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Learning from the experiences of fac...

Hull, Edna B.

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Learning from the experiences of faculty: The process of adopting a learning-centered paradigm.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning from the experiences of faculty: The process of adopting a learning-centered paradigm./
Author:	Hull, Edna B.
Description:	210 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1213.
Contained By:	Dissertation Abstracts International65-04A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3127777
ISBN:	0496750402

Learning from the experiences of faculty: The process of adopting a learning-centered paradigm.
Hull, Edna B.

Learning from the experiences of faculty: The process of adopting a learning-centered paradigm. - 210 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1213.

Thesis (Ph.D.)--University of New Orleans, 2004.

While many colleges and universities are changing their institutional cultures to become learning-centered, little is known of how this change applies to the faculty role. Hence, this study sought meaning to this process by exploring the experiences of community college faculty. Using the qualitative case study research design, one-on-one interviews were conducted to provide insights into the meaning and challenges faculty encounter in shifting from the teaching to the learning paradigm. Findings suggests that in transitioning to the learning paradigm and thus becoming learning-centered, faculty question the impact of their instructional approach on student learning. In asking how teaching affects learning, faculty acknowledge the limitations of teaching-centered instruction and recognize the impetus to become learning-centered. This also involves rethinking teaching and learning and includes giving students an opportunity to share in the learning process, providing an environment conducive to learning, employing learning-centered teaching strategies and respecting student differences. Further analysis revealed that in becoming learning-centered faculty assume an advocacy role in support of learning. As advocates, faculty become astute observers of learning, engage in pedagogical renewal activities, critically reflect on teaching and learning as well as encounter risks and barriers in becoming learning-centered. Implications for policy and practice are discussed along with recommendations for future research.

ISBN: 0496750402Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Learning from the experiences of faculty: The process of adopting a learning-centered paradigm.
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245 1 0 $a Learning from the experiences of faculty: The process of adopting a learning-centered paradigm.
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500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1213.
500 $a Adviser: Barbara J. Johnson.
502 $a Thesis (Ph.D.)--University of New Orleans, 2004.
520 $a While many colleges and universities are changing their institutional cultures to become learning-centered, little is known of how this change applies to the faculty role. Hence, this study sought meaning to this process by exploring the experiences of community college faculty. Using the qualitative case study research design, one-on-one interviews were conducted to provide insights into the meaning and challenges faculty encounter in shifting from the teaching to the learning paradigm. Findings suggests that in transitioning to the learning paradigm and thus becoming learning-centered, faculty question the impact of their instructional approach on student learning. In asking how teaching affects learning, faculty acknowledge the limitations of teaching-centered instruction and recognize the impetus to become learning-centered. This also involves rethinking teaching and learning and includes giving students an opportunity to share in the learning process, providing an environment conducive to learning, employing learning-centered teaching strategies and respecting student differences. Further analysis revealed that in becoming learning-centered faculty assume an advocacy role in support of learning. As advocates, faculty become astute observers of learning, engage in pedagogical renewal activities, critically reflect on teaching and learning as well as encounter risks and barriers in becoming learning-centered. Implications for policy and practice are discussed along with recommendations for future research.
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