Learner-Centered Teaching: Five Key Changes to Practice

By M. Weimer. 2013

1,871 citations recorded by the source corpus.

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Citations in the corpus

Portfolios for learning, assessment and professional development in higher education (2006, background): “Weimer (2002), in her examination of learner-centred teaching, has identified five important considerations.”
Student learning experience as indicator of teaching quality (2012, methodology): “During the development of the scale, a pool of 44 items was drafted based on suggestions from students as well as review of previous works on student learning (Biggs 1999; Chickering and Gamson 1987; McDowell et al., 2010; Pascarella and Terenzini 2005; Ramsden 2003; Weimer 2002).”
Student-Centered Learning in Higher Education (2011, background): “Weimer (2002) makes the point that in the student-centered classroom the roles of teacher and student of necessity change, so that the teacher changes from the “sage on the stage” to the “guide on the side” who views the students not as empty vessels to be filled with knowledge but as seekers to be…”
Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. (2009, background): “We hypothesized that incorporating active-learning and student-centered pedagogy into the instructional design of our course would both improve student attitudes and also lead to increased student performance (Weimer, 2002).”
Beyond Student-Centered and Teacher-Centered Pedagogy: Teaching and Learning as Guided Participation (2009, background): “…modes of learning operate as general approaches or philosophies of teaching (Burbules, 1993; Kilgore, 2004; Knowlton & Sharp, 2003; Werdinger, 2005; Weimer, 2002); for others, they function as particular types of learning strategies or techniques (Barkley, Cross & Major, 2005; O’Brien, Millis &…”
Student-Centered Learning (2011, background): “The role of the instructor in student-centered classrooms is to encourage learners to do more discovery learning and to learn from each other; the instructor focuses on constructing authentic, real-life tasks that motivate learner involvement and participation (Weimer, 2002).”
Principles of Effective Course Design: What I Wish I Had Known About Learning-Centered Teaching 30 Years Ago (2007, methodology): “Inspired by a different view of learning assessment by the writings of scholars such as Weimer (2002) and Angelo and Cross (1993), I’ve experimented with having students take quizzes alone and then in test groups (Michaelson, Fink, & Watson, 1994); allowing students to resubmit graded papers;…”
Boundary Crossings: Cooperative Learning, Collaborative Learning, and Problem-Based Learning (2014, unknown): “Weimer (2002) describes learner-centered teaching methods including cooperative and collaborative learning.”
Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas (2014, background): “…learning skills within the context of each instructor’s specific discipline (e.g., see Ambrose, Bridges, DiPietro, Lovett, & norman, 2010; weimer, 2002). such a systematic skill-building strategy would require substantial investments in faculty professional development and support. yet…”
Understanding student-centred learning in higher education: students’ and teachers’ perceptions, challenges, and cognitive gaps (2019, background): “Not all ﬁ ve aspects were equally highlighted in the interviews and there were a number of new ideas that deviated or challenged the ﬁ ve aspects originally presented in Weimer ’ s (2013) book.”
Pedagogy of Reflective Writing in Professional Education (2009, background): “Mere exposure to content does not instill learning that provides the sophisticated problem-solving needed in a complex world where practitioners must continually analyze, evaluate, and revise knowledge in the context of ongoing practice experiences (Weimer, 2002).”
Interdisciplinary Team Teaching: Negotiating Pedagogical Differences (2006, background): “In the past decade, pedagogical literature has been replete with articles describing a shift from teaching to learning (Barr and Tagg 1995; Bransford 2000; Gardiner 1994; Weimer 2002).”