Using learner-centred learning (LCL) in undergraduate sociology courses

Mckay, Jim and Emmison, Michael (1995) Using learner-centred learning (LCL) in undergraduate sociology courses. Australian and New Zealand Journal of Sociology, 31 3: 94-103. doi:10.1177/144078339503100308

Author Mckay, Jim
Emmison, Michael
Title Using learner-centred learning (LCL) in undergraduate sociology courses
Journal name Australian and New Zealand Journal of Sociology   Check publisher's open access policy
ISSN 0004-8690
Publication date 1995-11
Sub-type Article (original research)
DOI 10.1177/144078339503100308
Volume 31
Issue 3
Start page 94
End page 103
Total pages 10
Place of publication London, United Kingdom
Publisher Sage Publications
Language eng
Abstract This paper describes a learner-centred learning (LCL) approach that we have used to teach undergraduate sociology subjects. We were motivated to use LCL for three reasons. First, we believe that whereas teacher-centred learning (TCL) tends to reproduce passive and dependent learning and only extracts surface knowledge, LCL affords greater opportunities for fostering active, independent, and deep learning (Ramsden 1992). Secondly, we deem it important that students develop skills for communicating in groups, especially for resolving group tensions. Such group communication skills are increasingly required in many of the work settings they are likely to encounter during their occupational careers. Finally, shrinking resources and increasing enrolments have limited our capacity to provide students with regular tutorial experiences. We now delineate how we have used LCL in our sociology courses.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ
Additional Notes Journal title since 1998: Journal of Sociology (1440-7833; 1741-2978)

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Social Science Publications
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Created: Wed, 08 Feb 2012, 09:20:48 EST by Dr Michael Emmison on behalf of School of Social Science