Facilitating Success: Using Self-Regulated Learning and Servant Leadership in the College Classroom

Abstract

Student-centered pedagogy shifts the power dynamics, function of content, role of the educator, responsibility for learning, and purpose of evaluation within the classroom. By redirecting student effort toward self -regulated learning activities within a learning management system (LMS), educators can focus on the application of material during in-person class meetings. Moving from a traditional role of lecturing to a more contemporary role of facilitating learning , educators are better equipped to embrace the philosophy of a servant leader and put student needs first through the utilization of self-regulated learning activities within an LMS. This reflective essay will focus on the application and benefit of self -regulated learning activities with a focus on the use of LMS-based activities and a flipped-classroom
strategy utilized by two business communications faculty members. The discussion of classroom activities and online self-regulated learning activities will be backed up with research related to reports of student stress levels decreasing, connection to educators increasing, and student engagement levels increasing with the use of student-centered pedagogy and servant teaching practices in the college classroom.