Personal Persective on Learning and Instruction

Technology is having a tremendous impact on the way our students learn and how we
teach in the traditional and (especially, since it is derived from technology) the distance learning setting. In traditional environment, the students meet with the instructor f2f at a specific time in a specific place to accomplish a specific set of tasks. These tasks may take on an extended persona by becoming homework or by being initiated during one meeting and finished during another. Materials for the class are usually contained within the classroom setting and students have access to them only when attending the class. Learning is subject to the knowledge of the instructor and often lacking in depth and points of interest. The online environment is not limited to specific times or places. The instruction is at a comfortable pace for the learner because the learner participates in a self-tutorial, pursuing information that seems appropriate to the requirements as presented by the instructor (Selim, 2007). The material presented in the class is of a nature that prompts inquiry and investigation on the part of the student, meaning that the class is definitely student (rather than instructor) oriented. The learning becomes more meaningful because it is more relevant to the discoveries and interests of the learner. Time and venue take on new dimensions with online learning in that limitations for both are greatly reduced. One may study, research, and prepare materials whenever individual learning styles find it most convenient. The only timeline that must be rigorously observed is the due date, which often may be amended due to difficulties with the technology (European Commission, 2010) (Babb, 2011).

As with so many other factors that are critical to positive human development, certain elements in learning and instruction are necessary and often similar, if not identical. There must be a safe, comfortable, positive environment in which teaching and learning take place. The material to be presented must be pertinent, relevant, and interesting to learners, while familiar and thoroughly understood by instructors. It is of tremendous value for the instructor to be forthcoming, honest, and genuine with students. Of equal importance is the truthfulness that students reflect toward instructors concerning levels of understanding, acquired skills, and areas of interest for future exploration. In both instances, there must be elements of trust and respect that form a foundation for learning to occur. My personal theory of learning concerns a consuming curiosity

lending itself to discovery learning. Originated by Jerome Bruner, Discovery Learning is inquiry-based instruction that is considered a constructivist theory. Learners incorporate past experiences and already acquired knowledge to help fit new information into new understandings about the world around them. With this method, truthfulness and trust are key concepts to presenting and learning new information (Learning Theories, 2011).

References:

Babb, D. (2011). Online Learning – Critical success factors. Online Education with a Personal Touch. California Southern University. Retrieved from http://www.calsouthern.edu/content/articles/online-professors-guide-to-higher-education/online-learning-critical-success-factors/.

European Commission Directorate-General for Education and Culture (19-21 May 2010). Peer Learning Seminar: Critical Factors for the Implementation of Lifelong Learning Strategies and Policies. Retrieved from http://www.kslll.net/Documents/Summary%20report%20-%20seminar%20critical%20factors%20for%20LLL%20implementation.pdf

Learning Theories (2011). Discovery learning (Bruner). Knowledge Base and Webliography. Rtrieved from http://www.learning-theories.com/discovery-learning-bruner.html.

Selim, H. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers and Education 49, pp396-413. Retrieved from http://www.qou.edu/arabic/researchProgram/eLearningResearchs/criticalSuccess.pdf.