Student-Centred Learning

1
Student-Centred Learning

• The UK Experience

2
Workshop Objectives

• At the end of the Workshop, delegates will be
  able to
• Define student centred learning
• Compare and contrast tutor-centred learning and
  student-centred learning approaches
• Explore the implications of introducing
  student-centred learning for tutors, students and
  institutions
• Design teaching and learning strategies that
  engage students in the learning process and
  enable them to become independent learners

3
The Learning Environment

• I know I cannot teach anyone anything.
• I can only provide the environment in which he
  can learn
• Carl Rogers (1969)

4
Drivers for Change

• Drivers for change
• diversity increases in number of mature
  students, international students and students
  with disabilities
• increased competition from other universities
• need to think outside in as opposed to inside
  out
• widening participation agenda
• lifelong learning agenda

5
Defining Student-Centred Learning

• Brandes Ginnis (198612)
• with student-centred learning, students are
  responsible for planning the curriculum or at
  least they participate in the choosingthe
  individual is 100 responsible for his own
  behaviour, participation and learning
• SCL also known as
• flexible learning
• independent learning
• open/distance learning
• participative learning
• self-managed learning

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Differences between SCL Traditional Learning
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Benefits of Student-Centred Learning

• Students
• can work alone or in small groups, on and off
  campus
• have access to range of learning resources other
  than the tutor
• can take exams at own convenience
• can enrol at flexible times of the year
• take ownership of their learning become
  reflective learners and be empowered
• are more motivated and committed towards learning
  because they become partners in the learning
  process
• can work and learn in partnership

Source McLean (1997) Educational Initiative
Centre (2004)
8
Benefits of Student-Centred Learning

• Tutors
• act as facilitators, guides, mentors
• work in teams and draw on the help from
  technicians, librarians, etc
• are able to work with students to determine
  teaching and learning strategies
• develop students ability to become a
  researcher, accessing multiple sources of
  information

• Institutions
• able to attract non-traditional students
  students from diverse backgrounds
• widen HE participation into the community
• more bums on seats!!!
• opportunity to improve bottom line performance
• gain international reputation
• tutor time can be freed up to spend on research
  and attracting research funding

Source McLean (1997) Educational Initiative
Centre (2004)
9
The Flexible Tutor From Lecturer to Facilitator

• McLean, Hall Muir (2000)
• undertook research with 100 sample of lecturers
  in a thriving university business school
• perceptions of student-centred learning
• understand issues around the potential change in
  role how lecturers felt about this
• five main areas asked to comment on pressures
  choice, control, status credibility, values
  culture and fear

10
The Flexible Tutor From Lecturer to Facilitator

• Pressures Choice
• no choice - if everyones doing it, they will be
  swept along. Those that wont change will be left
  behindif you are willing to go along with the
  tide, youll be OKotherwise, your career will
  falter
• Control
• we have a flexibility culture presently - we can
  choose our working style and that might be
  compromised
• Status Credibility
• we would be seen as a lot more at the cutting
  edge rather than fusty old whiskered things that
  are in dusty books all the time

11
The Flexible Tutor From Lecturer to Facilitator

• Values Culture
• I feel it would be unprofessional to sit in my
  office and say they are all on the computer now
  or I hope they are all on the computer now
• Fear
• could it be abused by management?

12
Research Findings McLean (1997)
13
The Open University An Example of Best Practice

• The Open University
• Case Study showcases best practice in using
  student centred learning
• has successfully used flexible approaches,
  advanced technology, tutor input and support to
  reach the widest possible student audience around
  the world since the granting of its Royal Charter
  in 1969
• is the largest business school in Europe and
  enrols around 25,000 students on an annual basis
• see handout

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To Conclude

• Student-centred learning
• driving educational institutions to develop 21st
  century approaches to learning
• is not a panacea for all ills
• can be an effective strategy to increase widening
  participation and facilitate lifelong learning
  initiatives
• has tangible benefits for students, tutors and
  institutions

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Workshop Activity

• In groups
• consider the implications of moving from
  tutor-centred learning to student-centred
  learning in your institution
• identify the different forms of assessment that
  could be used in student-centred learning, other
  than traditional assessment methods (such as
  examinations, essays, reports, etc)

16
References

• Brandes, D. Ginnis, P. (1986). A Guide to
  Student-Centred Learning. Simon Schuster
  Education, Hemel Hempstead
• Cannon, R. Newble, D. (2000). A Guide to
  Improving Teaching Methods A Handbook for
  Teachers in Universities and Colleges. Kogan
  Page, London
• Educational Initiative Centre (2004). What is
  Student Centred Learning. University of
  Westminster
• McLean, J. (1997). Flexible Learning and the
  Learning Organisation. MSc Management
  Dissertation, Staffordshire University
• McLean, J., Hall, L. Muir, J. (2003). Thee
  Flexible Tutor From Lecturer to Facilitator.
  British Academy of Management Conference,
  Edinburgh, September 2000
• Rogers, C. (1969). Freedom to Learn. Charles
  Merrill, Ohio