Evidence-Based Strategies for Creating Learner-Centered Virtual Classrooms in Psychology Graduate

Courses Nancy S. Bostain, Ph.D.

Nick McAuliffe, M.S. Arnie Witchel, DBA

Objectives• LC Beliefs Inventory

• Review LC Principles & Factors

– Metacognitive & Cognitive Factors

– Motivation & Affective Factors

– Developmental & Social Factors

– Individual Differences Factors

• Examples of LC Practices in the Virtual Environment

• Student Comments/Reactions to LC course

• Applying LC Principles across Disciplines

• Skill Building Activity

Learner-Centered (LC) Defined

a focus on individual learners (their experiences,

perspectives, backgrounds, talents, interests, capacities, and

needs) with a focus on LEARNING (the best available

knowledge about learning and how it occurs and about teaching

practices that are the most effective in promoting the highest

level of motivation, learning, and achievement for all learners)

(McCombs, 2000, p. 1)

– Nature of learning: The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience.

– Goals of learning: The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.

– Construction of knowledge: The successful learner can link new information with existing knowledge in meaningful ways.

Metacognitive & Cognitive Factors

Metacognitive & Cognitive Factors (con’t)

– Strategic thinking. The successful learner can create and use a variety of thinking and reasoning strategies to achieve complex learning goals.

– Thinking about thinking. Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.

– Context of learning. Learning is influenced by environmental factors, including culture, technology, and instructional practices.

Motivation & Affective Factors

– Motivational and emotional influences on learning. Learning is influenced by the learner’s motivation. Motivation to learn is influenced by the individual’s emotional states, beliefs, interests and goals, and habits of thinking.

– Intrinsic motivation to learn. The learner’s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control.

– Effects of motivation on effort. Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners’ motivation to learn, the willingness to exert this effort is unlikely without coercion.

Developmental & Social Factors

– Developmental influence on learning. As individuals develop, they encounter different opportunities and experience different constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account

– Social influences on learning. Learning is influenced by social interactions, interpersonal relations, and communication with others.

Individual Differences Factors

– Individual differences in learning. Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.

– Learning and diversity. Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are taken into account

– Standards and assessment. Setting appropriately high and challenging standards and assessing the learner and learning progress—including diagnostic, process, and outcome assessment—are integral parts of the learning process.

(summary of the complete APA Learner-Centered Psychological Principles (APA, 1997) cited in McCombs and Miller (2007, 2008). Reprinted with permission.

Creating a Learner-Centered Classroom

• Setting The Stage & Early Participation

– Clarify faculty expectations

– Encourage student responsibility & autonomy (Blumberg & Pontiggia, 2010; Lewis & Abdul-Hamid, 2006

– Balance the power, manage the dance

– Model the expectations through dialogue

Cognitive and Metacognitive

• Bloom’s taxonomy-critical thinking

• Critically reflective questioning

• Primary sources, paraphrasing

• Reflect on assumptions, values, experiences, etc. to explore alternative perspectives (Pierce & Kalkman, 2003)

• View past through new theoretical lenses

Cognitive and Metacognitive (con’t)

• Asking SO WHAT????

– Why is this important, how does it relate to the topic, what are the implications to the topic?

– Why should the reader care????

– Answering the So what?? begins the analysis, synthesis & evaluation processes

Motivational & Affective

• Introduction and personal goals

• Facilitator visibility & encouragement

• Verbally support diversity of students & experiences

• Encourages emotional & cognitive connections

Motivational & Affective (con’t)

• Provide choices in discussion & assignments

• Model curiosity & exploration, ask effective questions, encourage perspective shifts, challenge assumptions

• Above leads to course norm of students respectfully challenging each other

• Celebrate & support working through the murkiness and confusion

Developmental and Social

• Respond to multiple students

• Ask questions to all

• Encourage others to join in

• Student facilitated summary wrap-ups

• Encourage those that get it to assist those who don’t (Felder & Brent, 1996).

Individual Differences

• Use all resources available: multimedia, articles, presentations, phone calls, etc.

• Embrace ALL forms of diversity, encourage unique perspectives

• Provide formative & summative feedback throughout

• Seek feedback from students-encourages trust & commitment

Student Impression Objectives

• Describe purpose of analyzing course end feedback

• Discuss the nature of feedback and the coding of student comments

• Present the general findings of student perceptions of LC methodologies

• Apply LC model to analysis of survey results

Student End-of-Course Feedback

Purpose

• What can be learned about the student learning process in a LC classroom based on student feedback?

• How do graduate students perceive and adapt to LC principles from a LC facilitator?

What We Collected

• 3 years

• 79 students

• 288 remarks

• 15 Coded themes

Coded Data

How We Collected Data

• Qualitatively Coded using NVivo®

• Matched APA LC Principles to Feedback themes

APA Themes

Nature of Learning Process Intrinsic Motivation

Goals of Learning Process Effects of Motivation on Effort

Construction of Knowledge Developmental Influences

Strategic Thinking Social Influences

Thinking about Thinking Individual Differences

Context of Learning Learning and Diversity

Motivational / Emotional Influences Standards / Assessment

American Psychological Association. (1997). Learner-centered psychological principles:  A framework for school reform and redesign. Retrieved from http://www.apa.org/ed/governance/bea/learner-centered.pdf

Feedback Themes

Personalized Learning Group Interaction

Engaging Student Instructor Involvement

Feedback Facilitator Accessibility

Enhance Learning Process Comparison to Other Faculty

Related Learning to Student Overwhelming

Challenge Student Misunderstanding

Reflection Expectations

Student Adjustment

Personalized Learning•Identifying facilitator action that influenced learning process (Thomson, 2010).

•“Your instruction DID facilitate learning and the structure was pro-learning”

•“Your feedback in the course room was thought provoking as well and I could see that you wanted us to dig a little deeper (at times).”

Engaging Student•Student was engaged because of behavior or action of the facilitator (Berdrow & Evers, 2011).

•“Your facilitation of the course, in my opinion, was as good as it could have been.”

•“Asking thought provoking questions in response to our posts –demonstrates you are not only monitoring the course room, but also actually reading our discussions. ”

•.

Feedback

•Receiving constructive instruction / affirming or questioning thought processes (Bossche, Gijselaers, Segers, & Kirschner, 2006; Cornelius-White, 2007).

•“You always have positive feedback even when we missed a point that would help increase the information the person has already given, you do not make us feel like we did not complete the assignment but rather by answering your question we are enhancing the discussion”

Enhance Learning Process

•Realization (by student) methods used have broadened knowledge and/or replaced assumptions (Harpe & Phipps, 2008)

•“You stressed the importance of diversity of experience, backgrounds, specializations, and the role they play in helping us all learn and grow.”

•“I especially liked the feedback you provided as it helped challenge my thinking. “

Related Learning to Student

Extrapolation of knowledge, acquired during instruction, and applying the knowledge to other areas of expertise (Sherman, Crum, Beaty, & Myran, 2010).

“I learned as much as my brain could handle about leadership and scholarly writing, and, more importantly, new ways about thinking about the concept of leadership. Thank you for that.”

Challenging the Student

Learners who describe the material, discussions, and work as challenging often do so with positive comments and convey appreciation for being challenged (Thomson, 2010).

“I appreciated the most was the challenging and critical thinking that you inspired with each comment and post.”

Reflection

Students who considered the implications of the class on their professional career as well as reflecting on the learning as a milepost for learning that has occurred (Devonshire & Henderson, 2012).

“You provide a balance of encouragement and constructive criticism in your responses, and this allowed me to stay engaged and motivated to learn more.”

Student Adjustment

Admission of personal challenges that may have impeded the learning process and corrective measures the student addressed (Bossche et al., 2006).

“I must say that I was very skeptical about this course before I took it, because I said to myself “This has to be boring. This course really enlightened me on the aspects of leadership. I learned not only what it takes to become a leader; but what it takes to remain one.

I really enjoyed the interactions amongst classmates. I did feel like the coursework was challenging, yet fair. ”

Group Interaction

Admission of positive influence of others on the learning process (Berdrow & Evers, 2011).

“To come full circle, you created a cyclical learning process whereby we were able to learn from each other

“…the comments and responses from you and my classmates gave me a wealth of new information as it relates to civilian leadership”.

Instructor Involvement

Students acknowledge the specific attributes of the facilitator that increased motivation and facilitated learning (Killian, Dye, & Wayman, 2013).

“I agree with other posts about your level of involvement and your willingness to give feedback.”

“Thank you for your time and guidance throughout the quarter.”

Facilitator Accessibility

Nature and degree of availability the facilitator displayed during the learning session(s) (Bossche et al., 2006).

“Best of all, I’ve never seen an instructor so present in the classroom. You were all over it.”

“Out of all my courses, you have been the most present I have seen an instructor be in the course room.”

Comparison to Other Faculty

Theme within feedback addressing the desire of students to compare the current facilitator to past facilitators.

“Compared to most instructors that I have had in my previous classes, you are by far very involved and active in the course.”

Overwhelming

Challenges each learner identified during the learning process as well as emotional burden of acquiring new knowledge

“Sometimes when you are adding multiple (additional) posts and resources for us to read, and asking us to comment on them, it can get overwhelming.”

What We Got…

Reactions• Students perceived a difference with LC

learning as compared to traditional lecture-based learning

• Many learners acknowledged the difficulty of learning yet favored the reward over the process

• Learners enjoyed the challenge

Learning

• Learners acknowledged the acquisition of new skills and were excited to apply new skills

• Learners acknowledged that they learned in new ways throughout the process

Transfer of Learning

• Learners affirmed new knowledge had been gained and they had been challenged

• Learners described their own challenges to learning and using the learning in their lives

ROI-Results

• Students referred to needs being met (or not met) through the process

• Learners described their own motivation and self-actualization

Remaining Challenges of LC Learning

• Multiple approaches to learning overwhelm some learners (6 out of 288 comments)

– Some feel they have to take every path

• Some learners may not acquire knowledge without specific instructions

– “Tell me what to do”

Applying LC Principles Objectives

• Similarities to Inquiry Based Learning

• Review Guidelines

• Application to Action Learning

• Application to Managerial Science and Statistics

Applying Principles Across Disciplines

• Perception: Easier to accomplish in some disciplines than others.

• Similarities to Inquiry Based Learning (IBL)

Applying Principles Across Disciplines

• Three guidelines:

– Similarities and differences across disciplines

– Challenges and opportunities in each field

– Increased understanding enhancing facilitation and inclusion

Action Learning

• Aligns well with learning centered principles (O’Neal & Marsic, 2007).

• Learning by doing.

• Ranges from problem solving to learning from work experience.

Action Learning (con’t)

• Facilitator allows students to identify problem and goals of learning.

• Students engage in constructive knowledge and creative thinking

• Individual and collective research and reflection

Management Science

• Subset of decision sciences, diverse fields

• Critique: Reliance on empiricism

• Focus change: Rigid modeling to inquiry based learning.

Management Science (con’t)

• Inquiry into real problems that models may help to solve

• Collection and application of data

• Goals for learning, recognizing individual differences.

Management Science (con’t)

• Less focus on math, more on models

• Facilitator with students: Latest theories, individual differences in learning

• Interpretation of models, types of data to be collected

Management Science (con’t)• Movement from “the math answer” or the “right

answer” to application of model

• Advantages for facilitator:

– More time on instructional design, collaboration and modeling learning behavior

– More time on formative and summative assessments, feedback.

Management Science (con’t)

• Advantages for student

– Student: More time on task inquiry and collaborative learning effort

– Solving real world problem, model assessment, data needed, and how to collect data

Statistics

• Focus is problem solving, decision making

• Move from static environment to discovery

• Focus on goal, knowledge construction and context (APA, 1997).

Statistics (con’t)

• Instructional design begins with construction of knowledge, not abstractions

• Questions lead to discovery, to data to resolve the problem to arrive at a solution

Statistics (con’t)• Progresses beyond a single mathematical solution

• Understanding of data classifications

• Models applied to data set

• Aids in intrinsic motivation

SO WHAT????

• Learner–centered principles in action exercise

• Create small groups of either:– Educators– Professional development/trainers– Consultant/Coaches – ??? Any other group

Questions to Answer• Based on what you’ve heard so far, what can you

use now, to enhance your LC approach with clients?

• What additional skills and techniques can you suggest to create a more LC approach with your clients?

• What is YOUR---so what?????

References • American Psychological Association. (1997, November). Learner-centered psychological principles:

Guideline for school reform and design. Washington, DC: Author. Retrieved from http://www.apa.org/ed/governance/bea/learner-centered.pdf

• Anderson, D.R., Sweeney, D.J., Williams, T.A., Camm, J.D., & Martin, K. (2010). Quantitative methods for business. Mason, OH: South-Western Cengage Learning.

• Berdrow, I., & Evers, F. T. (2011). Bases of competence: A framework for facilitating reflective learner-centered educational environments. Journal of Management Education, 35(3), 406–427. doi:10.1177/1052562909358976

• Bossche, P. V. den, Gijselaers, W. H., Segers, M., & Kirschner, P. A. (2006). Social and cognitive factors driving teamwork in collaborative learning environments team learning beliefs and behaviors. Small Group Research, 37(5), 490–521. doi:10.1177/1046496406292938

• Bloomberg, P., & Pontiggia, L. (2010). Benchmarking the degree of implementation of learner – centered approaches. Innovative Higher Education, 36, 189 – 202. doi:10.1007/s1075 –010–9168-2

• Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143. doi:10.3102/003465430298563

• Devonshire, E., & Henderson, S. E. (2012). Reducing the distance: Providing challenging and engaging online postgraduate education in pain management. British Journal of Pain, 6(2), 70–78. doi:10.1177/2049463712448582

References • Felder, R. M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College

Teaching. 44(2), 4.

• Harpe, S. E., & Phipps, L. B. (2008). Evaluating student perceptions of a learner-centered drug literature evaluation course. American Journal of Pharmaceutical Education, 72(6), 135.

• Killian, J. N., Dye, K. G., & Wayman, J. B. (2013). Music student teachers pre–student teaching concerns and post–student teaching perceptions over a 5-year period. Journal of Research in Music Education, 61(1), 63–79. doi:10.1177/0022429412474314

• Levy, B.L.M,, Thomas, E.E., Drago, K., & Rex, L.A. (2013). Examining studies of inquiry based learning in three fields of education: Sparking generative conversation. Journal of Teacher Education, 64(5), 387-408. doi: 10.1177/0022487113496430

• Lewis, C. C., & Abdul-Hamid, H. (2006). Implementing effective online teaching practices: Voices of exemplary faculty. Innovative higher education, 31(2), doi:10. 1007/s 10755 – 006 – 9010 –z.

• Mingers, J. (2006). A critique of statistical modelling in management science from a critical realist perspective: Its role within multimethodology. The Journal of the Operational Research Society, 57(2), 202-219.

• McCombs, B. L. (2000). Assessing the role of educational technology in the teaching and learning process: A learner-centered perspective. Retrieved from http://www2.ed.gov/rschstat/eval/tech/techconf00/mccombs_paper.html

References • McCombs, B. L., & Miller, L. (2007).  Learner-centered classroom practices and assessments: 

Maximizing student motivation, learning, and achievement.  Thousand Oaks, CA:  Corwin Press.

• McCombs, B. L., & Miller, L. (2008).  The school leader’s guide to learner-centered education:  From complexity to simplicity.  Thousand Oaks, CA:  Corwin Press.

• O’Neal, J., & Marsick, V.J. (2007). Understanding action learning. New York: Amacom.

• Pierce, J. W. & Kalkman, D. L. (2003). Applying learner-centered principles in teacher education. Theory into Practice, 42 (2), 127-132. doi:10.1207/s15430421tip4202_6

• Ravens, R.W. (1982). The origins and growth of action learning. London: Chartwell-Bratt.

• Ravid, R. (1994). Practical statistics for educators. Lanham, MD: University Press of America.

• Sherman, W. H., Crum, K. S., Beaty, D. M., & Myran, S. (2010). Perspectives on distance technology in leadership education: Transfer, meaning, and change. Journal of Research on Leadership Education, 5(13), 589–610. doi:10.1177/194277511000501301

• Thomson, D. L. (2010). Beyond the classroom walls: Teachers’ and students’ perspectives on how online learning can meet the needs of gifted students. Journal of Advanced Academics, 21(4), 662–712. doi:10.1177/1932202X1002100405

• Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass.

CONTACT INFO: Nancy S. Bostain; docbostain@hotmail.com; 303.838.8775

Nick McAuliffe; mcauliffe.n@gmail.com, 307.509.0005

Arnie Witchel; adwitchel@gmail.com; 407.248.0871