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Student-centred learning allows students to actively participate in discovery learning processes from an autonomous viewpoint.

Student-centered learning, that is, putting students needs first, is in contrast to traditional education, by proponents of "student-centered learning" also dubbed "teacher-centred learning". Student-centred learning is focused on each student's needs, abilities, interests, and learning styles, placing the teacher as a facilitator of learning.

One of the most critical differences between student-centred learning and teacher-centred learning is in assessment. In student-centred learning, students participate in the evaluation of their learning.

The student-centred learning environment has been shown to be effective in higher education. A certain university sought to promote student-centred learning across the entire university by employing the following methods: Analysis of good practice by award-winning teachers, in all faculties, to show that, they made use of active forms of student learning. Subsequent use the analysis to promote wider use of good practice. A compulsory teacher training course for new junior teachers, which encouraged student-centred learning. Projects funded through teaching development grants, of which 16 were concerned with the introduction of active learning experiences. A programme-level quality enhancement initiative which utilised a student survey to identify strengths and potential areas for improvement. Development of a model of a broadly based teaching and learning environment influencing the development of generic capabilities, to provide evidence of the need for an interactive learning environment. The introduction of programme reviews as a quality assurance measure (Kember, 2009).

While distance learning in higher education may have been looked down upon two decades ago, it has clearly become well accepted and gained legitimacy over the past decade. Students, universities, and employers no longer differentiate between university degrees earned traditionally or online. In many cases, universities offer the same degrees traditionally and online while the final diploma does not even mention the mode of delivery. The improvements of technology, the widespread Internet access, the increased legitimacy of online learning within established universities and employers, and the increased participation of adult learners in higher education with clear preferences toward learning anytime and anywhere will further drive future improvements in the quality of distance learning programs. Traditional programs suffered irreparable damages during periods of economic downturns (the post dot com era in 2000-2002 and the major economic recession from 2007-2009), their levels of support have eroded substantially, and their quality did not improve at the same levels as online programs.

Therefore, one should not be surprised if the gap in academic performance between online and traditional learning will only widen in the next decade.

The findings of this study reemphasize prior results and extend it for a period of twenty years. It is clear that the experimental probability of attaining higher learning outcomes is greater in the online environment than in the face-to-face environment. This probability is increasing over time.

The paradigm of the superiority of the FTF modality over its distance learning alternative has been successfully negated. The distance learning approach is becoming the “normal science” (Kuhn, 1962). Yet, this is not fully comprehended by the various decision making institutions where the gate-keeping positions represent, by and large, the past paradigm. Therefore, distance learning is still treated as the anomaly (“step child”) instead of as the emerging standard of quality in higher education. We expect that as a new generation of leaders in higher education emerges, the policy making orientation and regulatory models will change to reflect the new paradigm.