Student-Centred Learning and Teaching: A Systematic Mapping Review of Empirical Research

Autor/inn/en	Grøndahl Glavind, Johanne; Montes De Oca, Lis; Pechmann, Philipp; Brauner Sejersen, Dorthe; Iskov, Thomas
Titel	Student-Centred Learning and Teaching: A Systematic Mapping Review of Empirical Research
Quelle	In: Journal of Further and Higher Education, 47 (2023) 9, S.1247-1261 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grøndahl Glavind, Johanne) ORCID (Montes De Oca, Lis) ORCID (Pechmann, Philipp) ORCID (Brauner Sejersen, Dorthe) ORCID (Iskov, Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2023.2241391
Schlagwörter	Student Centered Learning; Teaching Methods; Learning Activities; Independent Study; Learner Engagement; Personal Autonomy; Educational Technology; Flipped Classroom; Feedback (Response); Faculty Development; Communities of Practice + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Selbststudium; Individuelle Autonomie; Unterrichtsmedien; Flipped classrooms; Flip teaching; Inverted teaching; Community
Abstract	Student-centred learning and teaching (SCLT) has become a widespread approach in higher education and is praised by students, educational researchers and policy makers alike. SCLT is believed to help students become self-directed learners by placing them at the centre of the learning process. Despite the central role currently ascribed to SCLT in higher education, systematic knowledge about how it is practiced in higher education is limited. Informed by the findings of a systematic mapping review of empirical research, this article discloses how SCLT is practised inclass, outof-class and institutionally in higher educational institutions. Overall, we find that empirical research on SCLT is diverse and covers a wide range of pedagogical approaches and methods. Even so, the main focus of the research mapped is on in-class learning activities, whereas less focus is placed on student support systems and on how to develop a SCLT culture in institutional practices. Furthermore, the review finds an extensive focus on student activation and engagement in the empirical research on SCLT. This runs contrary to the theoretical literature arguing that SCLT should promote student agency and autonomy. We therefore encourage more empirical research on the relationship between SCLT and student agency in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01