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Learner-centered Education: Bridging the Gap Between Ideal and Actual Practice

Ervin, Beverly Jo
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1354295092

Abstract Details

2012, Doctor of Philosophy (Ph.D.), University of Dayton, Educational Leadership.
This quantitative study identified the teaching style of associate degree nursing faculty at Kettering College as teacher-centered or learner-centered (N=10) using the Principles of Adult Learning Scale (Conti, 1990). The researcher used an adapted version of the Principles of Adult Learning Scale to determine how 256 nursing students perceived their instructors used learner-centered modes. Content analysis established the extent to which nursing faculty designed courses in alignment with learner-centered principles. The researcher also examined differences between national NCLEX-RN® passage rates and those of Kettering College. Results from the faculty and student surveys demonstrated teacher-centered tendencies in regard to faculty use of learner-centered principles. While content analysis of course syllabi showed a propensity for learner-centered instruction, a one-sample t-test indicated no significant difference between Kettering College NCLEX-RN® pass rates and national pass rates (t(10) =.157, p>.05). Results of this study indicated no major changes would be necessary from an administrative perspective at this time, given that passage rates remain high in spite of the general nature of instructional delivery. However, faculty development for Kettering College nursing educators should continue as usual to cover best teaching and learning practices in nursing education as recommended by the National League for Nursing Accrediting Commission and the National League for Nursing.
Darla Twale, Ph.D. (Committee Chair)
A. William Place, Ph.D. (Committee Member)
Michele Welkener, Ph.D. (Committee Member)
Norman Wendth, Ph.D. (Committee Member)
134 p.
Education; Higher Education; Nursing
learner-centered; student centered; NCLEX-RN&174; pass rates; Principles of Adult Learning Scale; syllabi analysis; nursing faculty; teaching style; associate degree nursing students

Recommended Citations

Citations

  • Ervin, B. J. (2012). Learner-centered Education: Bridging the Gap Between Ideal and Actual Practice [Doctoral dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1354295092

    APA Style (7th edition)

  • Ervin, Beverly. Learner-centered Education: Bridging the Gap Between Ideal and Actual Practice. 2012. University of Dayton, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1354295092.

    MLA Style (8th edition)

  • Ervin, Beverly. "Learner-centered Education: Bridging the Gap Between Ideal and Actual Practice." Doctoral dissertation, University of Dayton, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1354295092

    Chicago Manual of Style (17th edition)

dayton1354295092
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© 2012, all rights reserved.
This open access ETD is published by University of Dayton and OhioLINK.