The goal of this chapter is to provide a framework for creating student-centered learning activities that rest on a firm theoretical foundation and are based on a definition that highlights the actual learner abilities involved in successful student performance. To achieve this goal, it is important to establish a definition of student-centered learning that can be used to guide the selection of the important pedagogical elements that must be addressed in the design of student-centered learning activities. Having established these foundational elements, the chapter provides a framework for the design of case-based instruction that incorporates teaching and learning principles derived from theory and research in the learning sciences.
Hamlin, M. D. (2018). The application of the learning sciences to the design and delivery of student-centered learning activities. In C. J. Fitzgerald, S. Laurian-Fitzgerald, & C. Popa (Eds.), Handbook of research on student-centered strategies in online adult learning environments (pp. 457-481). Hershey, PA, USA: IGI Global.
Reprinted with permission of the publisher. doi:10.4018/978-1-5225-5085-3.ch021