Learner-Centered Pedagogy in Practice: Insights From a Qualitative Study of Early Adopters
Keywords:
Instructional practice, active learning, learner-centered teaching, qualitative researchAbstract
A growing body of evidence supports active and learner-centered instructional practices. However, the specific practices of faculty and how those practices align with learner-centered teaching remain underexplored. This non-probabilistic study used semi-structured interviews to investigate the practices of six instructors known to adopt more alternative instructional practices. A theoretical framework, derived from established conceptions of active and learner-centered teaching, was applied to analyze the interview data deductively. Our findings revealed that participants’ practice was limited in scope. The gaps highlight opportunities for designing professional development initiatives to strengthen faculty engagement with learner-centered teaching principles.
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Data Availability Statement
The six transcribed, anonymized interviews and a summary of the data analysis is available at
https://figshare.com/s/b8c4bb2a62184e4f4bfc
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