STUDENT-CENTERED APPROACH IN TEACHING

Abstract

A student-centered approach to teaching and learning has become the focus of attention as emphasis has grown on the move away from the teacher-centered approach. Although the term is widely used, it remains unclear how it can be used effectively given the continuum nature of teacher-centered and student-centered approaches. This article examines 34 articles and includes a thematic analysis of their content to systematically present ways of operationalizing a student-centered approach. An application channel of the student-centered approach is projectbased learning, where students work on community and design projects and are expected to manage the projects or at least propose actions or solutions. Problem-based learning is a variant of project-based learning, in which students often work on scenarios, events, questions, or problems that are less extensive than projects. Problem-solving is usually done before lectures to encourage self-directed learning and facilitate scaffolding. An argumentbased curriculum incorporates arguments and debates that engage students in self-discovery of different perspectives on a given topic. A student-centered approach is closely related to the use of technology for research, interaction, gamification, simulations, and feedback. Student-centered feedback encourages active learning through targeted feedback, while adaptive learning involves students constructing the content. This review contributes to the improvement of student-centered elements in teaching and learning.