Student-centred learning sounds ideal, but without structure it can hinder understanding. Giving students choice and ownership is valuable. But complete freedom without structure or guidance often leads to confusion and superficial outcomes — the “Student-Centred Illusion.” Effective student-centred learning combines autonomy with clear direction and support. Example: During a project week, students choose their own topics. Without support, many pick easy subjects with little depth, resulting in shallow learning.
Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning. Educational Research Review, 5(3), 243–260.
O'Neill, G., & McMahon, T. (2005). Student-centred learning: What does it mean for students and lecturers? Emerging Issues in the Practice of University Learning and Teaching, 27–36.