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Student-centered learning puts students' interests first, acknowledging student voice as central to the learning experience. In a student-centered learning space , students choose what they will learn, how they will pace their learning,  and how they will assess their own learning by playing the role of the facilitator of the classroom. 
Blended learning, also known as hybrid learning, is an approach to education that combines online educational materials and opportunities for interaction online with traditional place-based classroom methods. It requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace.
Problematic in this is the discounting of the highly relational and socially constructed space well defined in the research on learning. Narrowing personalized learning to its digital form also raises the concern of the echo chamber effect emerging in (hyper)personalized online experiences. Instructional design
The word "curriculum" began as a Latin word which means "a race" or "the course of a race" (which in turn derives from the verb currere meaning "to run/to proceed"). The word is "from a Modern Latin transferred use of classical Latin curriculum "a running, course, career" (also "a fast chariot, racing car"), from currere "to run" (from PIE root *kers- "to run")."
Outcome-based education or outcomes-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
Many schools made alternative plans during the pandemic, leading to a variety of in-person, hybrid, and online-only plans, which led to challenges for many students, teachers, and families including children with learning disabilities and those learning in a language that is not their native one.
Whether teachers employ experiential education in cultural journalism, service learning, environmental education, or more traditional school subjects, its key idea involves engaging student voice in active roles for the purpose of learning. Armstrong (2012) claims that students should be responsible for learning, not teachers.
A community of practice (CoP) is a group of people who "share a concern or a passion for something they do and learn how to do it better as they interact regularly". The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning (Lave & Wenger 1991).