5.1: Part I- Learning for Success
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)College learning is tailored to adults who take responsibility for their own learning and are self-motivated to gain knowledge and apply new skills to a career. Academic researchers have developed various learning models to describe the process of learning and assist students in their educational journey. Among these are Self-Directed Learning and the Kolb Learning Cycle, which are described briefly below. A third model is Knowles’ Adult Learning Model, which we will examine in more depth and apply in this module.
Self-Directed Learning
Developing lifelong learning habits begins with an interest in the subject matter and understanding how the topic applies to your future career. One learning framework, called “Self-Directed Learning,” explores how students can determine if they are ready to learn and prepare themselves for the learning process. The diagram below illustrates four stages: readiness to learn, setting learning goals, engaging in the learning process, and evaluating what was learned. By following these steps, students can take charge of their own educational experiences.
References:
Self-Directed Learning as a Framework for Online Instruction
https://www.linkedin.com/pulse/self-directed-learning-framework-online-instruction-paul-desmarais
Implementing Self-Directed Learning
https://www.teachhub.com/teaching-strategies/2020/11/how-to-use-self-directed-learning-in-your-class
Kolb Learning Cycle
In 1984, educational researcher David Kolb designed the Experiential Learning Theory based on the premise that students learn best and retain more knowledge when they get direct experience through action. Kolb's holistic learning and development process follows four steps: (1) concrete experience; (2) reflective observation; (3) abstract conceptualization; and (4) active experimentation.
References:
What is a learning cycle? by FourWeekMBA
https://fourweekmba.com/learning-cycle
What Is The Kolb Reflective Cycle? The Kolb Reflective Cycle In A Nutshell
https://fourweekmba.com/kolb-reflective-cycle
Learning cycle
https://inchainge.com/knowledge/experiential-learning/learning-cycle
Knowles’ Adult Learning Theory
One widely applied learning model is that developed by Malcolm Knowles, an educational researcher, in the 1980s. Knowles outlined eight steps in his Adult Learning Theory, often termed “Andragogy” (adult learning). To apply the learning model, students follow eight steps leading to success in their classes. Let’s have a look!
1. Set Clear Learning Goals:
Start by setting clear goals for what you want to achieve in the course or module. What specific skills or knowledge do you want to gain? Write down your objectives in a way that is specific and measurable.
2. Assess Your Knowledge and Preferences:
Take some time to assess your current knowledge and learning preferences. What do you already know about the subject? How do you prefer to learn? Are you more comfortable with hands-on activities, reading, discussions, or something else?
3. Work Together with Peers:
Engage in collaborative learning activities with your classmates. Join study groups, participate in group discussions, or work together on group projects. Share ideas, ask questions, and learn from each other's perspectives.
4. Take Charge of Your Learning:
Take ownership of your learning process by seeking out resources and activities that interest you. Explore additional readings, videos, or online resources to deepen your understanding of the subject. Set aside time for self-directed learning where you can explore topics that intrigue you. Use resources provided by the instructor or find your own materials to study.
5. Apply What You Learn:
Look for opportunities to apply what you learn in real-world contexts. Volunteer for hands-on projects, participate in simulations or role-playing activities, or find internships or part-time jobs related to the course content.
6. Stay Active and Engaged:
Stay actively engaged in your learning by participating in class discussions, asking questions, and seeking clarification when needed. Take notes during lectures or discussions to help reinforce your understanding. Be proactive in seeking feedback on your progress. Ask your instructor for feedback on assignments or seek out peer feedback to help you improve.
7. Reflect on Your Learning:
Take time to reflect on your learning experiences. What did you find most challenging? What strategies were most effective for you? Reflecting on your experiences can help you identify areas for improvement and refine your learning approach.
8. Be Flexible and Adapt:
Be flexible in your approach to learning and assignments. If something isn't working for you, don't be afraid to try a different approach. Find what works best for you and adapt as needed to meet your learning goals.
Practice Zone
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Think about the eight steps of applying Adult Learning Theory shown above. Do you excel in one or more of these elements? Put a star by those in which you feel confident. Circle the ones that are left. How can you develop or improve your skills in these areas? Write out a brief plan of action. |
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