These are the SCL pedagogies in the author’s view that call for more instructor reflection, innovation, ingenuity, and of course many pedagogies that are computer based. Most of these pedagogies are “post computer age”. Selected “not so conventional SCL pedagogies in this paper are: problem based [teaching] and learning, Inquiry based learning, challenge based learning, peer observation/peer supported review of teaching (PSRT), Web supported Inquiry based learning (WSBL), and competence based learning.
Published in Chapter:
Learner-Centered Pedagogies: A Critical Review of the Use and Implications for Learner-Centered Pedagogies
Anne W. Kanga (Catholic University of Eastern Africa, Kenya)
Copyright: © 2017
|Pages: 18
DOI: 10.4018/978-1-5225-0892-2.ch020
Abstract
This chapter is a critical review of conventional and not so conventional Student-Centered Learning (SCL) pedagogies. Additionally, in the African context, educational institutions have been caught up in a theoretical approach to teaching and learning, characterized by a desire to pass examinations. Consequently, this approach leads to surface learning as opposed to deep learning. Hence, teaching and learning outcomes lack quality and definitely fails to meet and promote skills required by the fast changing modern and postmodern global world. To address this need, this chapter examines the following: Overview of SCL pedagogies; Conventional and not so Conventional SCL pedagogies; Implications for SCL pedagogies to learners, instructors, curriculum, and assessment. Finally, this chapter examines the misconceptions and advantages of adopting SCL in the light of learners and instructors.