Document Type


Publication Date



The article explores the structure of a graduate educational technology course that used a learner-centered approach to prepare students to be independent responsible learners. Key features of this approach were the balance of power between the instructor and students, involving students in decision-making about their learning, sharing the responsibility for learning between the instructor and students, and using students' needs and interests in the course content. The article describes how the decision-making power was shared between the instructor and students, as well as how students responded to the course structure. This work has implications for creating learner-centered environments in which power and responsibility are shared between instructor and students in all graduate education courses to nurture the development of responsible learners.

Copyright Statement

This document was originally published by International Society for Exploring, Teaching, and Learning (ISETL) in International Journal of Teaching & Learning in Higher Education. This work is provided under a Creative Commons Attribution-No Derivatives 4.0 License. Details regarding the use of this work can be found at: