An Exploration of Student Experiences with Learner-Centered Instructional Strategies

In this exploratory study, we examined how undergraduate students experience learning in a
learner-centered teaching environment and their perceptions of motivation towards learning
material in an introductory public speaking communications course. Six faculty members
participated in a semester-long study where their teaching strategies were observed. Three
faculty members participated in a cognitive apprenticeship where they were taught how to
implement learner-centered instructional strategies into their coursework. Participants were
109 students who were enrolled in an introductory public speaking course. Data was collected
by means of classroom observations, interviews, and the administration of a survey. Our
findings indicated that students who were engaged in learner-centered activities within the
communications course demonstrate higher levels of motivation towards the course and are
more actively engaged in their learning.