Person-Centered Theory and Practice: Small Versus Large Student-Centered Courses

Person-Centered Theory and Practice: Small Versus Large Student-Centered Courses

Abstract

Student-centered education has roots in classical person-centered theory, emphasizing teacher-student relationships, learning atmosphere, experiential learning, shared influence, and student choice. The chapter will articulate Carl Rogers’ central premises for teaching and learning and provide bridges to newer examples of student-centered education, such as those found in the Learner-Centered Principles and in Person-Centered technology-enhanced Learning (PCeL). Meta-analysis involving more than 100 studies has demonstrated the effectiveness of student-centered education, particularly for affective outcomes, which included studies from higher education settings with diverse populations in international settings. While the practice of student-centered instruction draws upon many traditions, this chapter will emphasize two cases grounded in relational, person-centered theory and illustrating two complementary application spheres, both integrating web-technology in a way to strengthen contact and students’ engagement. The first case will illustrate a small, seminar-like course in communication (20 students), the second a large course in project management (150 students). Brief, structured practice examples will emphasize students’ voices.

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Authors
  • Motschnig, Renate
  • Cornelius-White, J. H. D.
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Editors
  • Hoidn, Sabine
  • Klemenčič, Manja
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Shortfacts
Category
Book Section/Chapter
Divisions
Computer Science Didactics and Learning Research Center
Subjects
Ausbildung, Beruf, Organisationen
Angewandte Informatik
Informatik in Beziehung zu Mensch und Gesellschaft
Title of Book
Handbook of Student-Centered Learning and Instruction in Higher Education
Page Range
pp. 269-289
Date
29 July 2020
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