A Recipe for Student-Centered Learning

Ingredients

One educator

add a Group of Students and Active Learning

Stir and simmer with knowledge , commitment , willingness and faith

For students to develop the essential critical thinking skills that are needed in their professions, faculty must find the proper recipe that will engage the student in accepting responsibility for their own learning and construction of knowledge.  This can be accomplished by designing a dynamic student-centered learning environment (SCLE).  This type of environment provides the student a plethora of opportunities including; active learning, collaboration, an opportunity to be coached, learn independently and from one another, “increased motivation, greater retention of knowledge, deeper understanding of the information, and a more positive attitude” (Felder & Brent , 1996). 

For the faculty member  a student-centered learning environment provides a vehicle to “provide interactive, complimentary activities that enable students to address unique learning interests and needs, study multiple levels of complexity, and deepen understanding” (Hannifin & Land , 1997 , pg. 168).   Also, this type of environment can empower students to increase their level of “comparing, contrasting, analyzing, interpreting, and drawing inferences”, which are all essential to critical thinking (Schaefer & Zygmont , 2003).

It is important to mention that the transition to a student-centered learning environment can be a challenging task.  Many students are accustomed to the traditional learning environment and may greet active learning with resistance, gripping, and time-wasting.  However if faculty are patient, persevere and exhibit a confident attitude, students will begin to see the positive rewards of their own learning and develop a greater sense of self-confidence.  By slowly integrating pedagogical tools that can be creatively used in the transition to a SCLE (i.e. brainstorming, recall exercises, group work, concept mapping, role play, case studies using real-world situations, problem-solving activities; and technology), students will begin to enjoy the journey of self-discovery and self-confidence in their learning ability.

This presentation presents some essential ingredients that faculty can add to their pedagogical recipe box; such as various tools, resources, and different activities that will engage students in active learning and assuming greater accountability for their own construction of knowledge (Hannafin , Hill , & Land , 1997).  

For more information please feel free to contact me at idolprof@yahoo.com.

References:

Feldner, R. & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44, 43-47.

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

Schafer, K. & Zygmont, D. (2003). Analyzing the teaching style of nursing faculty. Nursing Education Perspectives, 24(5). 238-245.

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