The multiple meanings of 'student-centred' or 'learner-centred' education, and the case for a more flexible approach to defining it. Issue 2 (3rd April 2021)

• Record Type: Journal Article
• Authors: Bremner, Nicholas
• Is Part Of: Comparative education. Number 57:Issue 2(2021)
• Page Start: 159
• Page End: 186
• Publication Date: 2021-04-03
• Subjects: Student-centred learning -- student-centered learning -- student-centred education -- student-centered education -- learner-centred education -- learner-centered education; 学生为中心的学习 -- 学生为中心的教育 -- 学习者为中心的教育; Education -- Periodicals; Comparative education -- Periodicals; 370.9
• DOI: 10.1080/03050068.2020.1805863
• Languages: English
• ISSNs: 0305-0068

Abstract

ABSTRACT: What does 'student-centred' or 'learner-centred' education (SCE/LCE) mean? This study answers that question through a meta-analysis of 326 journal articles. An initial 10-aspect framework emerged from an inductive analysis of 10 key texts. This framework was subsequently condensed into 6 aspects: 'Active participation', 'Adapting to needs', 'Autonomy', 'Relevant skills', 'Power sharing' and 'Formative assessment'. The definitions used in each of the 326 texts were then coded deductively. The findings indicated that SCE/LCE has been defined inconsistently in the literature. 'Active participation' was the most mentioned aspect, whereas 'Power sharing' and 'Formative assessment' were the least mentioned. The author argues that ⁣a flexible 10 or 6-aspect framework for defining SCE/LCE is useful for teachers, teacher educators, researchers and policy makers. Key limitations of the study are recognised, in particular the inherent subjectivity of the coding and categorisation process.