Exploring Students’ and Teachers’ Perceptions of Student-Centered Learning in a Community College, England – United Kingdom

Abstract

Purpose: Student-centered learning technique is no longer a new pedagogical approach to classroom teaching. Its use as a teaching technique is now a universal move in teaching and learning practices. This study explores students’ and teachers’ perception on the effectiveness of student-centered teaching/learning approach on the learning practices of students in a selected community college in a metropolitan city of England. Several literatures were also explored in order to get indepth knowledge into the conceptual and empirical framework of the subject matter. Methodology: This research was a case study, thereby the research method was a mixed method research. Questionnaire was used to collect the quantitative data, while interview was used to collect the qualitative data. The study found that a number of factors influence how positively student-centered learning approaches affect students' learning practices. Findings: The findings revealed cooperative approach, which consists of various types of group tasks, motivating factors like independence and opinion exchange, and teaching/learning instruments like debates, discussions, presentations, etc. Unique contribution to theory, policy and practice: This study demonstrates that the development of cooperation and collaboration is one of the key outcomes of a student-centered learning method. Students are more able to view one another as complements rather than rivals. Student achievement in the classroom is supported by student-centered learning, which is another essential aspect. Through various exercises, students may increase their scores, which makes it simple for them to reach their desired grade.