personal philosophy learning a process continuous; learns things day. You knowledgeable a There are many different ways of learning and of teaching. In fact, there appears to be an intrinsic relationship between learning and teaching. Teachers, after all, must have learned something in order to successfully depart this knowledge to others. Due to the multitude of methods for teaching and learning, it is important to consider factors such as learning style, distance and conventional classroom education, and teaching styles in order to gain the maximum amount of efficacy from this process. After a careful consideration of these factors, it strongly appears that in the documents that this assignment is reflecting upon, the most preferred method of learning by the individual who wrote those documents is observation and participation.
Observation and participation are crucial factors of learning via direct experience. In many ways, learning via direct experience is superior to classroom learning, whether or not such learning takes place in physical or virtual classrooms. When one learns through experience, he or she initially observes some process and then participates in it. Oftentimes, an individual may require longer periods of observation before he or she can successfully complete the process on his or her own. However, doing so enables the individual to actually see everything that he or she is going to do and then do it, so that the individual inherently becomes better at whatever the subject he or she is learning after engaging in both observation and participation in that subject.
Even in conventional classroom learning, participation plays a crucial role. This fact is underscored by the fact that Billings and Halstead (2012) have denoted the specific elements of learning as involving not only understanding and clarifying, but also of applying knowledge so that the individual must engage with it. Such application is readily available via participation. Oftentimes, it is possible for traditional learning — both distance and classroom — to forsake this element of participation. For many students, this aspect of traditional learning has a detrimental effect. Students frequently learn theories and notions, with little practical application. As such, this style of learning runs the risk of producing doctrinaires (many people would argue that it actually does produce doctrinaires). A good example of this fact is the way that math is traditionally taught. Students have very little practical application as to the meaning of the concepts and ideas that they are learning, especially at the more advanced levels. True mathematics occurs in nature and is fraught with examples among living beings. However, most math is not taught in such a way, which is why some students become intimidated by it and have difficulty grasping it. If there were more practical application involved, in the form of both observation and participation, then students would more than likely learn this subject better.
There are also allusions to observation and participation in other facets that expressly relate to teaching. Jenkins (2011) states that “past experiences” (p. 72) can shape and influence the way a pedagogue teaches as much as other theoretical traditions in education. These past experiences, of course, are directly engaged in by practitioners in the form of participation. One lives through an experience; therefore he or she effectively participates in it. It is the job of the skilled instructor to contextualize such experiences so that they can augment traditional book or lecture information in order to inform both of these two approaches. Without that degree of practical application, teachers might as well be replaced by computers and simply disseminate information with little practical experience and usage.
Additionally, it is worth noting that there is an interesting dichotomy between distance learning and the injection of practical experience by an instructor. On the one hand, there is the notion that online education is unconventional in the fact that it does not encompass face-to-face interaction with an instructor (Wang et al., 2013). Still, despite the fact that instructors may not engage in the degree of spontaneity in an online environment in the same way that they can during traditional classroom learning, they can still interact with students and utilize their experience to enrich the learning of the latter. It is largely due to this notion that distance education “has a long history of serving adults who otherwise would not have access to continuing and higher education” (Merriam et al., 2007, p. 39). Moreover, distance education can serve adults in such a fashion in that it is more accessible than classroom education. An individual simply needs an internet connection and a trustworthy accessing device to gain a world of learning at his or her fingertips. This degree of accessibility is certainly one of the more salient boons of online education, which also offers a degree of specialization that is difficult for traditional education to match. In the former, students have the “Ability to proceed at your own pace. The time spent on each topic depends on the needs of each individual learner through the ability to repeat sections for additional reinforcement, or to skip content areas that have been mastered” (American Association, 2014, p. 14).
The propensity for specialized learning at the pace of each learner is a definite advantage of distance-based education. Pedagogues can augment this benefit by injecting their own experience into the curriculum so that learners can gain a more comprehensive education on a particular subject at hand. Doing so combines the best of classroom and distance learning.
American Association of Critical-Care Nurses (2014). Essentials of critical care orientation, E-learning notebook, basic ECG interpretation 2.0, 1-168.
Billings, D. Halstead, J., (2012) Teaching in nursing: A guide for faculty (4th ed.): St. Louis, Missouri, Saunders Elsevier.
Jenkins, C. (2011). Authenticity through reflexivity: Connecting teaching philosophy and practice. Australian Journal of Adult Learning, 51, 72-89. Retrieved from http://www.ajal.net.au
Merriam, C., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.
Wang, C., Shannon, D.M., & Ross, M.E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323. doi:10.1080/01587919.2013.835779
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