Abstract

 Student-centered pedagogy shifts the power dynamics, function of content, role of the educator, responsibility for learning, and purpose of evaluation within the classroom. By redirecting student effort toward self -regulated learning activities within a learning management system (LMS), educators can focus on the application of material during in-person class meetings. Moving from a traditional role of lecturing to a more contemporary role of facilitating learning , educators are better equipped to embrace the philosophy of a servant leader and put student needs first through the utilization of self-regulated learning activities within an LMS. This reflective essay will focus on the application and benefit of self -regulated learning activities with a focus on the use of LMS-based activities and a flipped-classroom
 strategy utilized by two business communications faculty members. The discussion of classroom activities and online self-regulated learning activities will be backed up with research related to reports of student stress levels decreasing, connection to educators increasing, and student engagement levels increasing with the use of student-centered pedagogy and servant teaching practices in the college classroom.
Highlights
Students crave hands-on learning but often lack the skills necessary to be self-directed learners (Fink, 2013)
By shifting the classroom experience to a focus on terms and concepts via assessments and readings integrated within a learning management system (LMS), faculty members have more time in the classroom, whether virtual or in-person, to focus on building opportunities for students to engage with and practice the material more in depth
For the course discussed in this reflective essay, an ebook with publisher-based assessments is utilized for students to gain baseline knowledge of the material while in-class activities help reinforce the concepts for real-world business experience and prepare students for success in higher level courses
Summary
The first activity students complete is a timed speech. Students prepare a 2-min speech related to a written assignment completed for the course. Students draw a notecard from a hat and present their prepared speech in accordance with the length of time specified on the card (from 15 s to 5 min), adapting it if necessary. This activity prepares students for situations in the workplace where timeframes are adjusted at the last minute based on how long other segments of a meeting were. Students have fun with the activity and feel the most pressure if 15 s or 5 min is the selected timeframe. Students who draw 30 s, 45 s, 1 min, 90 s, or 2 min often feel more comfortable presenting than their peers at either extreme of the timeframe allowed for the presentations
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