An investigation into the practicality and applicability of the pendandragogic framework: a case study of faculty attitude toward a learner-centered model of teaching and learning at a university in the southern United States

This study defines and explores pedandragogy as a teaching and learning model using a southern university in the United States of America as a case study. It examines its applicability to a multiplicity of academic disciplines, testing the attitudes of faculty towards the implementation of the learner-centered approach in higher education. Pedandragogy focuses on the concept of self-engagement and the independence of learners through the creation of a learning environment conducive to a learner-centered approach. This study seeks to answer the question: Can the pedandragogic framework be practically applied to a multiplicity of academic disciples in higher education? And, among other things looked at, what are the factors that may motivate faculty members to apply a pedandragogic model? Among the findings of the study was a significant effect for gender, and that faculty members in Education and Health had a more favorable attitude than those in Business studies. Furthermore, having training in teaching was associated with a more favorable attitude toward the learner-centered approach. The study also found that those faculty members who were teaching graduate courses and upper-division undergraduate courses had greater favorability and higher intrinsic motivation to adopting a new teaching protocol.

Grantor dc:publisher

University of Tennessee at Chattanooga

Author dc:creator

• Samaroo, Selwyn

Contributors dc:contributor

• Tucker, James
• Green, Timothy; Bernard, Hinsdale; Rutledge, Valerie
• College of Health, Education, and Professional Studies

• Education
• Higher
• Learning

Licence

• https://rightsstatements.org/page/InC/1.0/?language=en

Language dc:language

English, eng

Repository record dc:identifier

https://scholar.utc.edu/theses/69

OAI identifier oai:identifier

oai:scholar.utc.edu:theses-1075