Methods of Teaching in Institutions of Higher Learning: Teacher-Centred vs Learner-Centred; Offline vs Online Methods (SWAYAM, SWAYAMPRABHA, MOOCs, etc.)
UGC NET Paper I – Teaching Aptitude
Teaching methods in higher education have evolved from traditional lecture-based instruction to technology-enhanced, learner-driven approaches. Understanding the difference between teacher-centred and learner-centred methods—and the growing integration of online platforms such as SWAYAM, SWAYAMPRABHA, and MOOCs—is essential for today’s educators.
1. Introduction
Institutions of higher learning aim to promote critical thinking, creativity, and lifelong learning among students. The choice of teaching method significantly influences the achievement of these goals. In the 21st century, effective teaching goes beyond classroom lectures—it involves facilitation, collaboration, and digital engagement.
According to Benjamin Bloom’s taxonomy, higher education should develop cognitive skills such as analysis, evaluation, and creation. Therefore, teaching methods must shift from passive information delivery to active knowledge construction.
2. Teacher-Centred Methods
Teacher-centred methods are traditional approaches where the teacher is the primary source of knowledge and authority. The learner’s role is largely passive, focusing on listening, note-taking, and memorization. Such methods are efficient for large groups and foundational learning but may limit creativity and independent thought.
2.1 Lecture Method
The lecture method is one of the oldest and most widely used teaching methods in higher education. The teacher delivers information verbally to a group of students, often using a blackboard, whiteboard, or slides.
Advantages:
- Useful for covering a vast syllabus quickly.
- Cost-effective for large classes.
- Enables systematic presentation of knowledge.
Limitations:
- Minimal student interaction or feedback.
- Encourages rote learning rather than deep understanding.
- Not suitable for developing practical or analytical skills.
2.2 Demonstration Method
Here, the teacher shows a process or experiment while students observe. It is effective in laboratory and technical subjects like physics, chemistry, and computer science.
- Advantage: Makes abstract concepts concrete and improves retention.
- Limitation: Students remain observers; limited hands-on experience.
2.3 Tutorial and Seminar Method
In tutorials, a teacher interacts with a small group of students to clarify doubts or guide individual projects. Seminars involve formal presentations followed by discussion.
- Encourages participation and critical questioning.
- Develops communication and presentation skills.
3. Learner-Centred Methods
Learner-centred methods place students at the core of the educational process. The teacher becomes a facilitator or guide who supports active participation, collaboration, and discovery. These methods are based on constructivist learning theory, which emphasizes that learners construct their own understanding through experience and reflection.
3.1 Discussion Method
Students exchange ideas, opinions, and information under the teacher’s guidance. This method promotes critical thinking and interpersonal skills.
- Encourages active learning and communication.
- Develops tolerance for diverse viewpoints.
- Requires careful moderation to maintain focus.
3.2 Problem-Solving Method
Students identify a problem, collect data, and explore possible solutions through logical reasoning and experimentation.
- Develops analytical and decision-making skills.
- Encourages creativity and independent thinking.
3.3 Project-Based Learning (PBL)
Students work on real-life projects over an extended period, integrating knowledge from different disciplines. PBL promotes teamwork and practical application of concepts.
3.4 Case Study Method
Used extensively in business, law, and management education, the case study method presents a realistic situation for analysis and decision-making. Students act as problem-solvers, applying theoretical knowledge to practical contexts.
3.5 Flipped Classroom
In this approach, students first learn concepts at home through online resources, and class time is used for discussions, clarification, and hands-on activities.
It reverses the traditional model and promotes active engagement and personalized support.
3.6 Experiential Learning
Proposed by David Kolb, this method emphasizes learning through experience—doing, reflecting, conceptualizing, and applying. Examples include internships, fieldwork, and simulations.
In summary: Learner-centred teaching develops critical, reflective, and lifelong learners equipped to meet real-world challenges.
4. Comparison: Teacher-Centred vs Learner-Centred Methods
| Aspect | Teacher-Centred | Learner-Centred |
|---|---|---|
| Focus | Teacher and content | Learner and learning process |
| Role of Teacher | Information provider, authority | Facilitator, guide, mentor |
| Role of Learner | Passive recipient | Active participant |
| Interaction | One-way communication | Two-way or multi-directional |
| Learning Outcome | Knowledge acquisition | Knowledge construction and application |
5. Offline (Traditional) Methods of Teaching
Offline methods refer to face-to-face instruction conducted within physical classrooms. Despite technological advances, offline teaching remains vital for building social interaction and personal mentoring.
- Classroom Lectures: Encourage direct engagement and immediate feedback.
- Workshops and Seminars: Offer interactive learning and skill-building opportunities.
- Laboratory Work: Develops practical and technical skills.
- Field Visits: Connect theory with real-world applications, promoting experiential learning.
Offline learning allows direct observation of learners’ reactions, but it can be constrained by location, time, and resource availability.
6. Online Methods of Teaching
Online teaching leverages digital technologies and internet-based platforms to deliver educational content remotely. It enhances flexibility, accessibility, and inclusivity, especially for lifelong learners and professionals.
6.1 SWAYAM (Study Webs of Active Learning for Young Aspiring Minds)
SWAYAM is a Government of India initiative launched in 2017 to provide free online courses developed by experts from IITs, IGNOU, NPTEL, and other universities. It promotes self-paced learning and credit transfer under the Choice Based Credit System (CBCS).
6.2 SWAYAMPRABHA
SWAYAMPRABHA is a group of 34 DTH (Direct-to-Home) channels that broadcast educational content 24×7 via satellite. It caters to learners without internet access, ensuring equitable reach.
6.3 MOOCs (Massive Open Online Courses)
MOOCs are free, web-based courses accessible to large audiences. They combine video lectures, assignments, discussion forums, and assessments. Examples include Coursera, edX, and NPTEL MOOCs.
6.4 Hybrid and Blended Learning
These methods integrate offline and online teaching. For instance, a professor might conduct face-to-face seminars while providing supplementary materials or assignments online. Blended learning enhances flexibility and engagement.
6.5 Advantages of Online Learning
- Flexibility in time and location.
- Access to global resources and experts.
- Encourages self-paced and self-directed learning.
6.6 Limitations
- Requires digital literacy and reliable internet.
- Reduced personal interaction and motivation in some learners.
- Assessment integrity and engagement challenges.
7. Integrating Offline and Online Methods: The Future of Higher Education
Post-pandemic education has embraced hybrid models that combine the strengths of both worlds. The National Education Policy (NEP) 2020 encourages the use of technology-enabled learning to achieve inclusivity and lifelong education. Effective integration ensures flexibility, accessibility, and personalized learning experiences.
Teachers must be trained in digital pedagogy, content curation, and assessment design. Institutions should invest in Learning Management Systems (LMS), open educational resources (OER), and digital infrastructure.
8. Conclusion
The effectiveness of teaching in higher education depends on aligning pedagogy with learner needs and technological possibilities. While teacher-centred methods provide structure, learner-centred and online approaches promote independence, creativity, and collaboration. The future lies in blended learning environments that combine the personal touch of the classroom with the reach and flexibility of digital platforms.
9. MCQs on Methods of Teaching in Higher Learning
- Q1. The lecture method is most suitable for:
a) Developing creativity
b) Teaching large groups efficiently
c) Individualized instruction
d) Hands-on training
Answer: b) Teaching large groups efficiently - Q2. The learner-centred approach is based on which educational philosophy?
a) Realism
b) Idealism
c) Constructivism
d) Behaviorism
Answer: c) Constructivism - Q3. In the flipped classroom model:
a) Teachers deliver lectures and assign homework
b) Students learn theory outside class and apply it during class
c) Lectures are replaced with examinations
d) All teaching is done online only
Answer: b) Students learn theory outside class and apply it during class - Q4. The abbreviation SWAYAM stands for:
a) Study Webs of Active Learning for Young Aspiring Minds
b) Study Website for Academic Learning of Youth and Mentors
c) Standard Web Access for Young Achievers in Management
d) Systematic Web Application for Youth and Media
Answer: a) Study Webs of Active Learning for Young Aspiring Minds - Q5. SWAYAMPRABHA broadcasts educational content through:
a) Radio FM
b) DTH Channels
c) YouTube only
d) Mobile apps
Answer: b) DTH Channels - Q6. The abbreviation MOOC stands for:
a) Massive Open Online Course
b) Managed Online Objective Course
c) Modular Online Open Curriculum
d) Multimedia Online Option Course
Answer: a) Massive Open Online Course - Q7. Project-based learning mainly develops:
a) Rote memory
b) Practical application and collaboration
c) Passive observation
d) Speed and repetition
Answer: b) Practical application and collaboration - Q8. The abbreviation LMS commonly used in online education stands for:
a) Learning Management System
b) Lecture Monitoring Software
c) Library Management Service
d) Learner Mentoring Strategy
Answer: a) Learning Management System - Q9. Which of the following combines online and offline teaching?
a) Blended learning
b) Traditional learning
c) Virtual reality
d) Self-learning
Answer: a) Blended learning - Q10. According to NEP 2020, the future of higher education in India emphasizes:
a) Exclusive offline teaching
b) Integration of digital technology and flexibility
c) Elimination of online education
d) Strict centralized curriculum
Answer: b) Integration of digital technology and flexibility
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