Student-centered learning is rooted in a constructivist view of learning that puts learners and their learning at the heart of the educational process and aims to foster deeper learning processes and outcomes for students to become self-directed, lifelong learners.
The Student-Centered Learning Lab (SCL Lab) aims to become a leading voice in the field of student-centered learning and instruction in education and other disciplines, from pre-school to higher and postsecondary education. The Lab fosters understanding of the nature, theory and practice of student-centered learning (SCL) and student-centered learning environments (SCLE) that aim to foster deeper learning processes and outcomes in all students. The SCL Lab conducts work in the following areas:
- SCL theory: roots and evolution of the concept, (new) theoretical perspectives, frameworks and meanings (e.g. definitions, features, distinctions) in different education contexts and disciplines;
- Student-centered education policy: national and international policies to promote SCLI, (higher) education reforms (curricular, governance, funding) and modernisation initiatives (policy goals, measures);
- Sociology of SCLI: equity in education (e.g. graduation and drop out rates, socio-economic background), learning opportunities for a diverse student body, widening access and participation;
- Research on the effectiveness of SCLI: effectiveness studies comprising single classes, whole institutions or comparative research, including metaanalyses and metasyntheses;
- SCLI educational practice: implementation of the concept in real-life (higher education) classrooms, good practices, classroom examples, challenges.
Wie also offer professional development workshops worldwide:
- How to become a student-centered teacher/instructor? How to design effective student-centered learning environments? What do good (i.e. effective) teachers don't do?
- Higher education learning and instruction (paradigms, mindset/beliefs, learning outcomes, effective methods, assessment, challenges)