Evaluating the Appropriateness of Learner-centered Education in Higher Education

Abstract

This study aims at introducing learner-centered education as an alternative to the conventional education that exists in higher education institutions in Libyan universities. The assumption is that the didactic teaching hinders learners from participating effectively in the learning process. The study will explore possible obstacles and factors that influence the learning situation. Possible ways to improve the situation will be suggested. This will include adopting the ways of learning which encourage learners to be active participants rather than recipient of knowledge. This study is an attempt to introduce the learner-centered approach to both teachers and learners. It is hoped that it will be possible to replace the strict teacher-centered approach to learning which prevail in Libyan universities with the suggested approach. The ultimate goal is to encourage learners to be themselves, and to learn by themselves instead of passively regurgitate information remembered from lectures. By the end of the study, some suggestions are introduced in an attempt to encourage both university teachers and students to adopt the learner-centered education. This of course necessitate the modification of both teachers and learners roles in the learning process.