Student-centered learning: Difference between revisions

Revision as of 07:40, 24 March 2023

Revision as of 05:25, 9 April 2023

Line 5:

{{Critical pedagogy}}

'''Student-centered learning''', also known as '''learner-centered education''', broadly encompasses methods of [[teaching]] that shift the focus of instruction from the [[teacher]] to the [[student]]. In original usage, student-centered learning aims to develop learner autonomy and independence<ref>Jones, Leo. (2007). The Student-Centered Classroom. Cambridge University Press.</ref> by putting responsibility for the learning path in the hands of students by imparting to them skills, and the basis on how to learn a specific subject and schemata required to measure up to the specific performance requirement.<ref>Rogers, C. R. (1983). Freedom to Learn for the 80's. New York: Charles E. Merrill Publishing Company, A Bell & Howell Company.</ref><ref>Pedersen, S., & Liu, M. (2003). Teachers’ beliefs about issues in the implementation of a student-centered learning environment. Educational Technology Research and Development, 51(2), 57-76.</ref><ref name="hannafin">Hannafin, M. J., & Hannafin, K. M. (2010). [https://www.springer.com/cda/content/document/cda_downloaddocument/9781441915504-c1.pdf?SGWID=0-0-45-855998-p173924330 Cognition and student-centered, web-based learning: Issues and implications for research and theory]. In Learning and instruction in the digital age (pp. 11-23). Springer US.</ref> Student-centered instruction focuses on skills and practices that enable [[lifelong learning]] and independent problem-solving.<ref>{{Cite book|title=Teaching Nursing: Developing a Student-centered Learning Environment|page= 5

|url=https://books.google.com/books?isbn=078175772X|isbn=978-0781757720

|first1=Lynne E.|last1=Young|first2=Barbara L. |last2=Paterson |year=2007}}</ref> Student-centered learning theory and practice are based on the [[Constructivism (philosophy of education)|constructivist learning theory]] that emphasizes the learner's critical role in constructing meaning from new information and prior experience.

Line 27:

A further distinction from a teacher-centered classroom to that of a student-centered classroom is when the teacher acts as a [[facilitator]], as opposed to an instructor. In essence, the teacher’s goal in the learning process is to guide students into making new interpretations of the learning material, thereby 'experiencing' content, reaffirming Rogers' notion that "significant learning is acquired through doing".<ref name="Kraft, R. G. 1994 Pg. 41"/>

Through peer-to-peer interaction, collaborative thinking can lead to an abundance of knowledge. In placing a teacher closer to a peer level, knowledge and learning is enhanced, benefitting the student and classroom overall. According to [[Lev Vygotsky]]'s theory of the [[zone of proximal development]] (ZPD), students typically learn vicariously through one another. [[Instructional scaffolding|Scaffolding]] is important when fostering independent thinking skills. Vygotsky proclaims, "Learning which is oriented toward developmental levels that have already been reached is ineffective from the viewpoint of the child's overall development. It does not aim for a new stage of the developmental process but rather lags behind this process."<ref>{{Cite book|title=Mind in Society|page=89

|url=https://books.google.com/books?isbn=0674076699|isbn=0674076699

|first=L.S. |last=Vygotsky|year=1980}}</ref>

Line 40:

==Application to Elementary and Secondary Education==

In the U.S. the principles of student-centered instruction have been promoted as a way to improve engagement and boost achievement through their inclusion in the [[Common Core State Standards Initiative|Common Core]].<ref>{{cite web |title=Can Student-Driven Learning Happen Under Common Core? |url=https://www.kqed.org/mindshift/27332/can-student-driven-learning-happen-under-common-core |website=KQED |access-date=16 September 2020}}</ref> Student-centered instruction has been shown to be related to increased mathematics engagement, but the relationship might be different for each race.<ref>{{cite journal |last1=Talbert |first1=Eli |title=Does student-centered instruction engage students differently? The moderation effect of student ethnicity |journal=The Journal of Educational Research |year=2019 |volume=112 |issue=3 |pages=327–341 |doi=10.1080/00220671.2018.1519690|s2cid=149963744 }}</ref> Additionally, there is evidence that using student-centered instruction raises mathematics achievement.<ref>{{cite journal |last1=Cornelius-White |first1=Jeffrey |title=Learner-centered teacher-student relationships are effective: A meta-analysis. |journal=Review of Educational Research |date=2015}}</ref>

==Application to higher education==

Line 51:

|title=Student-Centered Learning in Higher Education

|first=Gloria Brown |last=Wright

|pages=93–94}}</ref> They have been defined specifically within higher education as both a mindset and a culture within a given educational institution and as a learning approach broadly related to, and supported by, [[Constructivism (philosophy of education)|constructivist theories of learning]]. They are characterised by innovative methods of teaching which aim to promote learning in communication with teachers and other learners and which take students seriously as active participants in their own learning and foster transferable skills such as problem-solving, critical thinking, and reflective thinking.<ref>{{Cite book|title = Student-Centered Learning SCL Toolkit|last1 = Attard|first1 = Angele|publisher = European Students' Union|year = 2014|___location = Brussels|last2 = Iorio|first2 = Emma Di|last3 = Geven|first3 = Koen|last4 = Santa|first4 = Robert|url = http://pascl.eu/publications/student-centered-learning-scl-toolkit/}}</ref><ref>{{Cite book|title = Student-Centered Learning Environments in Higher Education Classrooms|last = Hoidn|first = Sabine|publisher = Palgrave Macmillan|year = 2017|___location = New York, NY |url = https://www.palgrave.com/de/book/9781349949403}}</ref> The revised European Standards and Guidelines for Quality Assurance, due to be(ESG) approved by the ministersMinisterial ofConference Europeanin higherYerevan educationon in15 May 2015,{{Update inline|date=October 2020}} include the following passage on student-centred learning: "Institutions should ensure that the programmes are delivered in a way that encourages students to take an active role in creating the learning process, and [should ensure] that the assessment of students reflects this approach." <ref>{{Cite web |last=ESG |first=European Higher Education Area |date=15 May 2015 |title=Standards and Guidelines for Quality Assurance in the European Higher Education Area |url=http://ehea.info/media.ehea.info/file/2015_Yerevan/72/7/European_Standards_and_Guidelines_for_Quality_Assurance_in_the_EHEA_2015_MC_613727.pdf |access-date=9 April 2023 |website=European Higher Education Area}}</ref>

A research university in [[Hong Kong]] sought to promote student-centered learning across the entire university by employing the following methods:{{sfn|Kember|2009|pp=10,12}}