Encouraging Active Learning in Higher Education: A Self-Determination Theory Perspective

Based on the work of Self-Determination Theory, this article suggests how to implement SelfDetermination Theory based principle in a learnercentered perspective. Higher education has traditionally rested on learning methods that render passive students. Societal changes require selfregulatory skills and an active motivational set. However, lack of theoretical, empirical and practical driven theory in implementation of learner-centered education has lead to a philosophical debate. It is argued for a holistic model for implementing principles derived from Self-Determination Theory (SDT) in a learnercentered paradigm. SDT makes specific prediction for nurturing vs. neglecting learning environments, and thus highly appropriate framework. An important differentiation between types of motivations that differs in relative autonomy, and social climates that may be perceived as amotivating, controlling, and informational is necessary for understanding learning and educational practices. Finally, practical recommendations for teachers in higher education to put into practice. It is argued for a system in which all levels of education supports motivation to support student motivation. Both the institutionallevel and teacher culture must have a learnercentered perspective, further, pre-during-post class preparations are important for high quality learning.