Giving Students More Responsibility: An Exploration of Student-Centred Learning Approaches

Aims: The focus of the research is an exploration of teaching and learning processes. This involved an investigation of students’ perspectives on the teaching and learning approaches which helped develop their understanding of social justice and its relevance to Community Learning and Development; as well as an investigation of lecturers’ perspectives on creative methods of engaging students as partners in their learning process. The research considers what kinds of approaches to teaching and learning can facilitate ‘critical thought’ and lead to ‘critical action’.

Methods: The qualitative research was undertaken using a triangulation of methods to gather data, including literature reviews; open text questionnaires; and semi-structured interviews. Data from some individual interviews is creatively presented as graphic recordings. Findings from lecturers’ interviews are creatively represented in a poster format.

Main findings: Student-centred approaches to teaching and learning are a key part of productive engagement and the development of critical thought within transformative learning.

Conclusions: Both students and lectures highlight the importance of student-led approaches and the literature supports this. Further analysis and examples of good practice could be developed to illustrate and develop the seminal findings.