Student-centredness: the link between transforming students and transforming ourselves

Abstract

It is widely accepted in the higher education literature that a student-centred approach is pedagogically superior to a teacher-centred approach. In this paper, we explore the notion of student-centredness as a threshold concept and the implications this might have for academic staff development. We argue that the term student-centred in the Rogerian sense implies a focus on the person of the student and is deeply resonant with Barnett's assertion that the emergent being of the student is as important as the development of skills and knowledge. To facilitate transformative learning in higher education an academic must know how to value the person of the student in the learning process. Academic staff development initiatives need to work with the person of the academic and take into account the level of personal development required for each academic to be able to facilitate this kind of learning.

Project-based learning in Geotechnics: cooperative versus collaborative teamwork

“…This approach can only be successful if the instructors understand students' diversity, how to address it and value students as persons within that process (Blackie et al, 2010). This paper focus on using both deductive and inductive teaching while encompassing active-learning strategies (project-based learning with collaborative or cooperative teamwork).…”

Examining the connection between classroom technology and student engagement

“…Putting redesign pedagogies before learning outcome development renders the redesign ineffectual. No matter how attractive a new tool may be, if its use does not support a learning outcome it can potentially have a negative impact on community based and student-centered learning (see Blackie, Case, & Jawitz, 2010 for more on student-centered learning).…”

Moving out of their comfort zones: enhancing teaching practice in transnational education

“…Although Smith (2009) argues that transnational teaching is a novel experience that can lead to critical reflection and ultimately transformation and change of practice, with this particular group of lecturers it did not automatically seem to be the case for everyone. As the lecturers indicated that individual feedback with tips on how to improve was most useful to them, this suggests the need for academic developers to focus on these elements in a CPD programme and to treat each academic as a whole person, with individual needs, fears, strengths and weaknesses (Blackie et al, 2017). Deliberately creating opportunities for discussions and for sharing good practice with colleagues may contribute to reducing resistance to change and to transforming teaching practice.…”