So we are learning about learning, RIGHT?
Indeed that is true. The week seven assigned readings taught me that traditional and learner-centered teaching styles could be conducted in the same format. Why? Because we are focusing on the learner developing skills of learning throughout their life. The different types of student-centered learning methods are described and compared to teacher-centered approaches. The learner is taught to gain experience from the educator's point of view or from their personal experiences. Both of the learning styles can utilize the 12 Learner-Centered Psychological Principles, which provide a framework for developing and incorporating the components of new designs for schooling. These principles emphasize the active and reflective nature of learning and learners.
We've all learned that Learner-Centered is an approach to teaching that focuses on the learners and their development rather than on the transmission of content; it addresses the balance of power in teaching and learning, moves toward learners actively constructing their own knowledge, and puts the responsibility for learning on the learners. Studying the way a student learns has always been beneficial whether it is face-to-face or distance learning. We develop the smooth sailing learning style(s) that fit into our pattern of desired needs; I personally learn from distance learning and face-to-face, because sometimes I need that extra boost from the educator or sometimes I just prefer to figure it out on my own. Working in groups are good too because we can learn from each other, from it being something new or just us refreshing our memory.
These researchers conduct different studies where they get mixed results on what is the correct way to teach someone. Student-centered methods, when applied to secondary education students and above, provide social and emotional value to the students and improve reasoning and creative ability. However, as they grow and learn, they are capable of objecting the differences of the environment around them and responding to them correctly. The more the student is exposed to information, the better chance they have of retaining that information.
To me, everything in the instructional design world relates back to the constructivist theory, which focuses on how a person learns because a constructivist believes that the person will learn better when they are actively engaged.
Ellen D. Wagner and Barbara L. McCombs (1995, March/April). Learner centered psychological principles in practice: Designs for distance education. Educational Technology, 35(2), 33-35.
Driscoll, M. P. (2018). Psychological foundations of instructional design. In R. A. Reiser, & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology(4thed.) (pp. 51-60). Boston, MA: Pearson Education, Inc.
Perkins, D. N., & Salomon, G. (1989). Are cognitive skills context-bound? Educational Researcher, 18(1). 16-25.
Comments