Document Type Master's Dissertation Author Labuschagne, Elizabeth Ellen email@example.com URN etd-02252004-145522 Document Title Factors to consider in the transition from a teacher-centred model to a learner-centred model in a computer-rich learning environment Degree MEd(Computer-integrated Education) Department Curriculum Studies Supervisor
Advisor Name Title Prof J C Cronje Keywords
- co-operative learning
- learning environment; meta-cognitive
- intrinsic motivation
Date 2003-12-31 Availability unrestricted AbstractThis study reports on an exploration of one groupís experience of making the transition from a teacher-centred to a learner-centred computer-rich classroom. The learnersí experiences are investigated in the light of the premises of learner-centred learning as they are defined by the American Psychological Association. The researcher seeks to identify the factors that would make the transition to a more learner-centred learning environment easier for learners and provides some factors that teachers need to consider if they wish successfully to transform their classrooms to a learner-centred learning environment.
A case study examines the reactions of one group of learners to the transition. Learners were required to complete three types of projects. These projects were on different levels of learner-centeredness. The data was collected in three main ways: from participant observation, interviews and focus-group discussions, and from an analysis of the assessment results on the projects.
The study concluded that learners had to learn how to cope and perform well in a learner-centred class environment, and that the matriculation examination at the end of the year undermines the effectiveness of learning in a learner-centred learning environment.
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