Higher Education Students' Attitudes to Student-centred Learning: Beyond 'educational bulimia'?

Understanding the effects of constructivist learning environments: introducing a multi-directional approach

“…Since then, the term new learning environments has been used to refer to learning environments that intend to develop an educational setting to meet the challenge for today's higher education, making the students' learning the core issue and defining instruction as enhancing the learning process (e.g., Gijbels et al 2006). These new learning environments are mainly (but not exclusively) rooted in constructivist theory and claim to have the potential to improve the educational outcomes for students in higher education (Lea et al 2003).…”

The relationship between flexible and self-regulated learning in open and distance universities

“…Together with Jakupec and Garrick (2000), we think that it is difficult to generally define flexible learning. Nevertheless, some characteristics that most definitions of flexible learning have in common are already listed here: students should be active and constructive learners, as opposed to passive recipients (Mason, 1994;Mayer, 1999); there should be more learnercentration instead of teacher-centration (Lea, Stephenson, & Troy, 2003;Moran & Myringer, 1999); and learning resources should meet the needs of the learner (Van den Brande, 1993;Bridgland & Blanchard, 2001). Based on this student-centered perspective, we argue that the adaptability of learning to learners' needs and circumstances (Bowles, 2004), and therefore the provision of choice, is a key element of flexible learning (Collis & Moonen, 2001;Jochems, Merriënboer, & Koper, 2004).…”

Cultural Attributes of Students to Make Student-Centered Approach Successful

“…Some of these activities can take as long as the whole semester (for example, creating writing portfolios), the whole day (for example, field-trips), or as short as several minutes of a class period (for example, peer-mentoring of other students) (Appendix I, II). Lea points out several benefits of student-centered learning that include "the reliance on active rather than passive learning, an emphasis on deep learning and understanding, increased responsibility and accountability on the part of the student, an increased sense of autonomy in the learner, an interdependence between teacher and learner, mutual respect within the learner teacher relationship, and a reflexive approach to the teaching and learning process on the part of both teacher and learner" [12]. Keeping these benefits in mind, we can summarize some of the principles that should be followed.…”