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Reaching the students that student-centred learning cannot reach

机译：达到以学生为中心的学习无法达到的学生

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摘要

Student-centred learning has the potential to engage a more academically diverse student body than the more conventional teacher-centred approaches. In spite of the evidence in favour of student-centred learning, a recent study showed that it was ineffective for around 30% of undergraduates in a large and diverse group studying business operations management. The possible reasons for this are explored in two ways. First, the literature relating to student engagement and participation is reviewed from three different perspectives: the sociological, the epistemological and the approaches to learning perspectives. Second, all three perspectives are applied to data generated from the original study within the context of a post-1992 university. The advantages of a three-perspective approach over a single-perspective approach are discussed. Finally, the development of a holistic model integrating all three perspectives is called for, to be used as a guide for further empirical research into student engagement and as a tool for evaluating and developing inclusive and engaging learning environments.
机译：与以教师为中心的传统教学方法相比，以学生为中心的学习方法有可能使学生在学术上更具多样性。尽管有证据支持以学生为中心的学习，但最近的一项研究表明，对于大范围学习商务运营管理的各种形式的大约30％的大学生而言，这种方法是无效的。可能的原因有两种。首先，从三个不同的角度回顾了与学生参与和参与有关的文献：社会学，认识论和学习方法。其次，这三种观点都适用于在1992年后大学环境下从原始研究获得的数据。讨论了三视角方法比单视角方法的优势。最后，需要开发一种综合了这三个观点的整体模型，以作为对学生参与度进行进一步实证研究的指南，并作为评估和开发包容性和参与性学习环境的工具。

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