Student-Centered Learning

Student-Centered Learning

Student-centered learning is a broad teaching approach that encompasses replacing lectures with active learning, integrating self-paced learning programs and/or cooperative group situations, ultimately holding the student responsible for his own advances in education. Student-centered learning environments have a heightened advantage over the traditional teacher-centered, subject-centered environment in that they provide complimentary activities, interactive in nature, enabling individuals to address their own learning interests and needs and move forward into increasingly complex levels of content to further their understanding and appreciate subject matter. The student-centered learning environment has the student need satisfaction as its primary focus whereas the subject-centered environment has the transmission of a body of knowledge as the primary focus (Clasen & Bowman, 1974, p. 9). Student-centered learning, when used properly, can change the face of education into a life-long learning process in which the student seeks solutions to problems without complete dependency upon an instructor. The student learns to reason on his own to find a foundation for venturing out with successful experiences under his belt.

The learning environment concept has been around for some time. Its roots can be traced back to "early apprenticeship, Socratic, and similar movements that have sought to immerse individuals in authentic learning experiences, where the meaning of knowledge and skills are realistically embedded" (Land & Hannafin, 1996, p. 396). As immigrants flooded the United States, educators sought methods of education for the masses and the creation of a universal, or national system. The fa...

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..., Hill, J. R., & Land, S. M. (Winter 1997). Student-centered learning and interactive multimedia: status, issues, and implications. Contemporary Education, 68, 2, 94-97.

Land, S. M., & Hannafin, M. J. (1996). Student-centered learning environments: foundations, assumptions, and implications. Proceedings of selected research and development presentations at the 1996 national convention of the association for educational communications and technology. (pp. 396-402). Indianapolis: Association for Educational Communications and Technology.

Land, S. M., & Hannafin, M. J. (May 1997). The foundations and assumptions of technology-enhanced student-centered learning environments. Instructional Science, 25, 3, 167-202.

Warmkessel, M. M., & McCade, J. M. (Spring 1997). Integrating information literacy into the curriculum. Research Strategies, 15, 2, 80-88.