A Success Case of Learner-centered Classroom in Higher Education

Rose Makaramani
Thailand

The article presents a successful experience of implementing learner-centered approach in undergraduate courses. Three main concepts of having the student participation in organizing instructional process are described and discussed including planning their learning outcomes, designing their learning activities, and determining methods of evaluation for their learning performance.

Once a course framework has been set, each student submits his/her complete learning plan. To fulfill the intended outcomes, the student has involved various learning methods such as self-study, role-playing, project-based activity, problem-based activity, e-learning, etc. Portfolios of learning experience have been proposed by the students to be an indicator for evaluation of their performance along with oral presentation and some expected attributes.

In regular classroom period, the students come to present their on-going tasks, ask for suggestions and comments, organize in-class activities as scheduled and receive formative evaluation. Times spent out of classroom for each student are varied depending on his/her design of activities and capability to fulfill the outcomes. They may work as individuals or groups. Therefore, an authentic assessment has been applied to evaluate students' performance.

The approach has been experimented and developed in 2 courses that are different in its nature as specified by curriculum. One is a 2(2-0) credits course for the second year students, designated as having two theoretical or lecturing hours. Another is a 2(1-2) credits course for the third year students, having 1 theoretical hour and 2 practice hours.

The traditional methods of teaching these courses in the past are described to compare with the learner-centered approach. Techniques used in encouraging students to think and actively participate in learning process are explained. Comparison of learning outcomes between the two approaches is presented so that significant changes of student capability and attitudes in favor of learner-centered approach are demonstrated. Also, effects on the teacher, the students, and the community are discussed.

The two courses organizing in the year 2000 shows satisfactory outcomes. Then, the approach has been repeated again in 2001 using the same course with a new group. The results are also satisfaction and encourage more implementation in other courses