Date of Award

4-2022

Rights

© 2022 Ngo T. Tran

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Jennifer Scott

Second Advisor

Audrey Rabas

Third Advisor

Donald Muehlbach

Abstract

The problem in this study was the lack of an effective strategy implementation of learner-centered education in higher education institutions (Hoidn, 2017; Lee & Hannafin, 2016; Sabah & Du, 2018; Starkey, 2019; Sweetman, 2017). The purpose of this study was to investigate perceptions of higher education learners and educators on LCE strategy implementation. The study’s conceptual framework was rooted in personalized learning, and the theoretical framework employed the educational theory from Dewey (1897). Study findings included: 1. LCE is a philosophy of education that places learners and their needs at the center of the educational process. The LCE concept in this study was constituted by the concept of personalized learning. 2. LCE strategies refer to educational approaches that intend to address distinct learning needs of individual learners or groups of learners. LCE strategies in this study included, but were not limited to, active learning, authentic learning, competency-based learning, inquiry-based learning, problem-based learning, and project-based learning. 3. To effectively implement LCE strategies, educators need a process that turns LCE strategies into actions that can be used to reach the desired outcomes. The LCE strategy implementation in this study included defining practicable goals; establishing roles and responsibilities for educators and learners; carrying out strategies; tracking progress, extending support, considering feedback, and communicating challenges; performing corrective action, including adjusting or revising as necessary; and reviewing the entire strategy implementation process and reflecting on lessons learned.

Comments

Ed.D. Dissertation

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