Student-centred learning support in the sciences

Abstract

The need for learning support in tertiary institutions is now an acknowledged and accepted fact in universities worldwide. This is largely because of increased participation in senior secondary and tertiary education, which has resulted in the enrolment at university of students from a wider range of backgrounds than previously. This has meant larger numbers of students who, for a variety of reasons, do not have the skills and background knowledge once considered essential (Baldauf Jr, 1997; Garner, 1997; McInnes & James, 1995; Parker, 1997. No longer is it possible to assume that students are ready for specialised, 'academic' study (Johnston, 2001; McInnes & James, 1995). Increasing numbers of first year students are challenged by the expectations of tertiary institutions with respect to thinking and learning and many students struggle with their new role as independent learners and critical thinkers (Beasley, 1997; Johnston, 2001; McInnes & James, 1995).