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ERIC Number: EJ863856
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1449-5554
Learner Centredness in High School Distance Learning: Teachers' Perspectives and Research Validated Principles
Murphy, Elizabeth; Rodriguez-Manzanares, Maria A.
Australasian Journal of Educational Technology, v25 n5 p597-610 2009
This paper reports on a study that examined teachers' perspectives on learner centredness in a distance learning context. Data collection relied on semi-structured interviews conducted with 42 Canadian high school teachers. Teachers' perspectives were analysed then categorized according to the four dimensions of a research validated framework of learner centred principles. The perspectives grouped into the cognitive and metacognitive dimension emphasized the goal oriented, student directed, personalized, and independent nature of distance learning. Those grouped into the dimension of motivational and affective factors emphasized course design driven, not by content, but by student interest, relevance, choice, and input. Perspectives in the dimension of developmental and social factors highlighted the role of discussion forums and chat for communication between students. In the dimension of individual differences, perspectives highlighted the asynchronous nature of distance learning that supports a flexible pace, respects individual needs, caters to different learning styles, allows diversity in assessment, one-on-one attention, support, and personalized attention. (Contains 1 table.)
Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada