Abstract
A group of faculty members, identified through their interest in democratic classroom practices, were surveyed to discover learner-centered educational techniques appropriate for content-laden courses. Respondents from a variety of academic disciplines and instructional levels provided examples and critiques of efficacy. These practices ranged from peer evaluation and small group learning to community of inquiry. While each practice is presented through the context of a specific content area, the implications of these practices across academic disciplines are presented as well.
| Original language | English |
|---|---|
| Pages (from-to) | 83-88 |
| Number of pages | 6 |
| Journal | College Teaching |
| Volume | 53 |
| Issue number | 2 |
| DOIs | |
| State | Published - 1 Apr 2005 |
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Keywords
- facilitating learning
- learner-centered
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Incorporating Course Content While Fostering A More Learner-Centered Environment. / Vega, Quinn; Tayler, Marilyn R.
In: College Teaching, Vol. 53, No. 2, 01.04.2005, p. 83-88.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Incorporating Course Content While Fostering A More Learner-Centered Environment
AU - Vega, Quinn
AU - Tayler, Marilyn R.
PY - 2005/4/1
Y1 - 2005/4/1
N2 - A group of faculty members, identified through their interest in democratic classroom practices, were surveyed to discover learner-centered educational techniques appropriate for content-laden courses. Respondents from a variety of academic disciplines and instructional levels provided examples and critiques of efficacy. These practices ranged from peer evaluation and small group learning to community of inquiry. While each practice is presented through the context of a specific content area, the implications of these practices across academic disciplines are presented as well.
AB - A group of faculty members, identified through their interest in democratic classroom practices, were surveyed to discover learner-centered educational techniques appropriate for content-laden courses. Respondents from a variety of academic disciplines and instructional levels provided examples and critiques of efficacy. These practices ranged from peer evaluation and small group learning to community of inquiry. While each practice is presented through the context of a specific content area, the implications of these practices across academic disciplines are presented as well.
KW - facilitating learning
KW - learner-centered
UR - http://www.scopus.com/inward/record.url?scp=38149112699&partnerID=8YFLogxK
U2 - 10.3200/CTCH.53.2.83-88
DO - 10.3200/CTCH.53.2.83-88
M3 - Article
VL - 53
SP - 83
EP - 88
JO - College Teaching
JF - College Teaching
SN - 8756-7555
IS - 2
ER -