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Student-centred learning: a humanist perspective

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Author
Tangney, Sue
Date
2013-11-21
Type
Article
Publisher
Taylor & Francis
ISSN
1356-2517
1470-1294 (online)
Metadata
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Abstract
The notion of student-centred learning is often not defined; within the pedagogic literature it is generally associated with constructivism or principles associated with a constructivist environment such as building on prior knowledge, purposeful active learning and sense-making. An informal enquiry into conceptions of university staff prior to this study revealed a variety of interpretations warranting greater clarification and context. This interpretive study using a constructivist grounded approach focused on academic staff in art and design. It revealed a broader, more holistic conception of student-centred learning which is largely ignored in the literature and included ideas such as personal growth, consciousness raising and empowerment. It raises the question of whether humanist interpretations of student-centred learning should be more explicitly considered across the disciplines.
Journal/conference proceeding
Teaching in Higher Education;
Citation
Tangney, S. (2014) 'Student-centred learning: a humanist perspective', Teaching in Higher Education, 19(3), pp.266-275.
URI
http://hdl.handle.net/10369/10322
DOI
https://doi.org/10.1080/13562517.2013.860099
Description
Article published in Teaching in Higher Education, available at https://doi.org/10.1080/13562517.2013.860099
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  • Education Research [263]

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