REFLECTIONS ON STUDENT-CENTERED LEARNING IN A LARGE CLASS SETTING

In many institutions increasing priority is being given to the educati onal goal of intellectual independence with course objectives placing more emphasis on the processes of learning and less on course content. While such objectives are readily achieved in the small class setting , this remains difficult in large class settings. In this paper we des cribe an attempt to pursue the student-independence agenda in a large, first year management course and discuss the processes used, outcomes achieved and critical success factors perceived, While results to dat e show a pleasing increase in the use of effective learning strategies for independent learning by students, a significant minority of stude nts have not responded positively to the independence goal, Concluding comments develop this aspect.