Evaluating nursing syllabi for propensity to employ learning environment design principles

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dc.contributor Louder, Justin
dc.contributor March, Alice L.
dc.contributor McKnight, Douglas
dc.contributor Stanton, Marietta P.
dc.contributor.advisor Robinson, Cecil D.
dc.contributor.author Michael, Robert
dc.date.accessioned 2017-04-26T14:22:49Z
dc.date.available 2017-04-26T14:22:49Z
dc.date.issued 2015
dc.identifier.other u0015_0000001_0001831
dc.identifier.other Michael_alatus_0004D_12237
dc.identifier.uri http://ir.ua.edu/handle/123456789/2975
dc.description Electronic Thesis or Dissertation
dc.description.abstract Learning-centered (LC) teachers strive to engage all available resources when developing learning environments to support optimal student learning. By shifting focus away from mere factual knowledge building via memorization, LC teachers employ practices aimed towards students attaining a deeper and more thorough comprehension of issues. By focusing on developing understanding through engaging real-life problems and employing reasoning processes which experts frequently use, LC teachers position students in a more active role in the learning process. A review of literature from 2002 through 2013 reveals expansion of the theoretical understanding of learning-centeredness, as well as, exploration regarding how learning-centeredness articulates within current educational practices. What is not apparent from a review of nursing literature is consistent use of a framework guiding design practices for learning environments. This study conveys use of a framework of learning environment design (LED) in the form of a rubric to evaluate a readily available artifact of college learning environments, the course syllabus. The purpose of this dissertation is two-fold. First, this dissertation explores the development, including validity and reliability substantiation, of a rubric based on the learning design perspectives set forth in a framework for learning environment design (Bransford, Brown, & Cocking, 2000). Second, this dissertation identifies the extent learning design perspectives are employed in a selection of nursing syllabi. The development of an instrument that is valid and reliable should provide a helpful adjunct for faculty seeking to become more learning centered.
dc.format.extent 278 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Education
dc.subject.other Educational leadership
dc.subject.other Nursing
dc.title Evaluating nursing syllabi for propensity to employ learning environment design principles
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.

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