Student centered learning (SCL)

Student-Centered Learning (SCL) is an approach to learning in which students actively participate and take responsibility for their learning processes. This approach views knowledge as being constructed, not simply transferred.

SCL emphasizes learning through hands-on experience and can be differentiated from teacher-centered learning (TCL) in several aspects. In SCL, the teacher plays the role of a facilitator and a member of the learning team. Students actively engage in the learning process, taking on leadership roles, whereas in TCL, students tend to be passive learners.

In SCL, knowledge is created rather than just passed on from one source to another. The teacher's role is to guide the learning process and motivate students. This is in contrast to TCL, where teaching is mainly done through lectures.

The primary mode of instruction in SCL is through discussions among classmates, while TCL relies more on direct teaching. Formative assessment is the main method of student assessment in SCL, as opposed to TCL, where students are often assessed at the end of a module.

Classroom environments in the two learning methods typically differ. In SCL, an interactive classroom setting allows students to move and interact with each other freely. In contrast, TCL often prefers a more structured setup where all students face the teacher, and the teacher controls the entire discussion.

To implement SCL successfully, teachers need to embrace this approach and act as role models for their students. Initially, some teachers may resist the change due to a lack of knowledge and skills regarding SCL, as well as concerns about losing control in the classroom.

In some cases, adapting SCL can be challenging, especially in universities with extensive curriculums and large numbers of students. Overcoming these obstacles requires careful planning and adaptation.

Students may also resist SCL because it involves additional tasks, such as brainstorming and researching information from various sources, which demand time and effort. Therefore, it's essential to address these concerns and provide support.

For SCL to thrive in our country, teacher training programs should focus on SCL design, and there should be regular audits to monitor the progress of the learning process.

The previous two sessions covered different theories of learning, emphasizing the importance of discussion, interaction with the subject matter, hands-on learning, reflection, feedback, and student portfolios. Collaboration among students is crucial for successful learning, along with various assessment methods, including student self-assessment and peer assessment.

According to the sociocultural learning theory developed by Russian psychologist Lev Vygotsky, learning is a social process facilitated through interactions, cultural contexts, and language. Learning, in this view, is a mutual process where individuals construct knowledge through social engagement. For example, when a child asks their father where their lost toy is, and the father provides guidance, both are learning through this social interaction. Another concept is the "zone of proximal development," which highlights what a student or child can do independently versus with assistance from others. Collaborative discussions are also key aspects of this theory.

The SCL session concluded with a debate between two groups, providing an engaging way of learning. After the debate, it became evident that some participants strongly defended TCL, despite SCL being recognized as a more contemporary and effective learning approach.

In summary, the course was informative and highly recommended for all teachers to stay updated on the most effective learning strategies.