A Learner-Centered Framework for E-Learning

By Barbara L. McCombs, Donna Vakili. Teachers College Record, 2005

307 citations recorded by the source corpus.

The age is here of distance learning and new forms of e-learning. The rate at which a variety of institutions are entering the distance learning arena is increasing rapidly. In spite of the increased popularity and presence of online learning opportunities, however, many researchers and practitioners are decrying the lack of a research-validated framework to guide their design. Other researchers and practitioners point out that what works in effective traditional learning environments may or may not work in online environments. These concerns are addressed in this article through a review of relevant research and the presentation of a learner-centered framework. This framework is based on the American Psychological Association's (1997) research-validated Learner-Centered Psychological Principles, developed from over a century of research.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c4c7b2278c96b467cf7e84a058d3c46b827e81ee

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Science Applications

1. Thomas K. F. Chiu
2. Anastasios A. Economides
3. Stavros A. Nikou

In Developmental and Educational Psychology

1. Maggie Hartnett
2. Pui‐wa Lei
3. T. Farmer
4. A. George
5. Jon Dron
6. Thomas K. F. Chiu
7. Anastasios A. Economides
8. Stavros A. Nikou

In Education

1. Maggie Hartnett
2. Pui‐wa Lei
3. M. Irvin
4. W. Hannum
5. T. Farmer
6. A. George
7. Jon Dron

Citations in the corpus

• Effectiveness of using learner‐centered principles on student retention in distance education courses in rural schools (2008, background): “Support for learning is an element of effective pedagogy often missing in distance education courses (Bonk & Dennen, 1999 ; McCombs & Vakili, 2005 ).”
• Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent (2011, background): “This, coupled with an increasingly diverse and inclusive student population (Rumble & Latchem, 2004), has caused some (McCombs & Vakili, 2005) to question previously held underlying assumptions that view online learners as independent, self-directed, and intrinsically motivated (Garrison, 1997).”