Send the exact assignment or rubric from your course of study and a custom sample written to it lands in 24 to 48 hours, the first one free. C919 is WGU’s Facilitation of Context-Based Student-Centered Learning course. It centers on designing and facilitating student-centered learning for a defined group of nursing learners, grounded in learning theory and the learning context. Searches like "c919 task 2 assignment example", "C919 sample paper", and "C919 task samples" land on this page.
What C919 is really about
Facilitation of Context-Based Student-Centered Learning is the nursing education track's course on teaching itself. Where curriculum courses ask what should be taught, this one asks how a particular group of learners will learn it. The course draws on adult learning theory, experiential learning, active strategies such as flipped and case-based formats, and the practical realities of online and clinical settings. The evaluator reads for a plan in which the learners come first: their needs, readiness and circumstances, then theory chosen to fit them, then strategies that follow from both.
Current versions frame the work around a course scenario, often a community health course for baccalaureate students, and ask the student to plan how learning will be facilitated across it. Strong plans are specific about time, format and feedback, and honest about constraints such as students who work nights. They also treat evidence carefully: popular ideas like matching teaching to learning styles have weak support, and a plan that relies on them will read as dated. Any teaching practice or field experience records remain the student's own. The cohorts and programs in these samples are composites.
What C919’s tasks ask for
The task typically asks for an analysis of learners, including needs, readiness and preferences, a learning theory applied to the plan, learning objectives, teaching and facilitation strategies with a rationale, and how technology and diversity will be addressed. Many versions ask for a plan for one learning activity in detail and for how the educator will evaluate the effectiveness of the facilitation. A reflection may be requested. Scholarly sources on learning theory and teaching strategies are expected.
Why C919 tasks come back for revision
Facilitation plans come back when the learner analysis is generic, so the strategies could apply to any class. A second pattern is a theory named in the introduction and never used again. Objectives are returned when they use unmeasurable verbs such as understand. Evaluation sections fail when they describe grading students rather than judging whether the teaching worked. Revisions are routine and usually ask for a closer link between the learners and the chosen strategies.
The C919 drawers
C919 Task 1 facilitation plan example
In many versions the task is a facilitation plan built from a learner analysis and theory. On request, free, 24-48h.
C919 Task 2 learning activity design example
Some versions ask for one learning activity planned in full with its own evaluation. On request, free, 24-48h.
Your course of study shows something else?
Western Governors University revises courses; task counts and deliverables shift between terms. Send what your classroom shows and the desk matches it exactly.
Using a C919 sample the right way
Read a C919 sample for how the learner profile drives every later choice. Notice the measurable objectives, the staging of a complex assignment and the separate evaluation of facilitation. Then build your plan for your own scenario. Send the task instructions and rubric aspects for a custom sample in 24-48h, the first one free.
How these samples are written
Every sample on this board is written the way the custom ones are: the rubric aspects decoded first, a subject-matched writer drafting each aspect visibly, format and originality checked before it ships. WGU revises courses and instruments; a custom request is always written to the aspects in YOUR portal, never from a stale template.
C919 questions, answered
Which learning theory works best for C919?
The one that fits your learners. Andragogy suits working adults; experiential learning suits skill-building assignments; constructivism suits discussion-based courses. Choose one or two and apply them explicitly.
Should the C919 plan address learning styles?
Address learning preferences and needs, but avoid claiming that matching instruction to fixed styles improves learning, since that claim has weak evidence. Varied formats are the safer approach.
How detailed should the C919 learning activity be?
Detailed enough that another educator could run it: purpose, timing, materials, steps, how feedback is given and how you will know it worked.