Students’ Expectations and Their Perception of Student-Centered Learning

Experiences from the Royal Thimphu College, Bhutan

Abstract

Student-Centered Learning (SCL) is a highly regarded teaching-learning approach because it provides students with the opportunity to develop graduate attributes and has the potential to meet graduate employability requirements. Higher Education Institutions are increasingly being evaluated for their direct link to student learning outcomes and workforce graduate attributes. Graduate attributes, including communication skills, technology skills, problem-solving skills, and reflection, foster independent and lifelong learning. These attributes are regarded as fundamental skills that educational institutions should instill in their students. In this study, we explored students’ preferred choice of teaching methods and learning environments in higher education. The sample of the study comprised 46 students enrolled in various business programs. The data was collected using focus group discussions. Results indicated that students preferred approachable, open-minded, and knowledgeable tutors who create meaningful learning environments. Students also had a preference for student-centered teaching approaches such as case studies, role plays, group work, and quality assignments that have real-world applications. SCL approaches, including case studies, field trips, and role play are practiced at Royal Thimphu College, Bhutan (RTC). The multitude of challenges faced by first-year students and their policy implications are also discussed in this paper.