Student-centred and teacher-centred learning environments: what students think

Abstract

This contribution explores the relationship between teacher-centred and student-centred learning environments from a student's perspective. Three different views with respect to this relationship can be retrieved. The balance view suggests that the more teacher-centred a learning environment is, the less student-centred it is and vice versa. The transactional view stresses the continuous renegotiation of teacher-and student-roles. The independent view argues that teacher-and studentcentredness are independent features of learning environments. Results from three survey studies of higher education students' conceptions of quality education are discussed. While the practiceoriented literature regularly seems to adopt a balance view, factor analyses did not reveal evidence for the balance view in any of these studies. In students' minds student-centredness and teachercentredness seem to be mutually reinforcing features of high quality education. From a curricular point of view, and especially with regard to teacher training, the results warrant to argue for the development of so-called powerful learning environments rather than for the transition from teacher-centred towards student-centred learning environments.

Assessing agency of university students: validation of the AUS Scale

“…Several strands of higher education research are related to agency, but they typically focus on unitary dimensions and individual factors, such as students' experiences of self-efficacy Elen et al 2007) even though the concept itself is typically not explicitly used. In the present study, a self-report questionnaire was developed to assess university students' agency within a framework which takes into account the interplay of individual and socio-cultural, interactional and contextual aspects of learning (Eteläpelto et al 2013;Kahn, Qualter, and Young 2012).…”

Teaching as a Reflective Practitioner

“…Students can focus more on the content; fewer students appear bored or tired. As Ellen et al suggest "for students, a high quality learning environment at universities confronts them not with missions impossible but with safe challenges" [7], this is what I hope to create. I also prepare handouts for students so that they can keep their attention more on class activities rather than taking notes.…”

Sosyal Bilgiler Dersinde Öğrenci Merkezli Etkinlik Kullanımının Öğrencilerin Akademik Başarısına Etkisi ve Bu Etkinliklere Yönelik Öğrenci Görüşleri

“…Bu tartışma ve program geliştirme çalışmalarının da bir yansıması olarak özellikle 2000'li yıllardan itibaren oluşturulan Sosyal Bilgiler öğretim programları ve standartlarında öğretmen ve öğrencinin eğitim sürecindeki pozisyonlarını daha net belirten yaklaşımlar ortaya konmaktadır 1 . Öğrenci merkezli yaklaşım olarak betimlenmekte olan bu eğitim anlayışında öğretmen ve öğrencilerin rolleri, geleneksel anlamda ortaya konan aktaran ve doğrudan alan ilişkisinden ziyade rehberlik eden ve inşa eden şekline dönüşme eğilimindedir (Elen, Clarebout, Leonard & Lowyck, 2007;Neumann, 2013). Eğitimsel süreçlerin, öğrencinin derse aktif bir şekilde katılması ve bilgisini kendi deneyimleriyle inşa etmesi üzerine kurgulandığı öğrenci merkezli sınıfların bir başka özelliği ise beceri gelişimine odaklanılmasıdır.…”