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Students take responsibility for their learning.
Students can delve deeper into current issues
Students can see the difference between reality and theory
For those keen to pursue further education in economics in general, SCI help them to assess which areas to pursue.

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SCI benefits students as the students are able to apply the concepts learnt to answer/solve the problem asked instead of understand the theory but do not know how to apply.

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SCI benefits students as the students are able to apply the concepts learnt to answer/solve the problem asked instead of understand the theory but do not know how to apply.

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The biggest challenge is the students are not taking the initiatives. Instead of trying to solve the problem, the students copy from classmates.

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The biggest challenge is the students are not taking the initiatives. Instead of trying to solve the problem, the students copy from classmates.

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Students are now able to take on more responsibility and can make their learning more meaningful to themselves as they are involved in learning things for themself.

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Students are now able to take on more responsibility and can make their learning more meaningful to themselves as they are involved in learning things for themself.

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Students are not likely to want to change their current status and take charge as they fear that this puts more pressure on them to produce outcomes. They want the teacher to be the one responsible should they not succeed.

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There opportunities for students to learn from each other and support each other through the learning journey

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There opportunities for students to learn from each other and support each other through the learning journey

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Many students are not prepared to be responsible for their own learning. They rather rely on the teacher to tell them what they need to know since the end goal is just to pass the module and get the degree.

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Many students are not prepared to be responsible for their own learning. They rather rely on the teacher to tell them what they need to know since the end goal is just to pass the module and get the degree.

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Independent minded students who want to craft and lead their own learning

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Independent minded students who want to craft and lead their own learning

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Students take ownership of what they learn, increases their responsibility and hopefully interests in the topics because they control what they learn.

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For the students - we require a radical change in mindset and buy into self directed learning. For environment - we need smaller size groups and seminar style classrooms. The students currently meet in big lecture theatre, they expect to be passive listeners. It’s hard to conduct small groups collaborative learning because they sit in rows.

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When students involve in the SCI session i.e Group discussion and findings. The trainer can guide them along and through their own discoveries, it deepened their understanding when they take more responsibility in finding the answer.

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Students can direct the pace and direction that they wish to take in the topic discussed in the classroom and it can be a way to engage and put to practice skills acquired in critical thinking.

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One difficulty might lie in encouraging SCI in a classroom with students of varied abilities. SCI would be more readily attempted by those with higher self-esteem and confidence in their abilities whereas those with lower self-esteem and confidence might struggle to keep up with discussions or the direction the rest of the class might wish to take.

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Students are able to sift through the content to find the most relevant and meaningful stuff to apply,

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Students are able to sift through the content to find the most relevant and meaningful stuff to apply,

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Getting up their engagement levels BEFORE the class, to familiarize themselves with their Materials.

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Getting up their engagement levels BEFORE the class, to familiarize themselves with their Materials.

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SCI helps with student engagement and motivation.  It includes collaborative learning, inquiry-based learning, problem-based learning, and team-based lerning.  All these are time-tested proven strategies.

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SCI helps with student engagement and motivation.  It includes collaborative learning, inquiry-based learning, problem-based learning, and team-based lerning.  All these are time-tested proven strategies.

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Implementation when the cohort of students is large (anything bigger than 70).  But the problems with classroom management are no different from more didactic approaches.  So SCI is still a plus.

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Implementation when the cohort of students is large (anything bigger than 70).  But the problems with classroom management are no different from more didactic approaches.  So SCI is still a plus.

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When the classroom is big and students sit in rows, it is near impossible to organise students to have group work. The students then learn to rely on teachers to feed them with information.

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Sci helps students to discover for themselves how to learn, what the gaps in their understanding are, new areas of interest there are for them to discover and pursue.

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As the students are in control of the content and pacing of the materials, they will take ownership and hopefully be more motivated to be self directed learners.

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It’s hard for lecturer to lose control of the content and goals of each lesson, as we are under pressure to make sure the learning objectives are achieved in each lesson.

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The arrangement of the classroom settings such as round table, or more like an co-working environment will help to make the SCI more conducive. However in such case only applicable to small group.

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It will improve their motivation and interest in learning the subject, help them learn deeper & also hone other skills like teamwork and problem solving.

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Students will be responsible for their learning and also paced out their own speed of learning . In addition, they will be able to learn to apply the concept learnt to case study or real life situation, so as to truly understand the concept

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The greatest challenge is that students are still result motivated. They lack the eagerness to learn for themself, hence students may reStrict their scope of knowledge enhancement.Some students are also reluctant to participate in class

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It enables students to have a stake in the classroom and also encourages greater interaction among students and between students and teachers

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It enables students to have a stake in the classroom and also encourages greater interaction among students and between students and teachers

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When students are not co-operative within their groups and relational conflicts arise

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When students are not co-operative within their groups and relational conflicts arise

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It is difficult to explain or work on concepts when students with different disciplines are taking a course. In a classroom with students taking diverse courses, those Students interested in a contrasting subject maybe inclined towards collaboration and interaction but others who question the need to study a contrasting subject even though it may add value to their life skills may be difficult to integrate into discussion.

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A more interactive and experiential learning

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Too tempting not to relinquish control of clods

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Learner engagement increases when they find the process more meaningful and this also contributes to knowledge retention (the lightbulb moment).

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Learner engagement increases when they find the process more meaningful and this also contributes to knowledge retention (the lightbulb moment).

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I think the biggest challenge is the alignment of all training elements to make SCI happen: 1) A Paradigm shift is required for both learners and lecturers to adapt to this method of instruction. Most students emerging from the Singapore education system have been conditioned to learn passively and making them responsible for self-guided learning may require greater maturity and comprehension 2) Lecturers need to be comfortable with taking the role of a facilitator rather than an instructor. This may go against many years of their personal experience and instructional efficacy. 3) For Lecturers utilising material from partner universities, this may require a re-design or adaptation to ensure learning objectives are met and aligned with the methods of instruction. 

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I think the biggest challenge is the alignment of all training elements to make SCI happen: 1) A Paradigm shift is required for both learners and lecturers to adapt to this method of instruction. Most students emerging from the Singapore education system have been conditioned to learn passively and making them responsible for self-guided learning may require greater maturity and comprehension 2) Lecturers need to be comfortable with taking the role of a facilitator rather than an instructor. This may go against many years of their personal experience and instructional efficacy. 3) For Lecturers utilising material from partner universities, this may require a re-design or adaptation to ensure learning objectives are met and aligned with the methods of instruction. 

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I agree that some pointed out that it has a possibility to enhance student's motivation as the student can have the sense that they are in charge of their own learning.

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One of the challenges I see is that the students' belief that teachers have one right correct answer and they are there to receive that particular answer.   

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One of the challenges I see is that the students' belief that teachers have one right correct answer and they are there to receive that particular answer.   

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SCI is good for instructor as well as students in the class to carry out some aggressive-class-activity not a traditional lecture style class. Also will it have to be serious matter for instructor to control each students in the class. But it maybe no need to control each students actually. SCI is really effective for language class.

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If most students in the class are not aggressive to their module but rather having passive motivation, it is so hard for instructor to stimulate and motivate them in the classroom. It maybe instructors’ responsibility to motivate and make being activate them to do SCI.

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Students cultivate the habit and attitude to deep dive into the topic that is being discussed in the classroom. It gives the student the autonomy to learn at their own pace, time and how their choose to respond to the stimulus that are created in the classroom through engagement and experiential activities.

I like the way Michael Horn (author of the bestseller book “Blended: Using Disruptive Innovation to Improve Schools) describes it - student-centered learning as the combination of personalizing learning, meaning delivering the right learning experience at the right time, with competency-based or mastery learning, in which students move on as they master their learning objectives, not based on time.

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One main challenge that I have been exposed to is the maturity level of specific students from various culture to adopt the responsibility and ownership to take on learning and making it meaningful for themselves.

I have very selective students from various cultures (Indonesian, Myanmar, Singaporean) who seem to have the DNA and feel empowered to to take control of their learning. However, based on 80-20 rule, 80% of the students do not appreciate the value of SCI. Instead they prefer to be spoon fed.

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This is certainly a positive approach to learning. However, this should be adopted as an institutional way of instruction rather than one or few adopting this approach. Students will be confused as to adopting to different ways of instruction by different lecturers, hence, the need for a uniform culture.

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No matter what pedagogy used there will still be the 5-10% who will not “learn” or be motivated to. So how could we reach out to these 5-10%?

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No matter what pedagogy used there will still be the 5-10% who will not “learn” or be motivated to. So how could we reach out to these 5-10%?

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Shifted the attention and focus on “what my lecturer is going to teach me” to “what I want to learn from this course?”

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Shifted the attention and focus on “what my lecturer is going to teach me” to “what I want to learn from this course?”

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In general, full time Students are less motivated to learning initiatives than part time students.
It is also difficult for SCL yo be carried out in a lecture format.

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Students will have more opportunity to explore themselves to real life learning with targeted industry players.

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Classroom infrastructure need to be conducive for facilitation.

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The current system of assessment does not help in creating a SCI environment. When passing the exams and getting a cert is the priority, deep learning doesn’t take place. Hence, the current system of assessment and instructional methodology has to change.

Jesse Martin

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Students will be able to take more responsibility for their learning and they would be able to gain better and deeper insight into the issues besides viewing the concepts/theories from various perspectives.

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Students will be able to take more responsibility for their learning and they would be able to gain better and deeper insight into the issues besides viewing the concepts/theories from various perspectives.

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The students learn to be self-directed and proactive in their learning. As each individual has their own learning styles, the individual will be given the opportunity to discover and sharpen the preferred learning style(s). This will form a valuable habit when they are working in the real world. Need not wait for a “teacher” (“employer”) to direct them

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The initial phase will require a lot of effort on the part of the Educator to prepare the matters which engages the digital generation or the Z Generation of learners. A lot of experiments, trial and error along the way.
The learners’ mindset in accepting the approach. As Lecturers are evaluated by students, a score below 4/5 will trigger an alert regarding the lecturers’ effectiveness. Whenever the Lecturers attempt a new approach, there is a chance that 20% or more of the students will not be able to appreciate it and the lecturers’ effectiveness drops! Every cohort is different and the educator as a facilitator will have to stay alert to the minority who will only raise their ‘voices’ in the evaluation exercise. There is also the silent majority who will be drown by the loud minority.
Having said that, it requires lots of mental strength on the part of the Educator to adopt the approach.