The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it

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.

摘要

什么是 “以学生为中心”或 “以学习者为中心”的教育（SCE/LCE）？本研究通过对326篇期刊文章的元分析来回答这个问题。通过对10篇关键文本的归纳分析，本研究初步生成了一个包含10个方面的定义框架。该框架随后被浓缩为以下6个方面: “积极参与”、“适应需求”、“自主性”、“相关技能”、“权力分享 ”和 “形成性评估”。研究进而对326篇文章中各自所使用的定义进行演绎编码。结果表明，文献中对SCE/LCE的定义并不一致。被提及最多的方面是“主动参与 ”，而被提及最少的是“权力分享”和 “形成性评估”。笔者认为，一个包含10个或6个方面的灵活的SCE/LCE定义框架，对教师、教师教育工作者、研究者和政策制定者都是有用的。笔者亦承认了研究的主要局限，尤其是在编码和分类过程中固有的主观性。

KEYWORDS:

• Student-centred learning
• student-centered learning
• student-centred education
• student-centered education
• learner-centred education
• learner-centered education

关键词:

• 学生为中心的学习
• 学生为中心的教育
• 学习者为中心的教育

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Nicholas Bremner

Nicholas Bremner is Course Director of the MA Teaching English to Speakers of Other Languages (TESOL) at Bath Spa University. His current research focuses on the multi-faceted definition of learner-centred/student-centred education, and the implementation of these approaches in different countries. He is also interested in using visual methods such as timelines to enhance reflective practice in teacher education.