The Change to Student-Centered Learning

The Change to Student-Centered Learning

Learning, since the eighteenth century, has always been under the Pedagogy model, which is a teacher-oriented approach towards successful learning outcomes. It assumes that the results of a learning process are dependent on the personality of the learners, and students are not in a position to know their learning needs (Ozuah, 2016). Similarly, it suggests that learning should be subject –oriented and extrinsic motivation are essential for better results (Ozuah, 2016). Again, model downplays the power of prior experience as irrelevant in learning (Ozuah, 2016). However, over time, many theorists and psychologists in the education field have come strongly to change the narrative of the traditional learning model, thus pushing for Andragogy as the appropriate approach to ensuring that earners maximize their learning experience.

Andragogy is an adult-centred learning model. It emphasizes the need for learners to conceptualize, rather than memorize. The approach is learners-centred and pushes for the ability to guide, direct and control the outcomes of the learning process (Ozuah, 2016). It also emphasizes the value of prior experience in learning, the willingness and readiness of an individual to learn, and problem, life, and task-centred orientation to learning, where intrinsic motivation pushes students to attain set goals.

The model tends to align itself with the core objectives of the various learning theories. For instance, it emphasizes on the acquisition of both technical and problem-skills, which is the primary focus of the Cognitive theory (Ozuah, 2016). As a result, teaching focuses on providing guidance and examples and assessing the skill-set of learners. It also requires learners to reach their maximum potential as a central theme in the developmental theory (Ozuah, 2016). Under the behavioral theory, the model stresses on the instructors to direct, manage, and reinforce learning towards observable behaviors (Ozuah, 2016). Similarly, it gives learners to have the natural desire to learning as in the humanistic learning theory (Ozuah, 2016). The learning environment should, therefore, encourage the acquisition of new knowledge and skills.

The student-centred learning approach provides alternative approaches as a solution to the challenges of the traditional method. It ensures that the teaching process enhances student-learning for greater success. The techniques involved include balancing power between the teachers and students by granting students maximum control in course activities such as designing the format and timetable for course activities (Giannouko et al., 2015). The course content should act as a means for helping students to learn how to learn by developing such skills as study skills, expressing oneself in both written and oral means, and also some critical computational and lifestyle skills (Giannouko et al., 2015). The role of the teachers should be inclined towards guiding the students to learn by doing, through active engagement in the various activities such as planning classroom activities or identification of tasks to undertake (Giannouko et al., 2015). The responsibility for learning should shift to students to give them their ability to control their learning (Bennett et al., 2012). The evaluation process and purpose should be one that promotes learning but not just grades.

Finally, a student-centred learning approach requires teachers to engage in transformative teaching methods. The activities include encouraging team assignments where students get to learn with their peers by helping each other and not competing against each other (Wright, 2011). Teaching should also involve question sessions, where trainees participate in answering while the curriculum should encourage the application of insights (Wright, 2011). Teachers should also use board and projector to promote visual learning, the class arrangement pattern should avoid boredom, and teachers should strive to guide, encourage, and coordinate while continually interacting with the students.

References

Bennett, E. E., Blanchard, R. D., & Hinchey, K. T. (2012). AM last page: applying Knowles’ andragogy to resident teaching. Academic Medicine, 87(1), 129.

Giannoukos, G., Besas, G., Galiropoulos, C., & Hioctour, V. (2015). The Andragogy, Social Change and the Transformative Learning-Educational Approaches in Adult Education. Journal of Education and Practice, 6(10), 46-50.

Ozuah, P. O. (2016). First, there was pedagogy and then came Andragogy. Einstein Journal of Biology and Medicine, 21(2), 83-87.

Wright, G. B. (2011). Student-centred learning in higher education. International Journal of Teaching and Learning in Higher Education, 23(1), 92-97.