Changing the conception of teaching from teacher-centred to student-centred learning among engineering lecturers

Abstract

Engineering education has moved towards a student-centred learning (SCL) approach, which has been proven to be more effective when compared to the teacher-centre approach, especially for acquiring 21st Century skills. However, many engineering lecturers are reluctant to change their teaching paradigm and approach to SCL, although they have received training. This study aims to explore the factors that can change the conception of teaching among engineering lecturers. This phenomenological study followed two engineering lecturers for one semester through classroom observations and interviews at a university in Malaysia, after they underwent SCL training. The thematic analysis showed that both lecturers started with the teacher-centred paradigm before the training, due to their previous learning experience under the teacher-centred approach by their lecturers. After the training, they showed an inclination to adopt SCL in their classes. However, due to unsupportive colleagues and department, and poor management, one lecturer failed to make the transition. The other lecturer successfully embraced the SCL paradigm after she saw the positive impacts on her students, and her colleagues did not discourage her to change. This study demonstrated that the conception of teaching influenced the implementation of SCL, and the factors that bring successful change are training, support and appraisal.