Learner-Centered Psychological Principles Research Articles

Cameras Optional? Examining Student Camera Use from a Learner-Centered Perspective.

In this paper, we offer a holistic look at undergraduate and graduate students' experiences with using cameras for synchronous online learning via Zoom. Analysis of the data using the American Psychological Association's learner-centered psychological principles revealed that social, cognitive, metacognitive, motivational, affective, and individual difference factors influenced student camera use and the level of influence of each of these factors varied from student to student, time to time, and space to space within a class. Findings suggest that there is a multifaceted, dynamic relationship between the student, video conferencing technology, and instructor's pedagogical actions that shapes camera use. Based on the findings, we offer suggestions for online synchronous course design, teaching, and research.

학습자 중심 교육의 관점에서 교사들의 수학교육의 문제점 인식과 수학 모델 교과서 개발

전통적인 교사 중심 교육으로는 학생 개개인의 다양성과 창의성을 발현할 수 없으며 변화하는 미래 사회에 대처할 수 없다는 위기의식이 일면서, 우리나라에서는 학습자를 교육의 주체로 보는 학습자 중심 교육이 강조되고 있다. 본 연구에서는 한국과학창의재단에서 추진한 '2015년 학생 중심 수학교과서 개선 교사연구회' 자료를 토대로 학습자 중심 교육의 관점에서 우리나라 교사들이 인식하는 수학교육의 문제점과 그들이 개발한 수학 모델 교과서의 특징을 분석하였다. APA(1997)의 '학습자 중심의 심리 원리' 틀을 사용하여 분석한 결과 교사들은 수학교육의 문제점으로 동기와 정서가 학습에 미치는 영향, 학습에서의 개인차, 발달이 학습에 미치는 영향, 학습 과정의 본질, 지식의 구성 원리 측면이 고려되지 않았음을 순서대로 많이 지적하였다. 교사들이 개발한 수학 모델 교과서는 학습 과정의 본질, 지식의 구성, 동기와 정서가 학습에 미치는 영향의 원리가 순서대로 가장 많이 반영되었다. 마지막으로 교사들의 문제점 인식과 그에 따른 모델 교과서 개발 결과를 비교한 결과, 교사들에게 인식된 문제점들은 대체로 교과서에 반영되었고, 인지와 메타인지 요인에서는 문제점보다 개선이 더 많이 이루어졌으나 동기와 정의적 요인에서는 개선이 문제점에 비해 미비한 편이었다. 이를 통해 수학 교과서 개선을 통해 실현 가능한 학습자 중심 교육의 방안을 살펴볼 수 있었다. As people get to aware that the traditional teacher-centered education can not develop individual students' diversity and creativity and cope with the rapidly changing future society, Korean government has emphasized the learner-centered education since the 7th curriculum. Under this background, we have analyzed the problems of mathematics education that teachers recognized and the features of mathematics textbooks that they developed within the framework of leaner-centered education on the basis of the resources developed from 'Student-centered mathematics textbook improvement teacher research group in 2015.' As a result of using the framework of 'Learner-centered psychological principles (APA, 1997)' for analysis, teachers pointed out the problems related to the principles of Motivational and emotional influences on learning, Individual differences in learning, Developmental influences on learning, Nature of the learning process, and Construction of knowledge, in order. The features of textbook teachers developed reflected the principles of Nature of the learning process, Construction of knowledge, and Motivational and emotional influences on learning, in order. Finally, as we have compared teachers' recognition of the problems with the features of the textbooks developed, most of the problems teachers recognized are reflected in the textbooks; however, the Cognitive and metacognitive factor takes higher possession on the textbooks compared with the problems being recognized, and the Motivational and affective factor takes lower possession on the textbooks compared with the problems being recognized. Accordingly, we have been able to search for the solution to realize the learner-centered education through math textbooks.

Similarities and Differences between Adult and Child Learners as Participants in the Natural Learning Process

This paper compares Brian Cambourne’s Conditions of Learning (1988), APA’s Learner-Centered Psychological Principles (1997), and Malcolm Knowles’ Adult Learning Theory (2011). These theories embrace the natural learning process and not the traditional view of learning. The traditional view suggests that the teacher has the knowledge, the learner is dependent on the teacher to disseminate the knowledge and the learner has nothing to contribute. In the natural learning process, knowledge is distributed in a circular and reciprocal way through a collaborative sharing of experiences, centered on real life situations, and learners are responsible for their own learning. In the 21st century knowledge is constantly changing and expanding exponentially. The natural learning process facilitates the life-long learning that is needed to remain a valuable contributor in society where learning has become a collaborative experience.

Applying Learner-Centered Principles to Teaching Human Behavior in the Social Environment in a Baccalaureate Program

Changes in the demographics of American undergraduate students must be addressed by changes in delivery of the curriculum. The learner-centered approach to education helps to recognize and integrate student diversity with class exercises and assignments designed to help students meet course learning outcomes. This article applies the American Psychological Association's Learner-Centered Psychological Principles to a BSW course in human behavior in the social environment. The learner-centered environment incorporates students' individual learning styles and promotes critical thinking necessary for students to satisfy both the CSWE standards for accredited social work programs and those of the social work profession.

Children's and Teachers' Perceptions of Learner-Centered Practices, and Student Motivation: Implications for Early Schooling

This research focused on finding ways to assess instructional practices in grades kindergarten through 3 that are consistent with the American Psychological Association's Learner-Centered Psychological Principles. In several stages of research, conducted with over 2,100 children and their 124 teachers in several states, specific instructional practices in 3 domains were found to be related to important motivation outcomes. The K–3 Assessment of Learner-Centered Practices surveys were used to examine children's and teachers' perceptions of practices to create positive interpersonal relations, provide motivational support, and facilitate learning. Children's perceptions of these practices significantly predicted their perceptions of competence and interest in school learning at all grade levels. Teachers' perceptions of their own classroom practices were less strongly related to student motivational outcomes than were students' own perceptions. We discuss implications for future research and practice in the context of current educational reform efforts and the types of instructional practices needed to maintain motivation for learning in young children's early schooling.

The Assessment of Learner-Centered Practices surveys: An English case study

This study describes the implementation of the Assessment of Learner-Centered Practices (ALCP) surveys in 4 English schools, 3 primary schools and 1 secondary school during the academic year 2002 – 2003. The ALCP teacher and student surveys for grades kindergarten through 12 were developed and validated with over 25,000 students and their teachers in the United States. The theoretical basis for the ALCP surveys is the American Psychological Association's Learner-Centered Psychological Principles. This paper firstly describes the knowledge base underpinning the ALCP surveys, then describes their implementation in the UK. Although the ALCP surveys have been extensively validated in the US, this study is the first attempt to trial them in the UK as a teacher development tool. Given the cultural similarities between the US and UK, as well as the presumed generalizability of the Learner-Centered Psychological Principles, establishing the psychometric qualities of the ALCP surveys with English teachers extends the cross-cultural usefulness of these surveys. The study found that the ALCP surveys demonstrated comparable reliability and validity as U.S. data and their usefulness in practice were confirmed via teacher evaluations.

A Learner-Centered Framework for E-Learning

The age is here of distance learning and new forms of e-learning. The rate at which a variety of institutions are entering the distance learning arena is increasing rapidly. In spite of the increased popularity and presence of online learning opportunities, however, many researchers and practitioners are decrying the lack of a research-validated framework to guide their design. Other researchers and practitioners point out that what works in effective traditional learning environments may or may not work in online environments. These concerns are addressed in this article through a review of relevant research and the presentation of a learner-centered framework. This framework is based on the American Psychological Association's (1997) research-validated Learner-Centered Psychological Principles, developed from over a century of research.

A Learner-Centered Framework for E-Learning

The age is here of distance learning and new forms of e-learning. The rate at which a variety of institutions are entering the distance learning arena is increasing rapidly. In spite of the increased popularity and presence of online learning opportunities, however, many researchers and practitioners are decrying the lack of a research-validated framework to guide their design. Other researchers and practitioners point out that what works in effective traditional learning environments may or may not work in online environments. These concerns are addressed in this article through a review of relevant research and the presentation of a learner-centered framework. This framework is based on the American Psychological Association's (1997) research-validated Learner-Centered Psychological Principles, developed from over a century of research.

Development of Authentic Assessments for the Middle School Classroom

This article discusses the rationale for, and explicates the process used in, developing differentiated authentic assessments for middle school classrooms (many of which contain gifted students) that are aligned with state academic standards. The assessments were developed based on learner-centered psychological principles and revised based on a content validation study involving a panel of 46 experts representing a variety of educational professionals. In addition to the content validation study of the assessments, interrater reliability estimates based on Kappa were calculated using student responses to the assessments in classrooms in two states. Results provide evidence that these types of assessments can provide quantifiable information about student learning, as well as inform the instructional process.

Applying Learner-Centered Principles in Teacher Education

Applying the Learner-Centered Psychological Principles(LCPs) in teacher preparation programs andcourses provides teacher educators with opportunitiesto model effective learner-centered practicesand promote student motivation and learning. Thisarticle addresses issues related to the applicationof the LCPs in higher education, specifically, thepromotion of self-regulated learning and the importanceof examining preservice teachers' beliefsregarding students, learning, and teaching. Learnercenteredinstructional practices in teacher educationcourses are suggested for each of the fourLCP factors/domains, including strategies forpromoting teacher reflection and knowledge construction,offering students choices, encouraging collaboration,and accommodating individual differencesthrough criterion-referenced mastery grading.

Learner-Centered Teaching: Postsecondary Strategies That Promote "Thinking Like A Professional"

The Learner-Centered Psychological Principles(LCPs) provide a holistic framework that integratessocial constructivist and cognitive theories, as wellas motivational and individual differences theories.We have used these to better align our ownclassroom practice with the rapidly expandingknowledge about how learning occurs. In an activeand collaborative learning environment, wehave used specific instructional techniques, identifyingsimilarities and differences strategies, to enhancestudents' thinking and learning skills.Original research on the novice-expert continuumsupports the domains of the LCPs and underscoresthe importance of strategies to engage students inidentifying similarities and differences to enhancestudents' abilities to "think like a professional."

Examining Middle School Inclusion Classrooms Through the Lens of Learner-Centered Principles

This article provides an interesting set of ideas forapplying the Learner-Centered Psychological Principles(LCPs) in the context of meeting the needsof special education students in inclusion classrooms.It examines the perceptions of middle schoolstudents–with and without special needs in learnercentered,inclusion classrooms–regarding teacherpractices that are known to enhance student learningand motivation for all learners. It also describesfirsthand examples of how educators can applyknowledge of learner-centeredness as a guide toinstructional decision making, especially in inclusionclassrooms.

Applying the LCPs to High School Education

To offset feelings of alienation, it is vital to helpyouth feel more connected by focusing on bothlearners and learning. These connections can increasestudent motivation and achievement, leadingto higher self-confidence and more positive feelingsabout school. This article describes various strategiesfor engaging high school students, includinga research-validated tool for high school teachers,the Assessment of Learner-Centered Practices(ALCP) surveys. Based on the Learner-CenteredPsychological Principles (LCPs), the ALCP selfassessmentsurveys help teachers address the growingnumber of high school students who arealienated from school. Research results confirmingthe effectiveness of learner-centered practicesin meeting student needs within the current educationalagenda are also presented.

Learner-Centered Teaching: Postsecondary Strategies That Promote "Thinking Like A Professional"

The Learner-Centered Psychological Principles (LCPs) provide a holistic framework that integrates social constructivist and cognitive theories, as well as motivational and individual differences theories. We have used these to better align our own classroom practice with the rapidly expanding knowledge about how learning occurs. In an active and collaborative learning environment, we have used specific instructional techniques, identifying similarities and differences strategies, to enhance students' thinking and learning skills. Original research on the novice-expert continuum supports the domains of the LCPs and underscores the importance of strategies to engage students in identifying similarities and differences to enhance students' abilities to think like a professional.

Applying the LCPs to High School Education

To offset feelings of alienation, it is vital to help youth feel more connected by focusing on both learners and learning. These connections can increase student motivation and achievement, leading to higher self-confidence and more positive feelings about school. This article describes various strategies for engaging high school students, including a research-validated tool for high school teachers, the Assessment of Learner-Centered Practices (ALCP) surveys. Based on the Learner-Centered Psychological Principles (LCPs), the ALCP selfassessment surveys help teachers address the growing number of high school students who are alienated from school. Research results confirming the effectiveness of learner-centered practices in meeting student needs within the current educational agenda are also presented.

Examining Middle School Inclusion Classrooms Through the Lens of Learner-Centered Principles

This article provides an interesting set of ideas for applying the Learner-Centered Psychological Principles (LCPs) in the context of meeting the needs of special education students in inclusion classrooms. It examines the perceptions of middle school students–with and without special needs in learnercentered, inclusion classrooms–regarding teacher practices that are known to enhance student learning and motivation for all learners. It also describes firsthand examples of how educators can apply knowledge of learner-centeredness as a guide to instructional decision making, especially in inclusion classrooms.

What Makes a Comprehensive School Reform Model Learner Centered?

One important criterion in adopting a nationally approved comprehensive school reform model is that the model be research based, with evidence of increasing student achievement. The American Psychological Association’s research-validated Learner-Centered Psychological Principles and Learner-Centered Framework provide tools for assessing whether comprehensive school reform models also address individual learner needs. The Community for Learning model meets the nine comprehensive school reform criteria, but does it meet the criterion of being “learner centered?” This question was addressed in three inner-city elementary schools, with some highly positive results for those most concerned with the plight of children who are at risk for academic failure.

Understanding and Promoting Complex Learning Using Technology

This paper serves as the introduction to a collection of 8 projects and a commentary seeking to understand and promote complex learning using technology. Selective evidence on the current state of technology for learning in schools is summarized along with numerous recommendations. Key issues associated with the uses of technology to promote complex and active learning are highlighted. It is argued that accessibility and interactivity with the material and other learners are important features which influence the underlying motivational and cognitive processes which affect complex learning using technology. The nature of cooperative learning is briefly summarized emphasizing positive interdependence and individual accountability as means to promote peer interaction. Fourteen learner-centered psychological principles are listed under several headings: cognitive and metacognitive, motivational and affective, developmental and social, and individual difference factors influencing learners and learning. Finally, key issues in the technology integration process are discussed: creating the school vision, taking stock, partnerships, professional development, implementation, and review.

Young Children's Perspectives on Learning and Teacher Practices in Different Classroom Contexts: Implications for Motivation

Primary studentsa' perceptions of teacher practices and learning were investigated in two different classroom contexts: learner-centered (LC) and non-learner-centered (NLC). Sixty-six children in kindergarten, first, and second grades evaluated and explained teacher practices, reported self-perceptions, and expressed views on good teachers and learning in school. Results indicate that primary students value similar characteristics in teachers regardless of differences in classroom contexts or grade levels. In general, students reported that good teachers are caring, helpful (responsive), and stimulating. Furthermore, results showed that young children's interest in schoolwork and learning was lower in NLC classrooms than in LC classrooms, particularly for students who perceived their teachers as not being supportive and stimulating. Children's views of how learning occurs tended to be consistent with the practices in their classrooms (i.e. self-directed and process-oriented versus teacher-directed and basic skills-oriented). However, children who held contemporary views of learning that were inconsistent with practices in their NLC classrooms showed signs of becoming alienated from school. These results are interpreted in terms of self-determination theory, learner-centered psychological principles, and developmentally-appropriate practice. The importance of considering young children's perspectives for continuing motivation to learn is highlighted.

Clarifying and implementing contemporary psychological perspectives

Three ideas from "Educational Psychology for Teachers: Reforming Our Courses, Rethinking Our Roles" (Anderson et al., 1995) are further elaborated in this article: (a) the relation of "contemporary psychological perspectives" to the social construction of knowledge and to learner-centered psychological principles, (b) the relation of diversity to the content of educational psychology courses, and (c) the nature of authentic tasks. In addition, suggestions are made as to how these ideas might be implemented in teaching educational psychology for preservice teachers.