A learner centred approach (LCA) is a method of training which attempts to involve learners in the learning process (Le-Ha, 2014). Both what is learnt and the way in which it is learnt is therefore shaped by the learners’ needs, interests and capacities (Le-Ha, 2014). In addition to enabling effective learning, the aim of this approach is to develop vital skills such as critical thinking and problem solving (Coetzee, 2013). This essay will argue that the implementation of this technique will have benefits at both an individual and organisational level. Further benefits may include a tailored approach to learning and thus a more effective means of personal development as well as an enhancement in the quality of learning which occurs. Additionally,
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In this approach, the learners are active participants in the training process (Le-Ha, 2014). This is achieved by the facilitator’s focus on learners as individuals, valuing their needs and preferences, relating the material to their own experiences as well as requesting feedback from them (Le-Ha, 2014). This serves to improve the attitude of the learner towards the material, thereby enhancing his/her intrinsic motivation to learn (Coetzee, 2013). This outcome is supported by theory which notes that adults are more motivated to devote time and energy to learning something to the extent that they perceive that it will aid them in future task performance and problem solving in their lives (Paas, Tuovinen, van Merriënboer & Aubteen Darabi, 2005). This element of motivation is of particular importance as studies have shown that meaningful learning can occur only if the training experience is accompanied by the motivation to do so (Paas et al., 2005). Therefore, when learner involvement is increased in the training process, more mental effort is likely to be invested by learners. This may thereby result in a deeper understanding of the content material (Coetzee, 2013). Consequently, this has been positively associated with more effective training programmes and thus higher overall performance of learners (Paas et al., …show more content…
When adopting a LCA, focus lies on the learner and moves away from that of the trainer who then assumes a more facilitative role (Coetzee, 2013). Here, the responsibility for learning rests solely with the learners themselves (Coetzee, 2013). For example, the trainer may begin a session by defining the outcomes of the programme. This enables learners to set their own learning goals (Coetzee, 2013). A beneficial outcome of this is that it aids in the empowerment of learners, an essential component in promoting lifelong learning (Newman, 2002). Consequently, learning that persists beyond the immediate training sessions is fostered (Newman, 2002). Furthermore, it is the learner’s knowledge and experience which functions as a basis for further learning experiences rather than that of the instructor’s (Coetzee, 2013). Once goals have been set, for instance, learners make use of their own techniques in order to meet them by being granted the freedom in which to attempt different methods and ascertain which ones are most effective and applicable to their own experiences (Baeten et al., 2010). Facilitated learning programmes are thus able to relate more directly to the lives and everyday situations of employees (Baeten et al., 2010). This stimulates a process of experiential learning that is both relevant and significant to individual learners (Newman,
In this approach, the learners are active participants in the training process (Le-Ha, 2014). This is achieved by the facilitator’s focus on learners as individuals, valuing their needs and preferences, relating the material to their own experiences as well as requesting feedback from them (Le-Ha, 2014). This serves to improve the attitude of the learner towards the material, thereby enhancing his/her intrinsic motivation to learn (Coetzee, 2013). This outcome is supported by theory which notes that adults are more motivated to devote time and energy to learning something to the extent that they perceive that it will aid them in future task performance and problem solving in their lives (Paas, Tuovinen, van Merriënboer & Aubteen Darabi, 2005). This element of motivation is of particular importance as studies have shown that meaningful learning can occur only if the training experience is accompanied by the motivation to do so (Paas et al., 2005). Therefore, when learner involvement is increased in the training process, more mental effort is likely to be invested by learners. This may thereby result in a deeper understanding of the content material (Coetzee, 2013). Consequently, this has been positively associated with more effective training programmes and thus higher overall performance of learners (Paas et al., …show more content…
When adopting a LCA, focus lies on the learner and moves away from that of the trainer who then assumes a more facilitative role (Coetzee, 2013). Here, the responsibility for learning rests solely with the learners themselves (Coetzee, 2013). For example, the trainer may begin a session by defining the outcomes of the programme. This enables learners to set their own learning goals (Coetzee, 2013). A beneficial outcome of this is that it aids in the empowerment of learners, an essential component in promoting lifelong learning (Newman, 2002). Consequently, learning that persists beyond the immediate training sessions is fostered (Newman, 2002). Furthermore, it is the learner’s knowledge and experience which functions as a basis for further learning experiences rather than that of the instructor’s (Coetzee, 2013). Once goals have been set, for instance, learners make use of their own techniques in order to meet them by being granted the freedom in which to attempt different methods and ascertain which ones are most effective and applicable to their own experiences (Baeten et al., 2010). Facilitated learning programmes are thus able to relate more directly to the lives and everyday situations of employees (Baeten et al., 2010). This stimulates a process of experiential learning that is both relevant and significant to individual learners (Newman,