The teacher's role in supporting a learner-centred learning environment: Voices from a group of part-time postgraduate students in Hong Kong

The teacher's role in supporting a learner-centred learning environment: Voices from a group of part-time postgraduate students in Hong Kong

• Ng, Kwok Chi Open University of Hong Kong
• Murphy, David Open University of Hong Kong
• Jenkins, Winnie Hong Kong University of Science and Technology

International Journal of Lifelong Education, 21(5), 462-473, 2002

Routledge

2002

• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment
• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness
• S School Environment & Facilities, Organization
  • SH School Culture, Teacher-Student Relations

Adult Students Educational Environment Foreign Countries Graduate Study Part Time Students Teacher Effectiveness Teacher Role Teacher Student Relationship Hong Kong Learner Centered Instruction

• Hong Kong

• 1997.7 onwards

• Adult Education

This study outlines what 29 part-time adult learners perceive as effective teacher (tutor/instructor/lecturer) practice in supporting their learning. The positive characteristics of teacher support from the students' perspective are first examined, and then what they found to be disappointing. Finally, the underlying themes that emerge are considered and the data is subjected to a holistic interpretation. Overall, the study confirmed the usefulness of a framework developed from a consideration of literature on learner-centred education and students' conceptions of learning. The investigation was able to reveal both key differences between and key similarities among the groups of students. The differences relate to conceptions of the roles and responsibilities of both students and teachers, while the similarities relate to the relationships between the parties in the teaching and learning environment. The implications for tutors/lecturers in improving their support to their students are highly significant. However, the most challenging task in establishing a learner-centred context is to influence students' learning conceptions and help them take a more active role in their learning.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02601370210156754]

• English

Journal Articles

• 02601370

• 10.1080/02601370210156754

https://bibliography.lib.eduhk.hk/bibs/a203a992

2010-09-27