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Six faculty members joined a semester-long study in which teaching strategies were observed, while three faculty members participated in a cognitive apprenticeship to implement learner-centered instructional approaches. Data were gathered through classroom observations, interviews, and a student survey, showing that engaged learners in learner-centered activities report higher motivation and deeper learning engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-exploration-of-student-experiences-with-learner-centered-instructional-strategies/599758/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-exploration-of-student-experiences-with-learner-centered-instructional-strategies/599758.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the exploratory study?","Question",{"text":112,"@type":113},"The study investigated how undergraduate students experience learning in a learner-centered teaching environment and how they perceive motivation toward course material in an introductory public speaking class.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected and who participated?",{"text":117,"@type":113},"Six faculty members participated in a semester-long study with observed teaching strategies. Researchers collected data through classroom observations, interviews, and a survey administered to 109 enrolled students.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings indicate about learner-centered activities?",{"text":121,"@type":113},"Students engaged in learner-centered activities showed higher levels of motivation toward the course and were more actively engaged in learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599758,1792167773,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","An Exploration of Student Experiences with Learner-Centered  \nInstructional Strategies  \nJill E. Stefaniak  \nOld Dominion University, United States  \nMonica W. Tracey  \nWayne State University, United States  \nAbstract  \nIn 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  \n109 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.  \nKeywords: Learner-centered instruction; Instructional sequencing; Teaching strategies; Student motivation  \nIntroduction  \nInstructors teaching at the undergraduate level are often challenged with selecting instructional strategies that meet their learners’ needs but are feasible in terms of execution. Learning is an active process in which learners should be striving for permanent changes in their knowledge and behavior by utilizing information and resources around them (Mayer, 1982) . Learner analyses often reveal similar demographic information, but as every instructor discovers, each student brings unique strengths and weaknesses to their learning environment. Customizing and sequencing instruction to meet both the individual needs of students and the group at large can sometimes be a daunting task for an instructor.  \nKeller (2012) defines motivation as a “person’s desire to pursue a goal or perform a task, which is manifested by choice of goals and effort in pursuing the goal” (p. 85) . With regard to designing instruction, it is important that instructional designers take a broader approach to the learning environment by not limiting their focus to the instructional content at hand. Keller (2012) suggests  \nthat consideration of all constructs that may influence human performance be factored into the design of instruction. These constructs include expectancy (Robbins et al., 2004), value (Eccles & Wigfield, 2002), and achievement (Pintrich, 2000; Zimmerman, 2008) .  \nKacin (2013) contends that it is the responsibility of the instructional designer to integrate motivational strategies within instruction to help learners achieve their academic goals. A challenge facing our field is that due to discrepancies in the definitions of motivation and associated constructs, there is a paucity of empirical studies that have explored how to integrate motivational strategies into the instructional design process (Gabrielle, 2003; Keller, 1987; Main, 1993; Means, Jonassen, & Dwyer, 1997; Moller, Huett, & Holder, 2005) .  \nKeller’s (2010) ARCS model provides a framework for measuring learners’motivation across four components: attention, relevance, confidence, and satisfaction. Attention is comprised of gaining and keeping a learner’s attention during instruction. Instructional strategies to assist with maintaining learners’ attention include injecting personal and emotional material, increasing curiosity by asking questions, and sustaining interest with variations of human interest examples (Keller, 2010) .  \nRelevance involves providing learners with instructional experiences to help them relate the instructional material to their everyday lives. Learners are more apt to be motivated to learn the content if they can find significance and relevance to what they are learning. It is import","cbCaiiyZ7TJU0olu","https://ap.wps.com/l/cbCaiiyZ7TJU0olu","pdf",632454,18,"English","# Introduction\n## Learner-centered instruction and instructional feasibility\n## Motivation theory and motivational constructs\n## ARCS model: attention, relevance, confidence, satisfaction\n## Learner-centered strategies and student development","[{\"question\":\"What was the purpose of the exploratory study?\",\"answer\":\"The study investigated how undergraduate students experience learning in a learner-centered teaching environment and how they perceive motivation toward course material in an introductory public speaking class.\"},{\"question\":\"How was data collected and who participated?\",\"answer\":\"Six faculty members participated in a semester-long study with observed teaching strategies. Researchers collected data through classroom observations, interviews, and a survey administered to 109 enrolled students.\"},{\"question\":\"What did the findings indicate about learner-centered activities?\",\"answer\":\"Students engaged in learner-centered activities showed higher levels of motivation toward the course and were more actively engaged in learning.\"}]","An Exploration of Student Experiences with Learner-Centered Instructional Strategies | PDF",1792089382,45]