Learner-Centredness: An Issue of Institutional Policy in the context of Distance Education


S. K. PULIST


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.


KEYWORDS: Learner-centred approach; Learner centred teaching, IGNOU, Distance Education, Learner-centredness, Leaner-centred pedagogy

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