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Posted: October 18th, 2023
The Use of Student-Centred Learning in the Classroom
The Use of Student-Centred Learning in the Classroom
Student-centred learning has become an increasingly prevalent approach in educational settings. This teaching method places students at the forefront of the learning process by focusing on their needs, abilities, interests and preferred ways of learning. When implemented effectively in the classroom, student-centred learning can lead to improved student engagement, motivation and academic achievement.
Rather than acting as the sole distributor of knowledge, teachers taking a student-centred approach take on the role of facilitator. They guide students to discover and construct understanding themselves through various active learning techniques. This provides autonomy to students over their own education as they connect lessons to personal experiences and interests. Research has found student-centred methods to be beneficial.
A notable study by Freeman et al. (2014) examined over 300 university students across 15 courses. It found student achievement and satisfaction significantly increased when student-centred active learning replaced traditional lectures. Similarly, Prince (2004) conducted a meta-analysis of over 225 studies published between 1990 and 2013. It concluded student performance on exams and concept evaluations rose with the utilization of student-centred techniques.
Effective implementation of student-centred learning begins with assessment of students’ prior knowledge and skills to determine appropriate learning objectives and methods (Herman et al., 2017). Formative evaluation throughout the learning process supplies feedback to both educators and students on progress toward mastery. Learners also self-assess and reflect on their development.
In summary, student-centred pedagogy shifts the classroom dynamic to actively involve students in driving their own education. When carried out correctly through varied strategies and continuous assessment, it can lead to enhanced outcomes. Teachers perform a key function in facilitating meaningful student-centred experiences and targeted guidance along the way.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Herman, J. L., Epstein, S., & Ramani, A. K. B. (2017). Student-centered learning: A foundation for twenty-first century skills. In J. A. Bellanca & R. F. Brandt (Eds.), Designing systems and programs for effective learning (pp. 1–30). Solution Tree Press.
Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231.
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