Facilitating Student-Centered Learning: In the Context of Social Hierarchies and Collectivistic Culture

Abstract

Following the nature of student–teacher relationship in the hierarchical and collectivist culture, facilitating learning in this context brings its consequences. Few studies from this cultural context show that students from this cultural background perceive the small group discussion differently from the Western students. In this culture, teachers are seen as the ultimate rules, so small group discussion to formulate learning objectives may be puzzling, as the conclusion is the final words from the teachers. Therefore, health professional students anywhere in the world should be carefully trained to reflect on experiences and pieces of evidence and to learn from the lessons confidently. To be independent, self-regulated, and self-directed learners, students should begin to trust their reflections to plan further learning. Consequently, to stimulate reflection needs sufficient feedback, which means two-way dialogue between students and teachers. In this chapter, we emphasize on teacher training to start a constructive discussion and avoid misuse of social ‘power’. However, we understand that the majority of teachers that grew up in this cultural context have a lifetime experience of social-power. So, generation gap are potentially influencing their approaches in educating future health professionals. This chapter will discuss the endeavor of teachers in this cultural context in approaching student-centered learning.