Student-centered learning environments¶

Element · All elements
Evidence · 1 claim (1 for) · 3 studies (1 quant-synthesis, 1 review, 1 theoretical), q1–q4 · 1 of 3 report an effect size

Description¶

Student-centered learning environments provide "interactive, complimentary activities that enable individuals to address their unique learning interests and needs, examine content at multiple levels of complexity, and deepen understanding." They create multidimensional, ecologically valid systems where students access existing or build new conceptual linkages, using technology to support multiple methods of thinking and learning. The paper frames them as alternatives rooted in assumptions different from traditional instruction.

Design Implications¶

Context¶

Requirements¶

• Design must be a direct manifestation of the underlying assumptions of student-centered learning

Constraints¶

• Research on the many forms of computerized learning environments has been sparse, and empirically-based design guidelines have rarely been offered

Target Learners¶

• individual learners with unique interests and needs

Target Learning Goals¶

• deepening understanding
• examining content at multiple levels of complexity

Affordances¶

• Five Foundations Learning Environments Framework
• Student Centered Environments Assumptions Framework

Claims¶

• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it [+M]

Related Elements¶

Examples¶

• Support learners in making and being guided to make effective choices
• Differentiated Instruction
• Creating Collaborative Spaces

Key Sources¶

• Land, Susan M.; Hannafin, Michael J. (1996). Student-Centered Learning Environments: Foundations, Assumptions, and Implications. https://eric.ed.gov/?id=ED397810