Date

12-2021

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Carol Gillespie

Keywords

Student-Centered Learning Practices in the Military, 21st century skills, competencies, continuum of learning initiative, culture, student-centered learning, transition

Disciplines

Educational Leadership

Abstract

The purpose of this case study is to examine students’ experience of student-centered learning practices implemented at an Air Force training course. At this stage in the research, student-centered learning is generally defined as a learning approach during which students generate learning opportunities and reconstruct knowledge dynamically in an open-ended learning environment (Lee & Hannafin, 2014). The theory guiding this study is constructivism based on Lev Vygotsky’s learning theory which represents an epistemological perspective as to the nature and evolution of individual understanding where learners create their own learning. Student-centered learning environments are rooted in constructivist approaches (Creswell & Poth, 2018). This study is designed to answer a central question: How do students describe their experiences of using student-centered learning practices implemented at an Air Force training course? Using the prescribed data collection method, a sample will be derived from an Air Force training course in the Southeast regions of the United States using a convenience sampling size of 10-14 participants. Data collection is based on classroom observations, in-person interviews, and document analysis to identify common experiences amongst students who attend the training. The data analyzed is used to reflect a major theme that shapes the findings of this study regarding students’ experience with student-centered learning practices implemented in an Air Force training course.

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