Self-directed learning and student-centred learning: a conceptual comparison
dc.contributor.author | Morris, TH | |
dc.contributor.author | Bremner, N | |
dc.contributor.author | Sakata, N | |
dc.date.accessioned | 2023-12-13T13:18:11Z | |
dc.date.issued | 2023-12-10 | |
dc.date.updated | 2023-12-13T13:04:49Z | |
dc.description.abstract | Self-directed learning and student-centred learning are key theoretical constructs in the educational literature. However, to date, the similarities and differences between these terms have not been examined. This paper therefore provides a historical overview of both constructs, followed by an analysis of the similarities and differences between them. The analysis found that student-centred learning has been interpreted in a much broader and more inconsistent way than selfdirected learning, and that any conceptual comparison is dependent on the ways in which student-centred learning is interpreted. In particular, the inclusion or non-inclusion of the notion of power-sharing is key when comparing student-centred learning to self-directed learning. If power-sharing is not considered part of student-centred learning, learning might be student-centred and not yet self-directed. An original and important conclusion from the present work is that: only if power-sharing is considered part of student-centred learning can learning be both student-centred and self-directed. Increased clarity around the meanings of these concepts will benefit teachers and other educational stakeholders and will allow us to conduct more valid research to examine the potential impacts of such approaches. | en_GB |
dc.identifier.citation | Published online 10 December 2023 | en_GB |
dc.identifier.doi | https://doi.org/10.1080/14681366.2023.2282439 | |
dc.identifier.uri | http://hdl.handle.net/10871/134786 | |
dc.identifier | ORCID: 0000-0002-4249-4286 (Bremner, Nicholas) | |
dc.language.iso | en | en_GB |
dc.publisher | Routledge | en_GB |
dc.rights | © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. | en_GB |
dc.subject | Self-directed learning | en_GB |
dc.subject | student-centred learning | en_GB |
dc.subject | learner-centred pedagogy | en_GB |
dc.subject | constructivism | en_GB |
dc.subject | powersharing | en_GB |
dc.title | Self-directed learning and student-centred learning: a conceptual comparison | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2023-12-13T13:18:11Z | |
dc.identifier.issn | 1468-1366 | |
dc.description | This is the final version. Available on open access from Routledge via the DOI in this record. | en_GB |
dc.identifier.eissn | 1747-5104 | |
dc.identifier.journal | Pedagogy, Culture & Society | en_GB |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | en_GB |
dcterms.dateAccepted | 2023-10-31 | |
rioxxterms.version | VoR | en_GB |
rioxxterms.licenseref.startdate | 2023-12-10 | |
rioxxterms.type | Journal Article/Review | en_GB |
refterms.dateFCD | 2023-12-13T13:15:42Z | |
refterms.versionFCD | VoR | |
refterms.dateFOA | 2023-12-13T13:18:16Z | |
refterms.panel | C | en_GB |
refterms.dateFirstOnline | 2023-12-10 |
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Except where otherwise noted, this item's licence is described as © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/
licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly
cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or
with their consent.