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Student-Centred Higher Education: Theory and My Experience - Coggle…
Student-Centred Higher Education:
Theory and My Experience
POLE A: What the Literature Suggests
Student-centred learning — Klemenčič (2017)
Active learning
Lectures can complement active learning
Learning culture
Curriculum and assessment
Support and learning resources
Student engagement — Klemenčič (2017)
Attending classes
Asking questions
Participating in learning activities
Completing assigned learning tasks
Participation does not necessarily confer influence
Student agency — Klemenčič (2017; 2021)
Opportunities for action
Possibilities for agency
Orientations towards agency
Self-efficacy
Self-regulation
Actorhood, autonomy and influence — Klemenčič (2021)
Students as active participants
Choice in learning
Guidance from teachers
Contribution to knowledge
Influence over learning-related decisions
THEORY–EXPERIENCE CONNECTIONS
Active learning → photography task
Relationship: supports real-world application
Interpretation: I used classroom ideas to examine real objects
Student agency → perceived limits on influence
Relationship: agency depends on opportunities to act
Interpretation: I could participate, but my influence was limited
Student voice → course evaluations
Relationship: having a voice does not guarantee visible change
Interpretation: I noticed no changes, but cannot conclude feedback was ignored
Curriculum and assessment → exams
Relationship: prompts questions about what is assessed
Interpretation: the actual exams would need checking before concluding what they measured
POLE B: My Higher Education Experience
My linguistics photography task
Photographed real-world objects
Examined subject–object relationships
Interpreted the meanings of colours
Analysed words and fonts
Applied concepts beyond the classroom
My teaching, feedback and assessment experience
Lectures and interactive classes
Opportunities to ask questions
Perceived limits on influence
Course evaluations; no noticeable changes observed
Mostly exams and memorisation
GLOSSARY OF KEY TERMS
Student-centred learning
An approach that gives students an active role in learning, contribution and application.
Student engagement
Participation in learning activities, such as attending, asking questions and completing tasks.
Student agency
The capability and opportunity to influence one's learning or learning environment.
Student actorhood
Understanding students as contributors to educational activities, not only receivers of information.
Student autonomy
Meaningful choices and responsibility for learning, with appropriate guidance.
Self-regulation
Planning, monitoring and improving one's own learning.