Blending emerging technologies for student-centred teaching: A critical analysis

Research output: Chapter in Book/Conference paperChapter


Student-centred learning is different from traditional teacher-centred or institution-centred learning, where the power balance leans more towards teachers and institutions. They set the learning outcomes while students remain passive listeners. In institution-centred learning, schools, colleges and universities design learning in a way that advances their own financial, administrative or logistical benefits; student learning becomes a secondary aim. However, in recent times, these traditional teaching approaches have been replaced by a movement that places students at the centre. The ideology of student-centred learning proposes a paradigm shift that makes student participation a crucial part of teaching. Some of the key principles of student-centred teaching are:
• The curriculum, content and pedagogy are designed to build on what the students have already learnt to relate to what they would like to learn further.
• Student-centred learning assists students to independently acquire knowledge via active participation in the teaching process.
• Student-centred classrooms are characterised by students provided with specific, skill-based learning outcomes to motivate them to fully engage with the teaching process.
• Students are provided with opportunities to actively interact with the class and share their views and knowledge openly.
• Student feedback is emphasised to ensure that the teaching is student-centred, and the teacher is aware of what the students would like to learn.

Implementing these student-centred learning principles involves radical changes in the way teaching and educational institutions worldwide rely on e-learning platforms to implement student-centred teaching and learning. The present chapter will critically analyse the ways in which five leading e-learning platforms, learning management systems (LMS), virtual reality (VR), internet of things (IoT), Massive Open Online Courses (MOOCs) and social media, offer their support in implementing principles of student-centred learning.
Original languageEnglish
Title of host publicationDigital Transformation and Disruption of Higher Education
Subtitle of host publicationCambridge University Press
EditorsAndreas Kaplan
Place of PublicationUK
PublisherCambridge University Press
Number of pages22
ISBN (Print)9781108838900
Publication statusAccepted/In press - 11 Mar 2021


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