When Annie Hough-Everage, professor of education at Brandman University, surveyed her graduate-level online students about what factors helped and hindered their learning in the online classroom, she was surprised by their teacher-centered rather than learner-centered orientation. These were adult, graduate-level students who were themselves teachers and were not new to the online learning environment. Nevertheless, they placed a higher significance on what the instructor did in the course than on learner-centered approaches.
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