Learner-Centredness: An Issue of Institutional Policy in the context of Distance Education
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Anadolu University, Eskisehir
Abstract
The new concept of learner-centredness has evolved as a contemporary counter to
the traditional teacher-centred approach to education which has been authoritative
in nature. There is now a shift in focus to the learner which in part has grown out of
our dissatisfaction with traditional approaches that are based on the notion of
giving/transmitting a predetermined body of knowledge to the learner who is
treated as an object.
The shift reflects a desire to explore ways of making teaching responsive to learner
needs & interests and allowing learners to play a fuller, more active and
participatory role in the day-to-day teaching/learning processes. This inclination
towards a more learner-centred approach to teaching/learning is not the outcome
of a single structured school of thought. Educators and technical psychologists have
focused on the learner and the learning processes from different perspectives.
Learner-centred approach to teaching/learning can be said to be an outcome of an
integration of overlapping and sometimes different perspectives on teaching/
learning.
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Keywords
Learner-centred approach; Learner centred teaching, IGNOU, Distance Education, Learner-centredness, Leaner-centred pedagogy.