Person-centered E-learning in Action: Can Technology Help to Manifest Person-centered Values in Academic Environments?

Educational Technologies. Since her studies in the early 1980s, she has been deeply interested in cogni-tive and humanistic psychology and in bringing sociopsychological wisdom into project management and significant learning processes. More recently, she has participated in national and international encounter groups and the La Jolla Program. Currently, she is determined to foster a style in higher education that is based on person-centered attitudes as well as Web-based technology to allow for synergies between presence and distance, cogni-tion and feeling and/or meaning, and the scientific and personal. Summary 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' 503 motivation. Finally, the article shares some personal experiences of the author in the form of a catalogue of PCeL practices.