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The content, pace and style of delivery are determined by the tutor. Learners have little control over the choice of activities or the means of assessment.


Learners can choose (to a greater or lesser extent) what, how, when and at what pace they learn.




Tutors, learners and organisations are familiar with tutor-centred methods and they understand their respective roles and responsibilities.


The tutor can exert firm control.


It is easier to ensure that everything in the syllabus is covered.


The tutor can ensure that weaker learners understand information presented whilst ensuring that more able learners are not bored.


Such methods ensure that the expertise of the tutor is not wasted.


Tutors are enabled to take into account individuals' learning styles.


Learners actively participate in learning.


Learners better understand why, not just how.


Such methods can more effectively develop:

  • social and interpersonal skills

  • problem-solving skills

  • independence and self-sufficiency

  • a sense of responsibility

  • initiative

  • creative abilities



The learning experience may be passive and lacking in interaction.


Such methods often do not take account of the requirements of individual learners.


Such methods often do not utilise the prior knowledge and experience of learners.


Unless used wisely, such methods may lack direction or structure.


Such methods may be used ineffectively or inappropriately.


Such methods often require a lot of preparation to be effective.