Learner-Centric Approaches: The Effectiveness of the Seven-I

Framework

Monika Suri and Vishwas Madhavrao Deokar

Auro University, Surat, India

Keywords: Higher Education, Futuristic Pedagogy, Learner Growth, Development, Teaching Management.

Abstract: This research paper presents a case study analysis of the impact of the Seven-I Learner Centric Framework

on teaching management and communication processes in higher education. The framework is designed to

provide a futuristic and effective pedagogical approach that caters to the needs of learners in the field of

management and communication. The study examines the implementation of the Seven-I Framework in a

higher education institution, focusing on its influence on learner growth, development, teaching management,

and student-teacher communication. Qualitative research methods, including interviews and observations,

were utilized to collect data. The findings highlight the transformative effects of the framework in enhancing

teaching practices, facilitating effective communication between students and teachers, and fostering learner

development. This research contributes to the existing literature by providing insights into the practical

application and outcomes of the Seven-I Learner-Centric Framework in the context of management and

communication education within higher education.

1 INTRODUCTION

In the past few years, there has been an increasing

emphasis on learner-centric approaches within higher

education. This shift moves away from the

conventional teacher-centered model and instead

prioritizes placing the learner at the heart of the

educational experience. The objective of learner-

centric education is to empower students by actively

engaging them in the learning process, fostering

critical thinking, problem-solving abilities, and self-

directed learning. Consequently, educational

institutions have been actively exploring different

frameworks and models to facilitate and improve

learner-centric practices.

The field of higher education is constantly

evolving, necessitating the exploration and

implementation of pedagogical tools that align with

the needs and interests of modern learners. Both

domestic and international higher education

institutions recognize the significance of making

education meaningful and future-oriented to succeed.

Alongside a holistic educational approach, vibrant

campuses, technologically advanced SMART

classes, digitally adept faculty, and the inclusion of

industry and community engagement are

prerequisites for impactful teaching and learning

methodologies.

One such framework that has gained attention is

the Seven-I Learner-Centric Framework. This

framework is designed to provide a comprehensive

approach to learner-centric education by addressing

seven key dimensions: individualization, inquiry-

based learning, and integration of technology,

interaction, and collaboration, interdisciplinary

learning, intrinsic motivation, and assessment for

learning. By integrating these dimensions, the Seven-

I Learner Centric Framework.

The significance of the Seven-I Learner Centric

Framework lies in its potential to offer educators a

structured approach for designing and delivering

learner-centric instruction. This framework ensures

that teaching methods and communication strategies

align with the principles of active student engagement

and individualized learning. By implementing the

Seven-I Learner Centric Framework, educators can

cultivate a positive and supportive learning

environment that promotes student motivation,

creativity, and critical thinking skills.

Suri, M. and Deokar, V.

Learner-Centric Approaches: The Effectiveness of the Seven-I Framework.

DOI: 10.5220/0012914500003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 717-721

ISBN: 978-989-758-723-8

717

2 RESEARCH OBJECTIVES

This research aims to investigate the impact of the

Seven-I Learner Centric Framework on teaching

management and communication process-learning in

higher education. The study will employ a case study

approach, focusing on a specific higher education

institution that has implemented the framework. The

research objectives include:

• To examine how the Seven-I Learner

Centric Framework is implemented in

the selected institution.

• To assess the effects of the framework

on teaching management practices,

including instructional design, delivery,

and assessment methods.

• To evaluate the impact of the framework

on communication processes between

educators and students.

• To identify the challenges and

opportunities encountered during the

implementation of the framework.

3 RESEARCH QUESTIONS

I. How is the Seven-I Learner Centric

Framework implemented in the selected

higher education institution?

II. What are the effects of the framework on

teaching management practices,

including instructional design, delivery,

and assessment methods?

III. How does the framework influence

communication processes between

educators and students?

IV. What are the challenges and

opportunities encountered during the

implementation of the Seven-I Learner-

Centric Framework?

V. What recommendations can be made for

the effective implementation of the

framework in higher education settings?

4 CASE STUDY CONTEXT

The case study institution selected for this research

paper represents a higher education institution known

for its distinctive educational practices. This section

provides a detailed description of the institution,

highlighting its unique characteristics and approaches

to education. Additionally, it explores the institution's

implementation of the Seven-I Learner-Centric

Framework, elaborating on how the framework has

been integrated into its teaching and learning

processes. Furthermore, this section delves into the

challenges and opportunities faced during the

implementation of the framework, fostering a

comprehensive understanding of the institution's

journey toward learner-centric education.

By addressing these research objectives, this

study aims to contribute to the existing knowledge on

learner-centric education and offer practical insights

to educators and institutions seeking to implement the

Seven-I Learner-Centric Framework to enhance

teaching management and communication processes

in higher education.

5 LITERATURE REVIEW

Allen, Kern, Vella-Brodrick, et al. 2018 conducted a

systematic review that identified ten key themes

influencing various factors such as personal

characteristics. This research provides valuable

insights into the factors shaping students' sense of

belonging, informing the development of policies,

pedagogical strategies, and teacher training programs

for supportive school environments.

Bali 2014 conducted a pedagogical assessment of

Massive Open Online Courses (MOOCs). The

findings revealed variations in MOOC

implementation, with some courses demonstrating

effective pedagogy fostering higher-order thinking

skills, while others fell short. Through analysis and

relevant literature reviews, the author identified

noteworthy pedagogical practices and areas for

improvement within MOOCs. This assessment

underscores the importance of effective learning

outcomes in MOOCs.

Yigitcanlar, T., Corchado, J. M., Mehmood, R.,

Li, R. Y. M., Mossberger, K., & Desouza, K. 2021

explore the use of digital technologies by higher

education institutions to address urbanization

challenges. They specifically examine a

comprehensive literature review and analysis, the

authors present a conceptual framework emphasizing

the need to balance costs, benefits, risks, and impacts.

The insights gained have practical implications for

achieving responsible outcomes in urban settings.

Reeve, J. 2006 highlights the varying levels of

student engagement in classroom learning, influenced

by the supportive quality of the classroom climate.

Teachers can foster autonomy-supportive motivation

by nurturing students' inner resources. The article

discusses autonomy-supportive behaviors and

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statements of teachers, emphasizing enhancing

autonomy support, balancing autonomy support and

structure, and the importance of autonomy-supportive

motivation in teacher-student relationships.

Khan et al. 2021 had the objective of creating and

validating questionnaires through cognitive

interviews. This process led to modifications,

ultimately yielding curriculum viability inhibitor

questionnaires that are both valid and reliable. These

questionnaires can be utilized by medical schools to

identify inhibitors and enhance curriculum standards.

Ivan Sipos 1980 explores the challenges posed by

the rapid growth of higher education and emphasizes

the role of educational technology as a solution.

Educational technology enables higher education

institutions to enhance access, offer a broader range

of subjects, manage resources effectively, and

improve overall teaching and learning experiences.

Vlachopoulos and Makri 2019 concentrate on

distance education and the instructional design

approach required for educational transformation.

The study analyzes different factors and develops

instructions for creating effective online courses, with

an emphasis on well-structured, interactive, and

dynamic approaches.

6 RESEARCH METHODOLOGY

Seven-I Learner Centric Framework on teaching

management and communication processes in higher

education. This objective will be achieved through a

case study approach, focusing on a specific higher

education institution that has implemented the

framework. The study aims to examine the

implementation of the framework, assess its effects

on teaching management practices, evaluate its

impact on communication processes between

educators and students, identify challenges and

opportunities during implementation, and provide

recommendations for effective implementation in

higher education settings.

6.1 Research Design

This study adopts a descriptive and exploratory

research design to investigate the influence of the

Seven-I Learner Centric Framework on teaching

management and communication processes within

higher education. The aim is to provide valuable

insights and practical recommendations for the

effective implementation of the framework.

6.2 Case Study Selection

The case study institution was chosen based on its

successful implementation of the Seven-I Learner

Centric Framework, showcasing a strong dedication

to learner-centric education and notable practices in

teaching management and communication processes.

6.3 Data Collection Methods

Given the absence of direct participant interaction,

this research does not involve interviews, surveys, or

observations. Instead, data were collected through an

extensive examination of existing literature, reports,

institutional documents, and pertinent materials

relating to the case study institution's adoption of the

framework. This secondary data collection approach

facilitated a comprehensive comprehension of the

framework's impact on teaching management and

communication processes.

6.4 Data Analysis Techniques

The collected data underwent rigorous analysis using

a qualitative content analysis approach. This method

allowed for the examination and interpretation of

information obtained from the literature review,

reports, and institutional documents. Through

systematic analysis, key themes, patterns, and

insights relevant to the influence of the Seven-I

Learner Centric Framework on teaching management

and communication processes in higher education

were identified and synthesized.

The comprehensive analysis of existing literature and

institutional materials ensures a robust understanding

of the case study institution's implementation of the

framework and its effects on teaching management

and communication processes.

The Seven-I Learner Centric Framework, which has

been self-conceptualized. This framework serves as a

defining symbol of an effective teaching and learning

environment that can be seamlessly integrated into

both online and offline educational approaches.

The framework consists of seven key dimensions:

1. Informative.

2. Interesting.

3. Impactful.

4. Innovative.

5. Integral.

6. Interactive.

7. Industry-ready.

By incorporating these dimensions, the framework

provides a comprehensive learner-centric approach

that fosters an inclusive and engaging learning

Learner-Centric Approaches: The Effectiveness of the Seven-I Framework

719

environment, supporting the growth and development

of students.

Figure 1: Visualization of the Seven-I Learner-Centric

Framework.

Informative: The effectiveness of teaching lies in its

alignment with the defined learning objectives of

specific modules. It should embrace a practical

approach that integrates real-life scenarios from

business, industry, and everyday life. Nurturing

multidimensional knowledge equips learners with the

necessary skills to consciously make informed

decisions. To foster informative learning experiences,

practices such as encouraging reading habits through

book reviews and discouraging superficial

understanding should be employed.

Interesting: Modern learners seek engaging and

enjoyable learning experiences. Employing

pedagogies that incorporate experiential learning can

capture their attention and motivation using various

edutainment tools.

Impactful: It is essential to measure the impact of the

effectiveness of teaching-learning along with various

techniques. Outcome-based learning and visible

personality development validate the efficacy of

teaching methodologies.

Innovative: Innovative teaching practices foster an

entrepreneurial mindset, encourage design thinking,

and nurture out-of-the-box thinking. Establishing

incubators on university campuses facilitates the

growth of start-ups and entrepreneurship, cultivating

leaders who shape the future of higher education. The

demand for street-smart professionals with fresh

perspectives is increasing, as they reshape the

landscape of businesses and industries. Living

curricula and campuses play a vital role in promoting

innovative teaching and learning methodologies,

complemented by the development of SMART

infrastructure.

Integral: Integral development encompasses

behavioural, cognitive, and attitudinal

transformations in learners. An integral approach to

education encompasses learners' physical, mental,

vital, and spiritual aspects, preparing them for

lifelong learning beyond specific scenarios or

professions. Integrating learners' competencies, skills,

personalities, and lifestyles in ways that align with the

interests of the industry and community fosters social

responsibility and moral accountability.

Interactive: Interactions with Digital classrooms

have transformed the dynamics between learners and

teachers, making teaching more participatory and

collaborative. Mentorship and peer-to-peer learning

enhance knowledge accessibility and facilitate

collaborative learning experiences.

Industry-Ready: Active industry involvement in the

teaching-learning process plays a pivotal role in

enhancing learners' employability and fostering their

economic independence. Effective teaching

methodologies prioritize specialized and skills-based

learning as key objectives. By incorporating

simulation-based learning, industry visits, and expert

talks, learners acquire practical skills and develop

problem-solving abilities that are directly applicable

to real-world contexts. This active engagement with

the industry enriches the learning experience,

promotes experiential learning, and inculcates core

values and ethics in learners, thereby equipping them

with a competitive edge.

Figure 2: The 'Seven-I' Learner Centric Teaching-Learning

Self-Conceptualized Framework.

7 CONCLUSION

This study sheds light on the key findings regarding

the integration of the Seven-I Learner-Centric

framework offers significant benefits. It establishes a

transformative mentor-mentee relationship and

strengthens the connections among all stakeholders

within higher education systems. The integration of

blended learning practices, incorporating both online

and offline modalities, is crucial. It provides insights

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into the effective implementation of the Seven-I

Learner Centric Framework and its impact on

teaching management and communication processes

in higher education. The framework offers a

comprehensive approach to learner-centric education,

creating an inclusive and engaging learning

environment that promotes student growth and

development.

Based on the findings, several recommendations can

be made for further research and practical

implementation of the Seven-I Learner-Centric

Framework. The long-term effects of the framework

on student outcomes and exploring additional

dimensions that can enhance learner engagement and

success has scope and it is also essential for futuristic

research. Practical implementation should involve

faculty training and development programs, as well

as continuous monitoring and evaluation to ensure the

framework's effectiveness.

By embracing this collaborative journey and

implementing the Seven-I Learner Centric

Framework, higher education institutions can

enhance their value proposition and gain a

competitive edge globally. This integration fosters an

integrated approach to learning, aligning with the

evolving needs and demands of learners in India and

beyond. Institutions must identify and adopt best

practices from blended learning, providing a

teaching-learning experience that is not only

memorable but also sustainable in the long run.

Thus, The Integration of the Seven-I Learner Centric

Framework holds great promise for higher education

institutions, offering a transformative approach to

teaching and learning. The Seven-I Framework is also

helpful and effective for a relationship between

Online-Offline mode. By implementing this

framework and incorporating the recommendations

mentioned, institutions can create a learner-centric

environment that prepares students for success in a

rapidly changing educational landscape.

ACKNOWLEDGMENT

We extend our sincere appreciation to Honourable

Prof. (Dr.) Parimal Vyas, Vice Chancellor of Auro

University, Chief Operating Officer Mr. Suresh

Mathur, Chief Finance Officer Mr. Nayan Banker,

Registrar Prof. Amreesh Misra, Controller of the

Examinations Mrs. Prerana Dahiwade, Head of

AICEC Prof. Sandeep Sharma, as well as all the

Heads of Departments and Faculty members of Auro

University for their valuable inspiration and

unwavering support throughout the course of this

research endeavor.

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