By the end of this unit you should be able to:
Read about the learner-centered approach to university teaching.
This course introduces evidence-based university teaching principles designed for new university teachers across all disciplines. Whether you teach sciences, humanities, social sciences, or professional subjects, understanding your learners is fundamental to effective teaching.
The course emphasizes practical applications and interactive learning. You'll explore real teaching scenarios, develop learner-responsive strategies, and create inclusive learning environments. This unit focuses specifically on understanding the diverse learners you'll encounter in university settings.
Adult learners arrive with extensive life and professional experience, a strong need for relevance, and a preference for self‐directed study. They value practical application of concepts, expect clear goals, and appreciate opportunities to reflect on how new learning integrates with existing knowledge. Recognising these traits enables instructors to design activities that leverage learners' backgrounds and promote intrinsic motivation.
Drag the learner scenarios below to match them with the appropriate teaching approach:
Every classroom comprises individuals with distinct cognitive abilities, cultural backgrounds, and affective needs. Cognitive differences may manifest as varied processing speeds or problem-solving approaches, while affective factors include confidence and anxiety. Culturally, learners hold diverse communication norms and expectations. Effective teaching anticipates these differences and incorporates flexible strategies—such as differentiated tasks and inclusive language—to ensure equitable participation.
Match each learner characteristic with appropriate support strategies:
In Japan, learners often exhibit high respect for instructors, group-oriented behaviours, and a preference for structured guidance. They may hesitate to speak up without explicit invitation. In contrast, learners from more individualistic cultures may expect open debate and critical discussion. Understanding such profiles helps instructors frame activities—balancing guided instruction with opportunities for autonomous contribution—and set clear participation norms.
Click on different regions to explore common learner expectations and communication preferences:
Click on a culture above to explore learner expectations and communication preferences.
High-Context Cultures:
Low-Context Cultures:
Learners differ in how they best absorb information—visual, auditory, or kinesthetic modes—though recent research cautions against rigid "style" labelling. A balanced instructional design employs a mix of presentations, discussions, hands-on tasks, and multimedia. By varying input channels and allowing choice (e.g., written notes, group dialogue, simulation), instructors accommodate preferences while reinforcing content through multiple pathways.
Select a teaching concept, then design activities for different learning preferences:
Motivation derives from both intrinsic interests (mastery, personal growth) and extrinsic factors (grades, career advancement). To foster engagement, instructors can connect material to real-world challenges, offer autonomy in project topics, and provide timely, constructive feedback that highlights progress. Establishing a supportive environment and recognising achievements helps sustain learners' commitment to rigorous study.
Select different motivational scenarios and choose appropriate engagement strategies:
Select a scenario to see recommended engagement strategies.
You notice several students checking their phones during your lecture. What's your approach?
Test your understanding of learner-focused teaching:
1. What is a key characteristic of adult learners according to andragogy?
2. Which factor is most important when addressing learner differences?
3. In high-context cultures like Japan, learners often prefer:
4. What is the best approach to accommodate different learning preferences?
5. Which motivation strategy is most effective for adult learners?