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Student-centred teaching and learning: not always what it says on the tin?

Student-centred teaching and learning: not always what it says on the tin?
Student-centred teaching and learning: not always what it says on the tin?
In the context of policy initiatives aimed at widening participation and an increasingly diverse student population, the notion of student academic engagement and how to achieve it have become important topics in academic and practitioner debates. Drawing on Biggs and Tang’s (2007) concept of Levels One, Two and Three teaching, the paper presents the findings of a qualitative study designed to explore different teaching and learning approaches in terms of the level and nature of student engagement. Through an in-depth ethnographic approach, differences in student engagement were observed in the three categories of teaching. It is suggested that genuine student-centred learning and teaching, based upon constructivist learning theory, is highly effective in engaging students and facilitating a deep approach to learning.
student-centred, student engagement, approaches to learning, constructivist learning, widening participation
18-32
Brockmann, Michaela
f8b5697f-f9fc-4645-9bd5-a78af20d0ea5
Brockmann, Michaela
f8b5697f-f9fc-4645-9bd5-a78af20d0ea5

Brockmann, Michaela (2014) Student-centred teaching and learning: not always what it says on the tin? Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 9 (1), 18-32.

Record type: Article

Abstract

In the context of policy initiatives aimed at widening participation and an increasingly diverse student population, the notion of student academic engagement and how to achieve it have become important topics in academic and practitioner debates. Drawing on Biggs and Tang’s (2007) concept of Levels One, Two and Three teaching, the paper presents the findings of a qualitative study designed to explore different teaching and learning approaches in terms of the level and nature of student engagement. Through an in-depth ethnographic approach, differences in student engagement were observed in the three categories of teaching. It is suggested that genuine student-centred learning and teaching, based upon constructivist learning theory, is highly effective in engaging students and facilitating a deep approach to learning.

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More information

e-pub ahead of print date: December 2014
Published date: December 2014
Keywords: student-centred, student engagement, approaches to learning, constructivist learning, widening participation
Organisations: Southampton Education School

Identifiers

Local EPrints ID: 375370
URI: http://eprints.soton.ac.uk/id/eprint/375370
PURE UUID: e6926904-2c7a-4a59-bd7b-12bf29eefe2e
ORCID for Michaela Brockmann: ORCID iD orcid.org/0000-0003-4978-1883

Catalogue record

Date deposited: 23 Mar 2015 11:33
Last modified: 07 Oct 2020 08:24

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