UNIT 4

LEARNER-CENTERED PEDAGOGIES

Learner-centered pedagogy means putting students first and focusing on the students’ needs,
abilities, interests and learning styles, with the teacher as a facilitator of learning. This classroom
teaching method acknowledges the student voice as being central to the learning experience for
every learner. Learner-centered pedagogy requires students to be active, responsible participants in
their own learning (Weimer, 2013).
For the past decade, there has been a call in higher education for a shift from teacher-
centered methods of instruction to learner-centered pedagogy (Harris & Cullen, 2008). Learner-
centered pedagogy has spread globally and has been widely endorsed as a best practice in education.
In spite of its prominence in education policies, implementation has been challenging, and changes
to classroom practice limited. Learner-centered pedagogy in a nutshell is a classroom where the
lesson on not focused on the teacher and transmission of information. In many classrooms, the
teacher is like a conductor and controlling every aspect of the lesson. In this Unit 4, you will be
oriented of the different teaching delivery modalities, structures for facilitating learner-centered
teaching, methods and strategies, flexible learning and teaching, differentiated teaching as well as
education in Emergencies. With the different activities you undertake, you will have a better grasp of
your challenging role as future educators.
In this Unit, you are expected to:

 discuss the nature of learner-centered teaching modalities, structures, methods and

strategies;
 explain different teaching strategies that suit leaner’s gender, needs, strengths, interests and
experiences;
 select appropriate learner centered teaching modalities, structures, methods and strategies
based on learners’ diverse needs, learning styles and backgrounds; and
 draw on appropriate learner-centered teaching modalities and strategies to formulate
teaching procedures that address the special educational needs of learners in difficult
circumstances.

8 Instructional Delivery Modalities

Learning Competencies:
At the end of this lesson, you are expected to:

 differentiate the different learning delivery modalities;

 cite the benefits of each learning delivery modalities to students; and
  identify issues or concerns pertaining to the delivery modalities.

The assumption that everyone learns in the same way and even easier to assume that they
learn the way that we do is easier said than done. People actually learn in very different ways.
Learning experiences can differ greatly in how they are delivered and are typically broken in to the
time and location where learners meet. In the public education system, it is not uncommon for
students to lack internet connection at home or unable to afford to load their phones regularly.
Some do not even have computers or phones at all. As this is a reality that many schools, students,
and communities will face. This lesson contains detailed descriptions of time and location
differences in learning delivery modalities, and how they may be combined for the most flexibility.

Before you get to the main part of this lesson, try to recall from your memory whatever you
know about the delivery modalities and how these four modalities are related. Fill up the KWL
matrix below to present your recollections and desire on what to know more. DO NOT fill up yet
the third column.

What You KNOW What You WANT to Know What did you LEARN
more about
Face-to-face

Blended learning

Online learning

Distance learning
 Now, read and understand the modalities presented below and try to understand and
relate them with the initial activity you underwent.

Poorly designed courses, no matter what the delivery mode is, can seriously shortchange the
most vulnerable students. To address the current students’ attitude, even the traditional method of
teaching should integrate more technology and hands-on activities to attract more students. The
interactive lecture materials, students’ engagement and encouragement are key factors in academic
achievement, which will result in increasing retention and graduation rates and in providing a
brighter future for the students (Nasseri, 2014).

Learning experiences can differ greatly in how they are delivered and are typically broken in
to the time and location where learners meet. Choosing a delivery method can be a daunting task,
given the number of considerations, including budget, size and type of the workforce, location, time
frame, and goals.

The four delivery modalities are: face-to-face, blended, online and distance learning. The
learning delivery modalities that schools can adopt may be one or a combination of the following,
depending on the COVID-19 restrictions and the particular context of the learners in the school or
locality.

1. Face-to-Face
Face-to-face learning is an instructional method where course content and learning material
are taught in person to a group of students. This allows for a live interaction between a learner and
an instructor. It is the most traditional type of learning instruction. Learners benefit from a greater
level of interaction with their fellow students as well. In face-to-face learning, students are held
accountable for their progress at the class’s specific meeting date and time. Face-to-face learning
ensures a better understanding and recollection of lesson content and gives class members a chance
to bond with one another and there are opportunities for active engagement, immediate feedback,
and socio-emotional development of learners.
Furthermore, face-to-face learning is essentially a teacher-centered method of education, and
tends to vary widely among cultures. Many modern education systems have largely shifted away
from traditional face-to-face forms of educational instruction, in favor of individual students’ needs.

2. Blended Learning
Blended learning (also known as hybrid learning) is a method of teaching that integrates
technology and digital media with traditional instructor-led classroom activities, giving students
more flexibility to customize their learning experiences.
 Although there are four basic models of blended learning, the possibilities are endless when
it comes to the ways in which instructional technologies can be blended into a teacher’s pedagogical
approach. The flipped classroom, for example, is one type of blended learning model in which
students view lecture materials prior to class, then spend class time engaging in exercises under the
supervision of the teacher.
In general, blended learning refers to the following:
1. Some learning happens online in a format where the student has control over the
path and pace at which they engage with content.
2. Some learning happens in an instructor-led classroom.
3. Online and in-person learning is complementary, creating a truly integrated learning
environment.
The power of blended learning methods lies in their ability to improve the student
experience. Studies have shown “blended learning” reduces failure rates, improves learning, and
boosts engagement. Blended learning combines the best aspects of face-to-face teaching and online
instruction in ways that enable students to learn at their own pace. For example, a student in a
blended learning course who masters a concept earlier than his peers can move on without having to
wait, and conversely, a student who needs more time is not forced to move forward before fully
grasping the subject. It is proving to be a scalable learning model that simply works for diverse
populations of students.
Educators have developed six models for blended learning, and teachers and/or schools
select from among them based upon their unique student populations. The six models of Blended
Learning are summarized as follows:
1. Face-To-Face Driver
Face-to-face driver is a blended learning model in which teachers deliver most of the
curriculum. Teachers lead the class in a lecture following an established protocol taking precedence
and technology being a secondary thought. However, they also produce online resources to
supplement or revise course material which students can study at home, in the classroom or in a
technology lab.
2. Rotation
In the Rotation model of blended learning: within a given course, a student rotates on a
fixed schedule between learning online in a one-to-one, self-paced environment and sitting in a
classroom with a traditional face-to-face teacher.
3. Flex
Flex model of blended learning features an online platform that delivers most of the
curricula. It’s the model where most of the learning is done online and the face-to-face model exists
to provide on-site support for a flexible and adaptive, as required basis through in-person tutoring
sessions and small group sessions.
 4. Online Lab
Online lab is a model of blended learning that characterizes programs that rely on an online
platform to deliver the entire course but in a brick-and-mortar lab environment. The entire course
and teaching are done online. Teachers interact with students through pre-recorded videos, audio
and video conferences or discussion forums and email.
5. Self-Blend
The Self - Blend model is a fully individualized approach that allows students to choose to
take one or more courses online to supplement their traditional school’s catalog. Maximum part of
the learning is done online, but the student will still attend face-to-face classes.
6. Online Driver:
Online Driver involves online platform as well as teachers to deliver the curricula. Students
work from remote locations most of the time and come to school for optional or required face-to-
face classes. (https://www.teachthought.com/learning/12-types-of-blended-learning/)
3. Online Learning
In a traditional classroom, you often learn by listening, reading, writing, and doing other
activities designed by your instructor. Online learning is different because you are not in the same
location as your instructor or the other students. In fact, you probably will never meet your
instructor or fellow students in person.
In online courses, students "attend" class by visiting the class web pages. They complete
assignments according to the class schedule. Students communicate with the instructor and
classmates using e-mail and online discussion forums.
This class format is very flexible for busy schedules. Students can often log on to the course
at any time of the day (or night). Computer skills and determination are necessary to be successful.
Students need keyboarding skills and must be able to write so that others can understand.
Interaction and Feedback. Online students may have more contact with their fellow students
online than they would in the regular classroom. There are many ways for students to interact
online: discussion boards, e-mail, group activities, etc. It can be fun to meet students. It can also be a
great way to broaden your learning experience.
Students may also receive more personal feedback than they would in a traditional
classroom. Your fellow students might read and respond to your work. Your instructor might give
you more comments (both formal and informal).
4. Distance Learning
This mode refers to a learning delivery modality where learning takes place between the
teacher and the learners who are geographically remote from each other during instruction. Distance
learning describes any learning that happens without the students being physically present in the
lesson. (However, this could also apply to the teacher in certain situations.)
 Historically, this described correspondence courses in which students would communicate
with their schools or teachers by mail. More recently, distance education has moved online to
include a huge range of systems and methods on practically any connected device.
Common Types of Distance Learning
Though there are lots of learning (and teaching) options online, there are a few types that are
well supported by existing systems and established pedagogies.
a) Video conferencing is a common way for teachers to interact directly with students in live
lessons. This could be a one-on-one session or a class-like scenario in which multiple
students connect to the teacher live.
b) Synchronous learning is when all the students learn together at the same time (and often even
place) but the instructor is at another location. It often features video or teleconferencing
that connects teachers and learners digitally.
c) Asynchronous learning is a less connected but also less constrained format. Instead of live
online lessons, students are given learning tasks with deadlines. They then self-study to
complete the assignments.
d) Open-schedule online courses add yet another layer of flexibility. It is a type of asynchronous
course setup, except there aren’t any deadlines either. This is ideal for learners with other
demands on their time, such as professionals or stay-at-home parents.
e) Fixed-time online courses are a type of synchronous course that requires online users to all visit a
specific virtual location at a set time and place (e.g. a webinar). Unlike more rigid
synchronous lessons, this does allow students from anywhere in the world to connect and
interact online.
f) Computer-based distance education is a fixed-time, synchronous lesson on computers, usually a
computer lab. This is most common in existing institutions that already have access to the
necessary devices.
g) Hybrid learning combines elements of synchronous and asynchronous styles. It may require
that some lessons are more rigidly scheduled for subjects in which students need direct
access to the instructor while other lessons can be self-directed. It is a system that adapts to
the needs of the curriculum.

To check how you understood what you read, try to perform the following activities.

Activity 1. Reflect on the concepts and information you read from the texts. Now, complete the
information KWL matrix by supplying the needed details in the third column.
 What You KNOW What You WANT to Know What did you LEARN
more about
Face-to-face

Blended learning

Online learning

Distance learning

Activity 2. Give at least three advantages and disadvantages of each delivery modalities. Explain how
each delivery modalities affects students’ academic performance.
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Activity 3. Among the four learning delivery modalities, which one for you is an effective mode to
facilitate learning? Justify your answer in at least 300 words.
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Let us find out how you could apply the delivery modalities you learned from this lesson.
Perform the following activities.

Activity 1. The Learner-centered pedagogy assures that all possible measures will be taken to ensure
that no student will be excluded from learning during this pandemic. Think about group of learners
in your community who might require special consideration to be able to participate in distance
learning. Describe what targeted interventions you would develop to include them.

Learner Group Targeted Intervention

Activity 2. Discuss the challenges and issues of each delivery modalities. Cite a concrete example.
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Let us find out how much you learned from this lesson Read each statement below and determine
the delivery method as described. Write the letter of your choice on the space provided. Good luck!
A. Face-to-face
B. Blended Learning
C. Online Learning
D. Distance Learning

_____ 1. A student of Teacher Joe required his student to physically attend his class once a week
and be free to study at his own pace.
_____ 2. Rochelle is a Social Studies instructor who shared a link to a video and told her
students to watch it at home, email their review to her, and then discuss in class.
_____ 3. A child and adolescent student was told to write essays and take mid-term tests and
final exams in his assigned room.
_____ 4. Professor Robin is teaching a facilitating learner-centered teaching with an emphasis on
trainers methodology to all BTLED and BTVTED second year students. He instructed
them to register at CSU LENS website. Because of this pandemic, he told his students to
hold his classes online.
_____ 5. Diana is a class adviser of BSED 1A and residing in caritan sur near the CSU Andrews
campus. She requires her class to meet on a regular schedule which is every Tuesday at
2:00 to 5:00 pm.
_____ 6. The course features the teacher as a facilitator, encourages learners’ active participation
through the use of various technologies while they are geographically remote from each
other during instruction.
_____ 7. Classes are delivered through designated broadcast classrooms, and students have the
option to attend in-person or from remote receiving sites around the state.
_____ 8. Students must complete a proctored exam at a designated university site, and meetings
are required to complete the course.
_____ 9. Teacher Georcell is 60 years old and teaching Science to all BSED graduating students.
Because of the IATF on ECQ guidelines that individuals below 21 and 60 years old above
must stay a home. She then posted in her facebook page that her class meetings are purely
conducted online using web conferencing and google meet.
_____10. Professor Carla teaches psychology to all BEED students at Andrews campus. She
integrates technology and digital media with traditional instructor-led classroom
activities, giving students more flexibility to customize students learning experiences.

Amazing! The first lesson in this unit is about to end. Give yourself a pat on the
shoulder. To officially end your learning experience, write your reflection and
understanding by completing this graphic organizer.

_________________ _________________ _________________

_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________

I think there is still a

need to learn more
I am certain that I about . . . . I could apply what I
learned about…. learned by….
References

Baeten, M., Dochy, F., & Struyven, K. (2012). Using students’ motivational and learning profiles
in investigating their perceptions and achievement in case-based and lecture-based learning
environments. Educational Studies, 38, 491–506.

Delivery modalities in distance learning. Retrieved from

https://www.viewsonic.com/library/education/what-is-distance-learning-and-why-is-it s
oimportant/#:~:text=Distance%20learning%20describes%20any%20learning,schools%20or
%20teachers%20by%20mail.

Distance learning. Retrieved from http://www.westga.edu/~distance/ojdla/fall63/howell63.html

Harris, M., & Cullen, R. (2008). Learner-centered leadership: An agenda for action. Innovation
in Higher Education, 33, 21–28.

Learner-centered pedagogy. Retrieved from https://cetl.kennesaw.edu/pedagogy-learning-centered-

teaching.

Learning delivery modalities. Retrieved from https://www.teacherph.com/deped-learning-delivery-

modalities/

Leonard, D and B. DeLacey (2002). Designing Hybrid Online/In-Class Learning Programs for
Adults. Harvard Business School Working Paper, No. 03-036.

Weimer, M. (2013) Learner-Centered Teaching: Five key changes to practice (2nd ed.). San
Francisco: Jossey-Bass.