Person-Centered E-Learning in Action: Can Technology Help to Manifest Person-Centered Values in Academic Environments?

Abstract

Person-centered significant or experiential learning as developed by Carl Rogers addresses the learner at three levels: intellect, social skills, and feelings or intuitions. Although the added value of personal growth, improved creativity, interpersonal skills, and better problem-solving capabilities is well documented in the literature, its transition into higher education practice clearly lags behind because of the increased effort required to facilitate person-centered courses. The goal, therefore, is to make person-centered learning and teaching more effective and feasible by enriching it with elements of computer-supported learning (“e-learning”), resulting in a blended approach: person-centered e-learning (PCeL). This article discusses expressions of Rogers’ core conditions in learning situations, the contributions and limitations of technology support, manifestations of PCeL in a course on project management, students’ reactions, and results of an empirical study regarding students’ motivation. Finally, the article shares some personal experiences of the author in the form of a catalogue of PCeL practices.

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