Student Centric Learning
The term student-centric learning (SCL) is linked with flexible learning, experiential learning, self-directed learning and therefore the term ‘student-centred learning’ can mean different things to different people.
Over the years a major paradigm shift has occurred in the methods of imparting lessons; from teaching to an emphasis on learning has encouraged power to be moved from the teacher to the student. The teacher-focused/transmission of information formats, such as lecturing, have begun to be increasingly criticised and this has paved the way for a widespread growth of ‘student-centred learning’ as an alternative approach. Yet a very important problem that looms over this matter is that many institutions or educators claim to be putting student-centric learning into practice, but in reality they are not.
Student-centric courses are those that emphasise: learner activity rather than passivity; students’ experience on the course outside the institution and prior to the course; process and competence, rather than content. In this particular model/method of learning the student enjoys great power as here, the key decisions about learning are made by the student through negotiation with the teacher.
In relation to curriculum design, student-centeredness includes the idea that students have choice in what to study, how to study. However, to what extent can this be carried out practically is still a problem.
One student-centric approach to curriculum design, Problem-Based Learning (PBL), allows for some choice within a programme of areas that students may study. It allows students to set some of their own learning objectives/outcomes, dependent on prior knowledge. Problem-Based Learning, through the use of problems/issues/triggers, encourages the students to develop their own learning goals, thereby filling in the gaps in their knowledge or understanding. They are useful in addressing the active learning aspect of student-centric learning. Other approaches to curriculum design also support the idea of student choice and activity in learning.
The use of student-centric learning appears to be reflective of today’s society where choice and democracy are important concepts, however is it an effective approach to learning? The main critique of student-centric learning is its focus on the individual learner. Student-centric learning, in the School system, can be in danger of focusing completely on the individual learner and taken to its extreme does not take into account the needs of the whole class. The point is that if each child is unique, and each requires a specific approach appropriate to him or her and to no other, the construction of an all embracing, and general principle of teaching becomes an impossibility.
The changing demographics of the student population and the more consumer/client-centric culture in today’s society is the reason why student-centric learning is thriving. Although we must recognize that it is not necessarily an easy task.
Unified Learning envisions a boundary free arena encompassing both teacher and learner. Visit http://unilrn.com/ to know about more learning experiences and our services.
Over the years a major paradigm shift has occurred in the methods of imparting lessons; from teaching to an emphasis on learning has encouraged power to be moved from the teacher to the student. The teacher-focused/transmission of information formats, such as lecturing, have begun to be increasingly criticised and this has paved the way for a widespread growth of ‘student-centred learning’ as an alternative approach. Yet a very important problem that looms over this matter is that many institutions or educators claim to be putting student-centric learning into practice, but in reality they are not.
Student-centric courses are those that emphasise: learner activity rather than passivity; students’ experience on the course outside the institution and prior to the course; process and competence, rather than content. In this particular model/method of learning the student enjoys great power as here, the key decisions about learning are made by the student through negotiation with the teacher.
In relation to curriculum design, student-centeredness includes the idea that students have choice in what to study, how to study. However, to what extent can this be carried out practically is still a problem.
One student-centric approach to curriculum design, Problem-Based Learning (PBL), allows for some choice within a programme of areas that students may study. It allows students to set some of their own learning objectives/outcomes, dependent on prior knowledge. Problem-Based Learning, through the use of problems/issues/triggers, encourages the students to develop their own learning goals, thereby filling in the gaps in their knowledge or understanding. They are useful in addressing the active learning aspect of student-centric learning. Other approaches to curriculum design also support the idea of student choice and activity in learning.
The use of student-centric learning appears to be reflective of today’s society where choice and democracy are important concepts, however is it an effective approach to learning? The main critique of student-centric learning is its focus on the individual learner. Student-centric learning, in the School system, can be in danger of focusing completely on the individual learner and taken to its extreme does not take into account the needs of the whole class. The point is that if each child is unique, and each requires a specific approach appropriate to him or her and to no other, the construction of an all embracing, and general principle of teaching becomes an impossibility.
The changing demographics of the student population and the more consumer/client-centric culture in today’s society is the reason why student-centric learning is thriving. Although we must recognize that it is not necessarily an easy task.
Unified Learning envisions a boundary free arena encompassing both teacher and learner. Visit http://unilrn.com/ to know about more learning experiences and our services.
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