NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ823603
Record Type: Journal
Publication Date: 2009-Feb
Pages: 16
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-0141-1926
Reaching the Students that Student-Centred Learning Cannot Reach
Hockings, Christine
British Educational Research Journal, v35 n1 p83-98 Feb 2009
Student-centred learning has the potential to engage a more academically diverse student body than the more conventional teacher-centred approaches. In spite of the evidence in favour of student-centred learning, a recent study showed that it was ineffective for around 30% of undergraduates in a large and diverse group studying business operations management. The possible reasons for this are explored in two ways. First, the literature relating to student engagement and participation is reviewed from three different perspectives: the sociological, the epistemological and the approaches to learning perspectives. Second, all three perspectives are applied to data generated from the original study within the context of a post-1992 university. The advantages of a three-perspective approach over a single-perspective approach are discussed. Finally, the development of a holistic model integrating all three perspectives is called for, to be used as a guide for further empirical research into student engagement and as a tool for evaluating and developing inclusive and engaging learning environments. (Contains 1 figure and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A