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dc.contributor.authorAltay, B.en_US
dc.date.accessioned2016-02-08T10:58:29Z
dc.date.available2016-02-08T10:58:29Z
dc.date.issued2014en_US
dc.identifier.issn13562517
dc.identifier.urihttp://hdl.handle.net/11693/26338
dc.description.abstractThis article initially demonstrates the parallels between the learner-centered approach in education and the user-centered approach in design disciplines. Afterward, a course on human factors that applies learner-centered methods to teach user-centered design is introduced. The focus is on three tasks to identify the application of theoretical and methodological approach. The major instructional methods utilized in the tasks are role enactment, project-based learning, case-based learning and reflection. These tasks develop students' knowledge, attitude and skills reflecting on their selves, their social and physical environment. Finally, the results of the study on students' evaluations of the course and their learning are presented. The study findings indicate that the course has been successful in its learning objectives. Multiple methods of learner-centered instruction complement lecture sessions and one-another to enhance student learning of user-centered design in different levels of cognitive and affective domains.en_US
dc.language.isoEnglishen_US
dc.source.titleTeaching in Higher Educationen_US
dc.relation.isversionofhttp://dx.doi.org/10.1080/13562517.2013.827646en_US
dc.subjectDesign educationen_US
dc.subjectHuman factorsen_US
dc.subjectLearner-centered instructionen_US
dc.subjectUser-centered designen_US
dc.titleUser-centered design through learner-centered instructionen_US
dc.typeArticleen_US
dc.departmentDepartment of Interior Architecture and Environmental Designen_US
dc.citation.spage138en_US
dc.citation.epage155en_US
dc.citation.volumeNumber19en_US
dc.citation.issueNumber2en_US
dc.identifier.doi10.1080/13562517.2013.827646en_US
dc.publisherRoutledgeen_US


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