Increasing interest in student-centered learning has become evident across grade levels (e.g., K-12, higher education and professional education). Rooted in epistemology that individuals learn from experiences and construct their own learning, socio-constructivist extended the social aspects of student-centered learning, emphasizing others’ roles in helping individuals reach the point of independent functioning. The use of technology has increasingly assumed learners to have individual and group responsibilities for what, how, where, and when to learn. Some researchers have questioned the validity and wisdom of student-centered learning practices. While the reported benefits of individual and group-based experiential learning (e.g., problem-based, case-based, project-based learning) have been established, few studies have empirically investigated the relative benefits across students of mixed abilities and backgrounds. In this talk, I will share my research findings from ongoing studies to equitably engage cognitively and culturally diverse learners in the student-centered collaborative learning environments. Situating in postsecondary level teaching and learning environments with sociocultural and social-cognitive perspectives, I will present how educators design and develop equitably engaging student-centered online/hybrid/face-to-face learning environments with cognitive learning theories.
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Chang, Y., Cintron, L., Cohoon, J. P., & Tychonievich, L. (2018, February). Diversity-focused Online Professional Development for Community College Computing Faculty: Participant Motivations and Perceptions. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education (pp. 783-788). ACM.