Strategies for learner-centred courses
|Teaching approaches that support learner-centred education|
|Learner-centredness and student engagement||Objectives | What is learner-centredness? | Strategies for learner-centred courses | How to engage students in learning | e-Activity | Summary|
Geraldine O'Neill and Tim McMahon (2005) urge us in their article: Student-centred learning: What does it mean for students and lecturers? to think of teacher-centred learning and learner-centred learning as being at opposite ends of a continuum. Depending on your context, you may situate your students' learning somewhere along this continuum. There may also be times when a learning activity simply has to be more teacher-centred with a low level of student choice. The challenge, however, is for you to explore ways of increasing the degree of student-centredness in your context.
These authors also explain that in order to implement student-centred learning, one has to acknowledge that there are implications for:
- curriculum design
- teaching and learning methods
- assessment practices.
O'Neill, G., & McMahon, T. (2005) Student-centred learning: What does it mean for students and lecturers? In O’Neill, G., Moore, S., McMullin, B. (Eds). Emerging Issues in the Practice of University Learning and Teaching. Dublin:AISHE. Retrieved from http://www.aishe.org/readings/2005-1/oneill-mcmahon-Tues_19th_Oct_SCL.html