Title

Learner-centered education : bridging the gap between ideal and actual practice

Date of Award

2012

Degree Name

Ph.D. in Educational Leadership

Department

Department of Educational Leadership

Advisor/Chair

Advisor: Darla J. Twale

Abstract

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.

Keywords

Nursing schools Ohio Kettering Evaluation, Student-centered learning Research Ohio Kettering, National Council Licensure Examination for Registered Nurses, Education; higher education; nursing; learner-centered; student centered; NCLEX-RN pass rates; Principles of Adult Learning Scale; syllabi analysis; nursing faculty; teaching style; associate degree nursing students

Rights Statement

Copyright 2012, author

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