Student-Centered Course Design: Empowering Students to Become Self-Directed Learners

Abstract

With the recent promotion of learner-centered philosophies, educators are beginning to accept the idea that learning is a constructive process. But this philosophical shift has been met with some resistance from both students and faculty. This case study examines the development of a student-designed experiential course from both student and faculty perspectives. Seven undergraduate students developed and implemented a 12-day experiential learning course with eight learning outcomes. Discussion revolves around faculty and student hesitation, student motivation, faculty selection, course evaluation, and interpersonal development.

Student Centered Education Scale: A Validity and Reliability Study

“…Today, one of the greatest tasks for education is to prepare students who can solve problems, apply knowledge, work collaboratively and keep learning throughout life (Hains & Smith, 2012). It is a fact that the educational environments where the students sitting quietly in their seats and watching, while the teacher is acting as an only player don't draw the attention of the students.…”

“…A majority of teachers prefer teacher-centered didactic methods to student-centered methods and techniques, as they are worried that the success rate of their students might decline in the examinations (Daigle, 2000). It is seen that the students who are taught with and become accustomed to the teacher-centered approach sometimes complain about the student-centered education and prefer teacher-centered approach since they find it challenging to take the responsibility of their own learning (Hains & Smith, 2012).…”

Designing the Learning and Teaching Process of Religious Culture and Moral Knowledge Course According to Student-Centered Approach

“…Günümüzde eğitimin amacı; problem çözebilen, bilgilerini gerçek yaşama uyarlayabilen, iş birliği içinde çalışabilen ve yaşam boyu öğrenen öğrenciler yetiştirmek olarak belirlenmiştir (Hains ve Smith, 2012). Klasik yöntemlerle yapılan öğretimlerde, öğrencilerin öğrenmelerinde kalıcı eksiklikler oluştuğu ve büyük miktarda pasif bilginin üniversite de dahil olmak üzere eğitimin her kademesine pasif olarak aktarıldığı gözlemlenmiştir (Perkins, 1999).…”

“…Öğretmenlerin büyük bir kısmı, özellikle standart testlerde öğrenci başarılarının düşmesinden endişe etmelerinden dolayı öğretmen merkezli yöntemleri öğrenci merkezli yöntem ve tekniklere tercih etmektedirler (Daigle, 2000). Öğretmen merkezli pedagoji ile yetişmiş öğrencilerin de, kendi öğrenmelerinin sorumluluğunu almak zor geldiği için, bazen öğrenci merkezli eğitimden şikayet ettikleri ve öğretmen merkezli anlayışı tercih ettikleri görülmektedir (Hains ve Smith, 2012).…”

Effects of Teaching a Learning Psychology Course in Different Ways on the Students’ Success and Attitudes

“…Global changes in science and technology have had a significant impact on education as well as many other fields (Benson, 2012). The purpose of education today is to train students who can solve problems, adapt their knowledge to real life, work collaboratively, and engage in lifelong learning (Hains and Smith, 2012). For this reason, educational environments in which the student merely watches on the sidelines and the teacher works as the only actor in the classroom cannot attract the attention of the students.…”