content centered with the intent of covering a discrete body of knowledge in a given period of time. As the end of the twentieth century approaches, natural, social, political, and economic forces are influencing community college instructors to transition from content centered instruction to a student centered approach to teaching and learning as part of the national education reform agenda. The purpose of this study was to document, through a case study, the experience of one community college instructor as she attempted to transition from a traditional content focused teaching model to an outcome-based/learner centered model. A literature survey provides a review of education reform as it relates to instructors in a community college. A learner centered training model from industry, is applied as a framework for outcome-based/learner centered instruction in community colleges. Participant observation, surveys, and interviews were the methods used to collect data. Six hypotheses were generated from the study: 1. Learner centered/outcome-based teaching is more complex and takes greater skill in basic teaching techniques than teaching in a traditional content framework. 2. An instructor whose teaching experience has been exclusively content focused may find it difficult to create authentic learning tasks. 3. Collegial influence is a major factor affecting the ability of one instructor to change instructional practices. 4. A single instructor's ability to change instructional practice in one course is limited by the way the program curriculum is designed. 5. Learning is enhanced by human relationships that foster trust and reflective practice. 6. Teaching and learning is complex and multifaceted in nature: it is not a logical linear process.
Resource Type
Date Available
Date Issued
Degree Level
Degree Name
Degree Field
Degree Grantor
Commencement Year
Advisor
Academic Affiliation
Non-Academic Affiliation
Subject
Rights Statement
Publisher
Peer Reviewed
Language
Digitization Specifications
  • File scanned at 300 ppi (Monochrome) using ScandAll PRO 1.8.1 on a Fi-6670 in PDF format. CVista PdfCompressor 4.0 was used for pdf compression and textual OCR.
Replaces

Relationships

Parents:

This work has no parents.

In Collection:

Items