STUDENT-CENTRED LEARNING AND TEACHING: THEORETICAL VERSUS PRACTICAL APPROACH
Abstract
Student-centred learning and teaching emphasises the way in which learning involves the students creating concepts or constructs to achieve short-term mastery but long-term retention, in-depth understanding of course material, achievement of critical thinking, creative problem-solving skills, development of a positive approach, and a level of confidence in their knowledge and skills. This study investigates both theoretical and practical approaches to student-centred learning and teaching, based on the data from students (N=35) and designed to improve student motivation considering three areas: face-to-face sessions, technology and assessments. Potential practices and theories are proposed based on the results of students’ feedback from staff-student liaison meetings, with undergraduate and postgraduate representatives. Through the qualitative data analysis, practical suggestions and implications for educators to improve student-focused learning and teaching methods arise. In particular, the importance of educational technology and multiple assessment methods provides the pedagogical shift from the tutor’s to the student’s perspective in order to enhance tangible student-centred tactics. Effective pedagogical suggestions from three different angles provide guidance for educators on how to adapt the concepts to real teaching experience.
Article visualizations:
Keywords
References
Bonwell, C. C, and Eison, J. A. (2009), Active Learning: Creating Excitement in the Classroom”, ASHEERIC Higher Education Report, George Washington University, Washington.
Dochy, F., Segers, M. and Sluijsmans (1999), The Use of Self-, Peer and Co-assessment in Higher Education: a review, Studies in Higher Education, 24(3): 331.
Donald, E. (2008) Frameworks of educational technology, British Journal of Educational Technology, 39(2): 244-250.
Felder, R. M. and Brent, R. (2009), Active Learning: An Introduction, ASQ Higher Education Brief, 2 (4).
Gibbs, G. (1995), Assessing Student Centred Courses, Oxford: Oxford Centre for Staff Learning and Development.
Gullen, K., & Zimmerman, H. (2013). Saving Time with Technology, Educational Leadership, 70(6): 63-66.
Harden, R. M. and Crosby, J. (2000), AMEE Guide: The good teacher ismore than a lecturer the twelve roles of the teacher, Medical Teacher, 22(4): 334–347.
Jarvis, P., Holford, J. and Griffin, C. (2002), The theory and practice of Learning, London: Kogan
Jay R. G. and Mark L. N. (2012), Enhancing the Engineering Curriculum: Defining Discovery Learning at Marquette University, 42nd ASEE/IEEE Frontiers in Education Conference.
John, B. and Catherine, T (2009), Teaching for quality learning at University, 3rd Eds., Berkshire: Mcraw-Hill
Johnson, D., Johnson, R., and Smith, K. (1998), Cooperative Learning Returns to College: What Evidence is There That it Works?, Change, 30(4): 26-35.
Kinshuk, Huang, H.-W., Sampson, D., and Chen, N. S. (2013), Trends in Educational Technology through the Lens of the Highly Cited Articles Published in the Journal of Educational Technology and Society, Educational Technology & Society, 16(2): 3–20.
Kirkwood, A. and Price, L. (2013), Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education, British Journal of Educational Technology, 44(4): 536–543.
Kirstine, G. and Holly, Z. (2013) Saving time with technology, Educational Leadership, ASCD, 63-66.
Lea, S. J., Stephenson, D. and Troy, J. (2003), Higher Education Students’ Attitudes to Student Centred Learning: Beyond educational bulimia, Studies in Higher Education, 28(3): 321–334
Loyens, S., & Rikers, R. (2011). Instruction based on inquiry, in R. Mayer & P. Alexander (Eds.), Handbook of research on learning and instruction, New York: Routledge, 361–381.
Maria, H. and Lucy, M. (2012), Designing assessment for autonomous learning, Practitioner Research in Higher Education, 6(2): 95- 106.
Marrs, K. A. and Novak, G. M. (2004), Just-in-Time Teaching in Biology: Creating an Active Learner Classroom Using the Internet, Cell Biology Education, 3(1): 49-61.
Millis, B., and Cottell, P. (1998), Cooperative Learning for Higher Education Faculty, American Council on Education, ORYX Press
Mullen, R and Wedwick, L. (2008), Avoiding the Digital Abyss: Getting Started in the Classroom with YouTube, Digital Stories, and Blogs, Heldref Publications, 82(2): 66-69.
Norton, L., Norton, B. and Sadler, I. (2012), Assessment, marking and feedback: understanding the lecturers’ perspective. Practitioner Research in Higher Education (PRHE), 6(2): 3-24, University of Cumbria.
O’Neill and Tim (2005), Student–centred learning: what does it mean for students and lecturers?, in Emerging Issues in the Practice of University Learning and Teaching, Dublin: AISHE
O’Sullivan, M. (2003). The reconceptualization of learner-centred approaches: A Namibian case Study, International Journal of Educational Development, 24(6): 585-602.
Parviz B. and Nasrin, H. T. (2012), The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance, Assessment & Evaluation in Higher Education, 37(5): 513–533.
Prince, M. J., and Felder, R. M. (2006), Inductive teaching and learning methods: definitions, comparisons, and research bases, Journal of Engr. Education, 95(2): 123–138
Sari L., Heikki, P. and Toomas, K. (2006), Self-, peer- and teacher-assessment of student essays, Learning in Higher Education, 7(1): 51-62.
Simon, B. (1999), Why no pedagogy in England?, in J. Leach and B. Moon (Eds.), Learners and Pedagogy. London: Sage Publications
Stephen, F. and Balasubramanyan, C. (2001), Multiple Approaches to Assessment: Reflections on use of tutor, peer and self-assessment, Teaching in Higher Education, 6(2): 229-246.
Student Centred Teaching Methods [online], Princeton University, Council on Science and Technology, Retrieved from http://www.princeton.edu/cst/teaching resources/methods/ModifiedPCASTTable.pdf
Trigwell, K., & Prosser, M. (1993). Approaches adopted by teachers of first year university science courses. Research and Development in Higher Education, 14: 223–228.
Wouter, S., Filip, D. and Steven, J. (2004), The use of self, peer and teacher assessment as a feedback system in a learning environment aimed at fostering skills of cooperation in an entrepreneurial context, Assessment and Evaluation in Higher Education, 29(2): 177-201.
DOI: http://dx.doi.org/10.46827/ejes.v0i0.747
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Juneho Um
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
