1. What is Student-Centered
Learning in the Online
Environment?
Marisol Boatwright
Walden University
How Adults Learn: Theory and Research (EDUC-8108)
April 22, 2013

2. Introduction
Marisol Boatwright
Doctoral student at Walden University
Works in Higher Education since 2001
Experience in face-to-face and online teaching
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3. Purpose of the presentation
Provide insight to the history of
learning through theorist Malcolm
Knowles.
Explain why students learn.
Describe student-centered learning.
Provide ways to promote student-
centered learning in an online
environment.
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4. Historical Perspective
Malcolm Knowles
Taught at Boston University
Introduced andragogy in 1968
Defined as “theory based on the psychological
definition of adult, which states that people
become adults psychologically when they arrive
at a self-concept of being responsible for their
own lives, of being self-directing”
(Caruso, 2010, para. 2)
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5. Six Assumptions by Knowles
As a person matures his or her self-concept moves
from that of a dependent personality toward one of
a self-directing human being.
An adult accumulates a growing reservoir of
experience, which is a rich resource for learning.
The readiness of an adult to learn is closely related
to the developmental tasks of his or her social role.
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6. Six Assumptions con’t
There is a change in time perspective as people
mature - from future application of knowledge to
immediacy of application. Thus, an adult is more
problem centered than subject centered in learning.
The most potent motivations are internal rather than
external.
Adults need to know why they need to learn
something.
(Merriam, Caffarella, and Baumgartner, 2007, p. 76)
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7. 7
Student-Centered Learning
Theorists:
Hayward
Dewey
Rogers
Piaget
Knowles
Other terms:
Flexible Learning
Experiential
Learning
Self-Directed
Learning
(O’Neill & McMahon, 2005)

8. What is student-centered learning?
• The learner has full responsibility for her/his learning
• Involvement and participation are necessary for learning
• The relationship between learners is more
equal, promoting growth, development
• The teacher becomes a facilitator and resource person
• The learner experiences confluence in his education
(affective and cognitive domains flow together)
• The learner sees himself differently as a result of the
learning experience.
(Brandes & Ginnis, as cited in O’Neill &
McMahon, 2005, para. 9)
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9. Motivation of Students Online
Intrinsic Motivation
Do it for the enjoyment of the activity
Feelings of accomplishment
Earning a degree
Learning it allows
Extrinsic Motivation
Do it for the award
Grades, promotion at a job
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10. Intrinsic Students
Take part with the content, their peers, and
faculty
Have a longer retention span
Are independent, lifelong learners
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11. Extrinsic Students
Use repetition and memorization as part of
their studying to what they expect to see on
a test
Maintain a grade average to continue with
their financial aid, fulfillment of degree
requirements, improving career
prospects, or winning the approval of
significant others
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12. Teacher’s Role
Assume that students are capable
learners who will blossom as power
shifts to a more egalitarian classroom.
Return the responsibility for learning to
the students, so that they can understand
their learning strengths and weaknesses
and feel self-directed in their
knowledge quest.
Use content not as a collection of
isolated facts, but as a way for students
to critically think about the big
questions in the field.
Utilize assessment measures not just to
assign grades, but as our most effective
tools to promote learning.
Change the role of teacher from sole
authoritarian to fellow traveler in search
of knowledge.
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(Wohlfarth, Sheras, Bennett, Simon, Pimental, & Gabel, 2008, para. 1)

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Other ways to promote student-
centered learning?
Establish a sense of
community
Allow students to
choose objectives
and control their
learning
Provide feedback
Instructor is
facilitator
Mentoring
Provide clear
expectations
Activities through
the internet

14. Conclusion
Knowles – belief that as a person matures they
move from a dependent personality to one of
independence
In student-centered learning the learner is
responsible for their learning.
A student is intrinsically/extrinsically motivated or a
combination of the two
To allow the online learner to take charge of their
learner the teacher would take on the role of
facilitator and provide expectations and feedback
to the student
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15. Questions and Answers
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16. Survey
Please take the time to complete the
following survey:
http://www.surveymonkey.com/s/GLC98K2
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17. References
Caruso, S. (2010, August 31). Malcolm Knowles and the six
assumptions underlying andragogy. Retrieved from
http://www.eadulteducation.org/adult-learning/malcolm-
knowles-and-the-six-assumptions-underlying-
andragogy/
Dennis, K., Bunkowski, L., & Eskey, M. (2007). The little
engine that could – How to start the motor? Motivating
the online student. Insight: A Collection of Faculty
Scholarship, 2, 37-49. Retrieved from
http://www.insightjournal.net/Volume2/The%20Little%20
Engine%20That%20Could%20How%20to%20Start%20
the%20Motor%20Motivating%20the%20Online%20Stud
ent.pdf
Hiemstra, R., & Sisco, B. (1990). Moving from pedagogy to
andragogy. Retrieved from
http://www.distance.syr.edu/andraggy.html
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18. References
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M.
(2007). Learning in adulthood: A comprehensive guide
(3rd ed.). San Francisco: Jossey-Bass.
O’Neill, G. & McMahon, T. (2005). Student-centered learning:
What does it mean for students and lecturers?
Retrieved from http://www.aishe.org/readings/2005-
1/oneill-mcmahon-Tues_19th_Oct_SCL.html
Ware, H. B. (2006, December). Leaner-centered e-learning:
An exploration of learner-centered practices in online
and traditional instruction in higher education.
Retrieved from ProQuest database.
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