Student-centred learning in higher education in times of Covid-19: A critical analysis

Victoria I Marín

doi:10.21428/8c225f6e.be17c279

Abstract

Student-centred learning is a pedagogical concept that has impregnated many of the discourses about teaching and learning in the last 10 years, as opposed to teacher-centred learning, and is considered core in higher education for adequately preparing lifelong learners. During the Covid-19 outbreak, teaching and learning in traditional higher education institutions shifted from face-to-face classes to online ones, and some educators tried innovative ways to deliver a student-driven education in these settings. Although there is an extensive literature on student-centred learning and online learning, the former has not been so far explored during the particular situation of emergency remote teaching due to Covid-19. Considering the relevance of student-centred learning for lifelong learning in a world in constant transformation, in this study I critically analyse the application of student-centred approaches in this context through a systematic literature review. Nine publications were selected according to their focus on and interest upon a student-centred learning design of a university course during Covid-19 pandemic. The âOwn it, Learn it and Share itâ framework to enhance student engagement in student-centred learning was used as the conceptual framework to guide the critical analysis. The critical analysis shows that the problem-based learning approach was the most popular during this period, and that most of the described designs include elements for supporting learning such as prompting and modelling, the provision/use of tools and resources, and progress monitoring (Learn it), as well as for assisting sharing in terms of creating artifacts (Share it). However, fewer elements of the course designs addressed specifically some aspects to support learning ownership (Own it) such as goal setting, and to encourage sharing through Web 2.0 publications (Share it). The conclusions reflect also on aspects missing in the framework, such as the emotional aspects, emphasized due to the pandemic situation, and the specific condition of student-centred learning derived from group work, and result in recommendations for student-centred learning in higher education beyond Covid-19.Keywords: student-centred learning; higher education; Covid-19; course design; critical analysis; systematic reviewPart of the Special Issue Technology and educational âpivotingâ in the wake of the Covid-19 pandemic <https://doi.org/10.21428/8c225f6e.0a9292af>

Highlights

The pedagogical concept of student-centred learning (SCL), as well as the paradigm shift from teacher-centred learning to SCL, has been often present in reports, speeches, studies and reflections, especially in the context of European Higher Education Area (EHEA) reforms, where SCL gained a central stage and was identified as a higher education priority area in 2015 (Dakovic & Zhang, 2020; European Students’ Union, 2010; Hoidn, 2016; Sursock, 2015)
The literature on online learning has already addressed some of the aspects of SCL, the particular situation of emergency remote teaching (ERT) is of interest as a different form than online learning (Hodges et al, 2020) and deserves special attention
The present study brought to light some examples of application of SCL approaches in higher education in the context of the Covid-19 pandemic

Summary

Introduction

The pedagogical concept of student-centred learning (SCL), as well as the paradigm shift from teacher-centred learning to SCL, has been often present in reports, speeches, studies and reflections, especially in the context of European Higher Education Area (EHEA) reforms, where SCL gained a central stage and was identified as a higher education priority area in 2015 (Dakovic & Zhang, 2020; European Students’ Union, 2010; Hoidn, 2016; Sursock, 2015). Against the backdrop of the Covid-19 pandemic, different authors point towards the potential impact on the applied pedagogies due to emergency remote teaching (ERT) (Hodges et al, 2020), and suggest a greater student’s agency and responsibility for their learning and innovative ways to deliver a student-driven education (Bozkurt et al, 2020; Zhao, 2020). This aspect has not been addressed in detail yet (see reviews by Bond et al, 2021; Stewart, 2021). The literature on online learning has already addressed some of the aspects of SCL, the particular situation of ERT is of interest as a different form than online learning (Hodges et al, 2020) and deserves special attention

Results

Discussion

Conclusion