Relevant bibliographies by topics / Learner-centred

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Learner-centred'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 May 2022

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Journal articles on the topic "Learner-centred"

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Sweeney, J. F. "Nurse education: learner-centred or teacher-centred?" Nurse Education Today 6, no. 6 (December 1986): 257–62. http://dx.doi.org/10.1016/0260-6917(86)90041-9.

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Reiss, Mary-Ann, and David Nunan. "The Learner Centred Curriculum." Modern Language Journal 73, no. 4 (1989): 491. http://dx.doi.org/10.2307/326892.

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Faux, Karen. "Let's remain learner-centred." Early Years Educator 21, no. 3 (July 2, 2019): 5. http://dx.doi.org/10.12968/eyed.2019.21.3.5.

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Crombie, Winifred. "The learner-centred curriculum." System 18, no. 2 (January 1990): 272–76. http://dx.doi.org/10.1016/0346-251x(90)90070-l.

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Kumar Shah, Rajendra. "Concepts of Learner-Centred Teaching." Shanlax International Journal of Education 8, no. 3 (June 1, 2020): 45–60. http://dx.doi.org/10.34293/education.v8i3.2926.

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This article traces the historical development of learner-centered teaching (LCT) and examines the major contributions of educators. Accordingly, this article has also analyzed the perception of various educationists regarding LCT. LCT is an approach to teaching that is increasingly being encouraged in education. The paradigm shifts away from teaching to importance on learning have boosted the power to be moved from the teacher to the student. The teacher focused/transmission of information formats, such as lecturing, have begun to be increasingly criticized, and this has paved the way for the widespread growth of LCT as an alternative approach. Many terms have been linked with LCT, such as flexible learning, experiential learning, self-directed learning, and therefore the slightly overused term LCT can mean different things to different people. Also, in practice, it is described by a range of terms, and this has led to confusion surrounding its implementation.LCT has a long history of development. Two of the first educators to emphasize the learners were Confucius and Socrates (5thto 4thcenturies B.C.). Over two millennia passed before seventeenth-century Englishman Locke introduced experiential education (the idea that one learns for experience). Another two hundred years spent before European educators Pestalozzi, Herbart, and Froebel designed and popularized experience-based, learner-centered curricula. In the school system, the concept of LCT has been derived, in particular, from the work of Froebel and the idea that the professor should not interfere with this process of maturation, but act as a guide. A century later, nineteenth-century educator Colonel Francis Parker brought this method to America. Twentieth-century Russian sociologist Lev Vygotsky, Swiss psychologist Jean Piaget, and American philosopher and educator Dewey shaped the existing LCT into a program called constructivism.
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Dzimbiri, Lewis B. "The Learner-Centred Approach Revisited." Teaching Public Administration 13, no. 1 (March 1993): 28–33. http://dx.doi.org/10.1177/014473949301300105.

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Goodrich, Nathaniel, Rachel Naslund, Whitney Bossert, Stephanie Johnson, Stacy Salcedo, Liz Lyden, and Gary Beck Dallaghan. "Learner perceptions of family‐centred rounds." Clinical Teacher 17, no. 5 (February 10, 2020): 526–30. http://dx.doi.org/10.1111/tct.13135.

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Spencer, J. A., and R. K. Jordan. "Learner centred approaches in medical education." BMJ 318, no. 7193 (May 8, 1999): 1280–83. http://dx.doi.org/10.1136/bmj.318.7193.1280.

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MINTON, ANN. "Editorial: Learner-centred education for radiographers." Medical Teacher 20, no. 5 (January 1998): 399–401. http://dx.doi.org/10.1080/01421599880463.

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Schweisfurtha, Michele. "Learner-Centred Education in International Perspective." Journal of International and Comparative Education 2, no. 1 (2013): 1–8. http://dx.doi.org/10.14425/00.45.70.

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Dissertations / Theses on the topic "Learner-centred"

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Гнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская, and Liudmyla Vadymivna Hnapovska. "Learner-centred Language Teaching: Teacher-Learner interaction Formats." Thesis, ХНУ ім. В.Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60131.

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The abstract dwells on the key issues related to the necessity of changing teacher-student partnership formats in the context of learner-centred approach to teaching foreign languages. The interpretation of "learner-centredness" as a concept is put into the humanistic perspective, the perspective of practical necessity, and the curriculum design perspective.
Тези розглядають основні питання взаємодії викладача та студента у контексті студентоцентричного підходу до викладання іноземних мов. "Студентоцентризм" як концепт інтерпретується з точки зору гуманістичної перспективи, практичної необхідності зміни форматів співробітництва викладача та студента та перспектив розробки навчальних робочих програм з іноземних мов.
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Malone, Todd Sarti. "What do you mean by 'learner-centred'?" Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/3647.

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Millwood, Richard. "The design of learner-centred, technology-enhanced education." Thesis, University of Bolton, 2014. http://ubir.bolton.ac.uk/1304/.

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This dissertation presents a thesis in the form of three analyses to support creative decision making in the design of learner-centred, technology-enhanced education. The thesis was developed through use and improvement in practice over three decades. The dissertation also describes the action research methodological approach & methods employed and explores a framework based on concepts of design, learner, technology as a foundation for framing the thesis. Finally it evidences the claim for an original contribution to knowledge through an annotated selection from a portfolio of practice. The experience gained through increasingly responsible work rôles, in which the author was expected to guide other designers, shaped the articulation of the three analyses which were made for evaluating designs as a springboard for iterative improvement. These analyses are: • an 'expressive constructivist' model of learning; • an account of how technology can support such learning; • a learner-centred breakdown of questions to focus on progress in education more holistically. This thesis arose from growing tacit and experiential understanding and has been informed by a theoretical and conceptual framework based on academic literature. It is argued that the successful application of these analyses in the practice cited has generated the validity of the thesis, and to a limited extent, reliability.
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Aljasmi, Lamya Mohammed. "A learner centred CASE tool for software engineering." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310660.

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Koma, V. "Learner-centred facilitation of learning - a possibility for Financial Accounting I." Interim : Interdisciplinary Journal, Vol 8, Issue 1: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/361.

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The Academic Planning Committee of the Central University Of Technology, Free State stated in April 2003 that academic success depends on academic institutions to create a learner-centred educational environment. In a learner-centred approach to the facilitation of learning, curriculum design, instruction and assessment focuses on what the learner should be able to do successfully. The mentioned Learner-centeredness is closely related to the principles of outcomes-based education (OBE). The purpose of this article is, therefore, to explore the feasibility of a learner-centred approach to the facilitation of learning in the context of Financial Accounting I, by considering the possible implementation of the four essential principles of OBE.
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Msonde, Charles Enock. "Enhancing teachers' competencies on learner-centred approaches throughlearning study in Tanzanian schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47229858.

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Despite being exposed to the Learner-Centred Approach (LCA) through traditional teacher professional development since 2000, teachers in Tanzania have generally failed to implement LCA in secondary schools. However, previous studies on the learning study in different parts of the world have shown encouraging results in developing teachers’ competencies. This study investigates how the learning study guided by the variation theory can enhance teachers’ competencies using the LCA in Tanzania secondary schools. It addresses two questions: what are the changes of teachers’ understanding of LCA through learning study rounds in a Tanzanian secondary school? And, what are the changes of teachers’ capability of implementing LCA through learning study rounds in bringing about student learning in a Tanzanian secondary school? A group of three teachers (John, Benja & Peter) in a school implemented learning studies for a period of one year. All forms two (N= 255) and three (N=240) students took part in three research lessons. The study adopted case study and phenomenographic research approaches. It used teachers’ interview protocols, lesson video recordings, lesson preparatory meetings, teacher’s journals, and students’ tests as research instruments. The teachers’ experiences and implemention of the LCA were studied before and during the three rounds of learning studies. Data were analysed using variation framework and SPSS version 16.0 for students’ tests. The study has two main findings. First, teachers involved in the three learning study rounds changed their understanding of LCA. They changed from seeing LCA as methodological (before the learning study) to treating it as subject content and even as far as seeing it as object of learning (during the learning studies) orientations. These changes were gradual and differed slightly, depending on the particular aspect(s) (the method, the content or the object of learning) a teacher focused more on than other aspects at a given time. Second, guided by the variation theory through learning studies, teachers’ capability to implement LCA improved progressively in slightly different ways, which in turn improved student learning. The teachers changed from simply making classroom pedagogical arrangements before the learning study to engaging the learners in either the content or the object of learning and enabling them to discern critical aspects of the objects of learning in terms of variation and invariance of those aspects during the learning studies. The study concludes that implementing learning study - guided by the variation theory - may be effective in enhancing teachers’ ways of conceiving and practicing LCA with a primary focus on student learning. In addition, as teachers increase their understanding of learning study and the use of variation theory they may advance their understandings in designing and teaching LCA lessons, thereby increasing possibilities for student learning. Such a conclusion lends credence to the variation theory which purports that powerful ways of acting originates from powerful ways of seeing. It also extends this theory to teacher learning of the LCA pedagogy.
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Nyambe, Kamwi John. "Teacher educators' interpretation and practice of learner-centred pedagogy : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008260.

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The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives but also official texts. Learner-centred pedagogy was understood as a matter of changing from teachercentredness to leamer-centredness while frame factors, for instance regarding the selection, pacing or sequencing of discourses, still followed the traditional approach. The study recommends the adoption of a systematic and deliberate approach to address the multiplicity of factors involved in enabling teacher educators to interpret and implement leamer-centred pedagogy at the micro-level of their classrooms.
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Brinkmann, S. "The role of teachers' beliefs in the implementation of learner-centred education in India." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1532842/.

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International education has witnessed a widespread push for promoting Western-originating ‘learner-centred’ approaches, often without adequately considering the challenges involved in crossing cultures. Like many developing countries, India for decades has been attempting a paradigm shift from predominantly ‘teacher-centred’ to more ‘learner-centred’ classrooms, particularly through in-service teacher education, yet most Indian classrooms remain dominated by rote-learning. One possible reason suggested by scholars is that Indian teachers’ pedagogy is grounded in deeply-rooted cultural beliefs resistant to change. However, research and training have rarely attempted to identify and address these underlying beliefs. This study explores how Indian teachers’ beliefs relate to their practice, whether there are prevalent beliefs that conflict with a learner-centred paradigm, and how these can be addressed within teacher education. The beliefs of 60 government primary teachers in 3 Indian states are explored through questionnaires, semi-structured interviews and open-ended life-narratives, while their pedagogy is analysed through classroom observations. Insights are also drawn from interviews with 73 teacher educators. Findings suggest eight prevalent beliefs that contradict learner-centred assumptions of policy documents, and that indeed correlate with less learner-centred practice. These include beliefs about equality, democratic relationships, diversity, knowledge, purpose of education, responsibility for outcomes, professional commitment, and change. A critical realist lens is used to analyse causal mechanisms accounting for teachers’ beliefs, practice, and the relationship between the two, revealing many of these beliefs to be rooted in dominant caste ideology. Drawing from transformative learning theory and Freirean problem-posing, the study proposes a new framework for Indian teacher educators seeking to empower teachers as rational agents capable of bringing changes in their own beliefs and practices. This research offers insights for teacher educators and policymakers in India and other developing countries, regarding the need for engaging with teachers’ beliefs, the need for contextualising Western-originating progressive pedagogies, and suggestions for doing both.
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Naruemon, Darett. "Thai pre-service teachers' beliefs about the learner-centred approach and their classroom practices." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2428.

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The learner-centred approach has been widely used, not only in general education, but also in language teaching, since the 1960s. However, the meaning of this approach has been interpreted differently by practitioners. Since 1999, the educational reform in Thailand, which was inspired by the 1997 Constitution and the 1999 Thai National Education Act, has made it mandatory for the learner-centred approach to be applied to teaching at all levels. To date, much research on the implementation of the learner-centred approach by in-service teachers has been undertaken. However, little research has been conducted on pre-service teachers’ beliefs about the learner-centred approach and their classroom practices. Understanding pre-service teachers’ beliefs will contribute to the improvement of their teaching practices and of teacher education programmes. The study explored six Thai pre-service English teachers’ understanding and the extent to which their classroom practices reflected learner-centredness during their internship, and determined the relationship between their beliefs and classroom practices. The investigation adopted a qualitative approach, including semi-structured interviews, non-participant observations, and document analysis. The findings reveal that the Thai pre-service teachers possessed varying degrees of understanding of the learner-centred approach and its application. They had a superficial and fragmented understanding of and some misconceptions about the learner-centred approach. They therefore adopted this approach to teaching in a limited fashion during their internship. The divergences between their beliefs and their classroom practices may have been caused by their shallow understanding of and their misconceptions about this approach. Other factors, such as personal background and cognitive, affective, experiential and contextual issues could also have impacted on classroom practices, inhibiting the translation of their beliefs into practice. iii This study has important and far-reaching curriculum implications for pre-service teacher training in Thailand with regard to the new model of pre-service teacher training. The findings also have pedagogical implications for pre-service teacher training beyond Thailand, and add to the literature new insights into pre-service teachers’ understanding of the learner-centred approach, their pedagogical practices, and factors facilitating and hindering the application of the learner-centred approach. The findings demonstrate that research on teachers’ beliefs makes the most noteworthy contributions to a better understanding of teachers’ pedagogical practices.
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Da, Costa Alipio Jaime. "Learner-centered approach in the teaching of mathematics: a consideration of teachers’ perceptions." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1499.

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A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Mathematics, Science and Technology Education at the University of Zululand, 2014
This research was designed to ascertain teachers‟ perceptions on learner-centered teaching in the discipline of mathematics in basic education. The first aim of the study was to determine the extent to which teachers background training contributes to perception of learner-centred approach in the teaching of mathematics. The second aim sought to determine the extent to which teachers’ professional experience contributes to perception of learner centered approach in the teaching of mathematics. The third aim of the study was to determine the extent to which teachers background training contributes to learner-centred practices in the teaching of mathematics. Lastly, the fourth aim was to determine the extent to which teachers’ professional experience contributes to practices of learner-centred approach in the teaching of mathematics. To achieve the aims, a questionnaire and observation schedule was designed to collect the data. The questionnaire was primarily subjected to validation by the researcher through Exploratory Factor Analysis (EFA). This instrument was first administrated to three hundred and nine primary school teachers of the provinces of Inhambane, Gaza and Maputo. After the piloting was performed the final version of the questionnaire was then applied to four hundred eight six primary school teachers and from this sample three hundred seventy three completed and returned the questionnaires. The returned questionnaires were then correctly analyzed. Three of four aims were connected to four hypotheses. To evaluate whether teacher background training and type of training have significant effects on teacher perceptions of learner-centred teaching approach an ordinal regression analysis was performed. To test whether would there be a relationship between teachers‟ professional experience and their approach to teaching mathematics and whether will there be a relationship between teachers‟ background training and their approach to teaching mathematics, a Chi-square test of independence was used. To evaluate whether teachers use learner-centred teaching an observation schedule was also used. The results show that teachers teaching experiences as well as type of training did not have significant effect on their perceptions of learner-centred teaching. The results of this study have also shown that teachers‟ professional experience as well as the type of training teachers have received in teaching methods has no significant effects on the type of approach (teacher or learner-centred approach). Teachers of basic education prefer to use both approaches when they teach mathematics. Results from observation schedule show that teachers do not use learner-centred approach. Instead, they use teacher-centred teaching. Lastly, the results were discussed taking in account the literature reviewed within the framework of educational psychology applied to mathematics teaching. Finally suggestions were made on how to understand more deeply the question of teachers‟ perceptions of learner-centred teaching. The most important suggestion is that research should be done regarding teachers mathematics self-efficacy, how teachers perceive their own knowledge of learner-centred approach and how do they practice it.
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Books on the topic "Learner-centred"

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Murdoch, Kath. Creating a learner-centred primary classroom: Learner-centred strategic learning. London: Routledge, 2008.

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Alan, Wright W., and Canadian Association of Occupational Therapists., eds. Enabling occupation: A learner-centred workbook. Ottawa: Canadian Association of Occupational Therapists, 1998.

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Brindley, Geoff. Assessing achievement in the learner-centred curriculum. Sydney, N.S.W: National Centre for English Language Teaching and Research, Macquarie University, 1989.

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Garry, Anna. Continuing professional development: A learner-centred strategy. London: Further Education Unit, 1986.

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Stanton, Neville Anthony. Learner centred control in computer based training. Birmingham: Aston University. Aston Business School, 1989.

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Huhtinen-Hildén, Laura, and Jessica Pitt. Taking a Learner-Centred Approach to Music Education. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539.

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Re-designing learning contexts: Technology-rich, learner-centred ecologies. New York: Routledge, 2010.

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Harford, Noel E. Towards a more learner-centred paradigm in apprenticeship education. (s.l: The Author), 2003.

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Luckin, Rosemary. Re-designing learning contexts: Technology-rich, learner-centred ecologies. New York: Routledge, 2010.

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The learner-centred curriculum: A study in second language teaching. Cambridge [England]: Cambridge University Press, 1988.

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Book chapters on the topic "Learner-centred"

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Laurillard, Diana, and Michael Derntl. "Learner Centred Design - Overview." In Practical Design Patterns for Teaching and Learning with Technology, 13–16. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-530-4_2.

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Coelen, Robert. "A Learner-Centred Internationalisation of Higher Education." In Global and Local Internationalization, 35–42. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-301-8_6.

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Sriprakash, Arathi. "Learner-Centred Teaching at Kamala Primary School." In Pedagogies for Development, 153–77. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2669-7_9.

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Kay, Judy. "Scrutability, Control and Learner Models: Foundations for Learner-Centred Design in AIED." In Lecture Notes in Computer Science, 3–8. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78270-2_1.

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Maalej, Wiem, Philippe Pernelle, Chokri Ben Amar, Thibault Carron, and Elodie Kredens. "Modeling Skills in a Learner-Centred Approach Within MOOCs." In Lecture Notes in Computer Science, 102–11. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47440-3_11.

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Huhtinen-Hildén, Laura, and Jessica Pitt. "Introduction." In Taking a Learner-Centred Approach to Music Education, 1–2. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-1.

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Huhtinen-Hildén, Laura, and Jessica Pitt. "Voice and Body as First Instruments." In Taking a Learner-Centred Approach to Music Education, 100–133. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-10.

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Huhtinen-Hildén, Laura, and Jessica Pitt. "Making Music Visible and Tangible." In Taking a Learner-Centred Approach to Music Education, 134–47. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-11.

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Huhtinen-Hildén, Laura, and Jessica Pitt. "Improvising and Learning Music with Instruments." In Taking a Learner-Centred Approach to Music Education, 148–68. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-12.

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Huhtinen-Hildén, Laura, and Jessica Pitt. "Creating Learning Environments through Imagination." In Taking a Learner-Centred Approach to Music Education, 169–94. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-13.

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Conference papers on the topic "Learner-centred"

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Johal, Wafa, Barbara Bruno, Jennifer K. Olsen, Mohamed Chetouani, Séverin Lemaignan, and Anara Sandygulova. "Robots for Learning - Learner-Centred Design." In HRI '21: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3434074.3444873.

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Mangaroska, Katerina, Kshitij Sharma, Michail Giannakos, Hallvard Trætteberg, and Pierre Dillenbourg. "Gaze insights into debugging behavior using learner-centred analysis." In LAK '18: International Conference on Learning Analytics and Knowledge. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3170358.3170386.

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Montrieux, Hannelore, and Tammy Schellens. "THE DIDACTICAL USE OF TABLETS: A BALANCING ACT BETWEEN TEACHER-CENTRED AND LEARNER-CENTRED EDUCATION." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1005.

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"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.

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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.
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PUSKÁS, Andrea. "CREATIVE TEACHING, CREATIVE ASSESSMENT: LEARNER-CENTRED ASSESSMENT TOOLS IN THE EFL CLASSROOM." In 12th International Conference of J. Selye University. J. Selye University, Komárno, Slovakia, 2020. http://dx.doi.org/10.36007/3778.2020.107.

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Ledeneva, Svetlana. "The Learner-Centred Approach To Preparing Textual Materials For Teaching Efficient Communication." In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.12.

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Zamecnikova, Dana, Ivana Marova, Marie Vitkova, Miroslava Bartonova, Tsvetelina Harakchiyska, Johnny Baltzersen, Teresa Pessoa, and Nato Chikhladze. "SUSTAINABLE LEARNER-CENTRED TEACHING - ADVANCED RESOURCES FOR GEORGIA AND CHINA / STAR PROJECT." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1895.

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Howland, Katherine, Judith Good, and Judy Robertson. "A learner-centred design approach to developing a visual language for interactive storytelling." In the 6th international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1297277.1297286.

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Pearson, Elaine, Steve Green, and Stavroula Gkatzidou. "Responding to the Challenge of Providing Learner-Centred, Accessible, Personalized and Flexible Learning." In 2009 Ninth IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2009. http://dx.doi.org/10.1109/icalt.2009.115.

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Abidi, Oualid, and Fadi Safieddine. "A REFLECTIVE ANALYSIS OF LEARNER CENTRED APPROACH FOR BUSINESS COURSES IN THE MIDDLE EAST." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2011.

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