According to the science of teaching and learning, learner-centered approaches are the most effective

way to teach students.

Collaborative learning environments with emphasis on Process, rather than product, engender this type
of interactive learning (Salmon, 2000; Ch.2). The Traditional form of such collaborative learning has been
via face-to-face groups working together. The online forum can provide a different collaborative learning
environment, due to its student-Centric, asynchronous, written form.

They can no Longer rely on the lecturer to tell them what, how, where and when to think. They must
start to do This” (Sparrow, Sparrow & Swan, 2000).

The philosophy behind the subject was that of building a collaborative learning environment with The
students finding information themselves, evaluating and critically analysing the information, Discussing
it with one another, building structured arguments and drawing conclusions about the Various topics
under discussion. It used a constructivist approach, one of “learning as an active Process rather than a
result of transmission of knowledge from program to student” (Herrington & Standon, 2000). The main
role of the lecturer was that of a facilitator.

Teaching style refers to a belief which teachers used in pedagogy explanation and knowledge transfer to
students (Grasha and Yangarber-Hicks, 2000; Hsieh et al., 2011; Prescott, 2014). the guidance of self-
determination theory (Ryan and Deci, 2000), teachers’ teaching performance was impacted by
competence, autonomy, and relatedness. Extensive studies showed autonomy-supportive and
controlling practices directly impacted teachers’ teachiNg style development (e.g., Balaguer et al., 2018;
Codina et al., 2018; Collie et al., 2019). Both autonomy-supportive and controlling practices reflected
teachers’ awareness of supporting students’ empowerment on knowledge acquisition, controlling action
on feeling, and thinking. Therefore, the current study selected the autonomy-supportive and controlling
practices as the framework for teaching style investigation. Moreover, extensive evidences showed
teachers’ teaching style usually worked with students’ learning style, if teaching style matched learning
style, students would achieve the best learning results than those whose teaching-learning style did not
match due to decreased students’ academic anxiety, learning motivation, and task inattentiveness
(Naimie et al., 2010; Chen et al., 2011; Bartholomew et al., 2018).

Collaborative learning can take place in a variety of manners. Group work, partner projects, peer
feedback, and class discussions are all examples of collaboration that student-led learning often uses.
Providing opportunities to work with their classmates by one means or another is a large part of getting
students to connect with their learning, as well as practice life skills. Students often can explain and
provide insight to one another in a way that is more accessible for some students. Collaboration also
creates a sense of community, providing a comfortable classroom environment in which students feel a
duty to participate. Although group work can be done in a teacher-centered learning environment, with
student-centered learning everything is truly student-led. Rather than acting as the sole leader, the
teacher helps facilitate and acts as a member of the team.

Student-centered learning has been defined most simply as an approach to learning in which learners
choose not only what to study but also how and why that topic might be of interest (Rogers, 1983).
In brief, the Student-Centered approach is based on the hypothesis that students who are given the
freedom to Explore areas based on their personal interests, and who are accompanied in their striving
for solutions by a Supportive, understanding facilitator not only achieve higher academic results but also
experience an increase in Personal values, such as flexibility, self-confidence and social skills. This
approach, also known as experiential Learning, requires specific personal attitudes on the side of the
instructor who takes over the role of a facilitator. These attitudes are highly transparent, open
communication, positive regard towards students and the seeking for Deep understanding (Rogers,
1983; Aspy, 1972)

According to Conti (2004), the term teaching style refers to the distinct qualities displayed by a teacher
that are consistent from situation to situation regardless of the material being taught. Based on the
literature on teaching styles, Dupin-Bryant (2004) defines learner-centered teaching style as “a style of
instruction that is responsive, collaborative, problem-centered, and democratic in which both students
and the instructor decide how, what, and when learning occurs” (p.42). On the other hand, teacher-
centered teaching style is considered as “a style of instruction that is formal, controlled, and autocratic
in which the instructor directs how, what, and when students learn

student-centered learning (SCL) makes students co-creators of their own education, engaging them in
decisions about what, when, and how they learn. In doing so, SCL helps high schools prepare students
not only with academic knowledge, but also with the skills of self-direction, curiosity, creativity, and
collaboration