Student-centred learning environments in higher education - From conceptualization to design

Abstract

This contribution proposes student-centred learning environments (SCLEs) as an instrumental notion for teachers and institutions in higher education. SCLEs are viewed as spaces for learning that enable students to address unique learning interests and needs, to meet institutional requirements as well as engage with knowledge, resources, tools, or people in order to learn. To clarify the notion, the article problematizes the idea of student centrality and discusses key assumptions following perspectives to learning that emphasize students’ responsibility, when also being provided with the necessary guidance and support in the process. The article identifies a set of principles to be considered when designing such learning environments in higher education. Two examples of course designs in software engineering and legal education are examined and discussed in an attempt to illustrate how these principles are employed in these two contexts. By accounting for the fact that SCLEs can cater, foster and support student learning, the article makes a case that such environments need to be carefully crafted. Ultimately, this contribution provides a toolbox for teachers and higher education programmes in higher education, which could be employed to enhance the quality of teaching and learning.