Abstract
In recent years, the conception of learning has moved from a content delivery focus to experiential learning. In this regard, student-centered and active learning approaches are often recommended for fostering a meaningful experience for learners. This chapter discusses three key elements of student-centered learning—student choice, active learning, and student-teacher relationship—and notes examples from two Irish higher education institutions. Approaches like flipped classroom, interactive classroom, problem-based and collaborative learning, and case-based learning are discussed with examples from business education. Finally, the chapter concludes by offering recommendations and noting the potential of virtual learning environment tools in the post-COVID world.
TopBackground
Noting the theoretical underpinning of SCL in the classic works of Jean Piaget and John Dewey, O’Neill and McMahon (2005) note three key elements of SCL (emphasis original):
It appears from the literature that some view student–centered learning as the concept of the student’s choice in their education; others see it as the being about the student doing more than the lecturer (active versus passive learning); while others have a much broader definition which includes both of these concepts but, in addition, describes the shift in the power relationship between the student and the teacher (p. 29).
Drawing from the above, this section discusses student’s choice in the education, active learning via doing, and the power relationship between the lecturer and the learner in the context of business education.
Student Choice
As students may wish to learn different things depending on their interest (or, even to explore a new disciplinary area), choice is a key element of SCL (European Students’ Union, 2015). Although most universities would claim to offer choice to its students, there may be constraints related to credit requirements, disciplinary boundaries, or scheduling constraints. Effectively, the choice for the student becomes limited to a selection from a small basket of subjects (Geis, 1976). In this regard, Burnard (1999) notes that choice is not confined to what to study, it should also cover how and why of learning. To cover the ‘what’, flexible curriculum (O’Neill & McMahon, 2005; Forsyth & Wride, 2019) is often proposed as a means to offer choice to students in selecting what modules they wish to study. It is suggested that the choice options may be limited in the initial years of the program since the students need broad-based education to develop a strong foundation in their chosen discipline. Choice may be introduced in later years once the students have developed a strong theoretical foundation. Geis (1976) discusses student choice in terms of instruction delivery, i.e. covering the ‘how’ in terms of variables such as sequencing, pacing, delivery mode or feedback method. For instance, Geis (1976) notes an initiative in the McGill university where the students not only critique existing instruction material as part of their formative assessment, in some cases they may also help in developing new instruction material. Finally, to capture the ‘why’, reflection may be incorporated in the form of reflecting and evaluating their performance and how it aligns with their long-term learning goals. Forsyth and Wride (2019) note that when reflection is incorporated into the learning experience, it also helps the students in understanding the why of learning and in preparing them for the outside world.
Key Terms in this Chapter
Flipped Classroom: An approach to learning in which students engage with the learning material before the class, with classroom discussion focusing on clarification and further analysis.
Flexible Curriculum: An educational curriculum that allows for choice in choosing modules and specializations.
Problem-Based Learning: An active learning approach that makes use of ill-defined problems, interdisciplinary thinking, and collaborative learning.
Project-Based Learning: An active learning approach in which students collaboratively work on a time-bound and defined project, often provided by partner organizations.
Student-centered Learning: An approach to learning that puts students, as opposed to the teacher, at the center of the learning experience.
Active Learning: An approach to learning that treats students as partner in learning, involving them in making sense of the teaching material.