Bremner, N (2021) 'The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it.' Comparative Education, 57 (2). pp. 159-186. ISSN 0305-0068
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Abstract
What does ‘student-centred’ or ‘learner-centred’ education (SCE/LCE) mean? This study answers that question through a meta-analysis of 326 journal articles. An initial 10-aspect framework emerged from an inductive analysis of 10 key texts. This framework was subsequently condensed into 6 aspects: ‘Active participation’, ‘Adapting to needs’, ‘Autonomy’, ‘Relevant skills’, ‘Power sharing’ and ‘Formative assessment’. The definitions used in each of the 326 texts were then coded deductively. The findings indicated that SCE/LCE has been defined inconsistently in the literature. ‘Active participation’ was the most mentioned aspect, whereas ‘Power sharing’ and ‘Formative assessment’ were the least mentioned. The author argues that a flexible 10 or 6-aspect framework for defining SCE/LCE is useful for teachers, teacher educators, researchers and policy makers. Key limitations of the study are recognised, in particular the inherent subjectivity of the coding and categorisation process.
| Item Type: | Article |
|---|---|
| Note: | This article was first published in September 2020 ahead of its inclusion in an issue. It was submitted as an output to REF 2021. |
| Keywords: | student-centred learning, student-centered learning, student-centred education, student-centered education, learner-centred education, learner-centered education |
| Divisions: | School of Education |
| UoA: | Education |
| Identification Number: | https://doi.org/10.1080/03050068.2020.1805863 |
| Date Deposited: | 10 Jul 2020 19:22 |
| Last Modified: | 01 Mar 2022 01:40 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/13315 |
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