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ERIC Number: ED104244
Record Type: RIE
Publication Date: 1975-Mar-24
Pages: 8
Abstractor: N/A
Reference Count: 0
Learner-Centered Education.
O'Neil, Robert M.
There is no clear consensus of the term "learner-centered reform." Learner-centered reform has become by implication either the cause or the consequence of inflated grades, lowered admission requirements, affirmative action, elimination of language and other requirements, student evaluation of teaching, abandonment of research, and many other ills that afflict the contemporary academy. It is fair to assume that most students attending truly nontraditional institutions probably would not be enrolled at all if only the traditional options existed. Some valid cause for concern about learner-centered reform stems from the consumer protection movement. There is growing concern in this area for external and nontraditional degree programs. There is also growing concern about accreditation. There is a threat posed by learner-centered reform to scholars and teachers of the traditional mold. If the influence of the learner in shaping the curriculum and evaluating his performance expands, it must be at the expense of the instructor. One positive step would be to integrate nontraditional programs more fully into the total fabric of the institution. The potential for consortia and other interinstitutional arrangements for facilitating nontraditional study has barely been tapped. Consortia could also serve to distribute, and thus minimize, the costs of responding to new student demands and interests. (Author/PG)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association for Higher Education (30th, Chicago, Illinois, March 24, 1975)