QUT ePrints

Understanding Learner-Centredness: Does it Consider the Diverse Needs of Individuals?

Pillay, Hitendra K. (2002) Understanding Learner-Centredness: Does it Consider the Diverse Needs of Individuals? Studies in Continuing Education, 24(1), pp. 93-102.

View at publisher

Abstract

In light of the significant changes happening in all sectors of our society, we in the education sector and in particular in the universities, have adopted a number of innovative ideas for delivering education. Many of these innovations deal with procedural aspects related to learning and consequently little concern has been shown to individuals’ beliefs about knowledge and dispositions for learning. Beliefs and dispositions are powerful tools to effect a more meaningful and sustainable change to how individuals engage in learning. This paper discusses some recent findings from research into university students’ beliefs about the nature of knowledge and their conceptions of learning, and identifies the implications for a learner-centred university education. Learners’ beliefs both informal and formal may influence the way they approach learning. Do they learn to apply, or learn to understand? The effort they make to learn depends on their perception of how the learning will reward them. The paper also explores the cross-cultural beliefs about knowledge and conceptions of learning.

Impact and interest:

Citation countsare sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 9610
Item Type: Journal Article
Keywords: beliefs about knowledge, epistemology, student attitudes, learning disposition, university students
DOI: 10.1080/01580370220130468
ISSN: 0158-037X
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2002 Taylor & Francis
Copyright Statement: First published in Studies in Continuing Education 24(1):pp. 93-102.
Deposited On: 19 Sep 2007
Last Modified: 15 Jan 2009 17:46

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page