Yi J 2005

Education

Effective Ways to Foster Learning

According to studies cited by Yi learning may be defined as "the process of acquiring knowledge" (Schwen, 1998) but is also "a pertinent change in human performance or potential" (Driscoll, 1994). He supports the constructivism view of learning that espouses knowledge is constructed through our interactions with the environment and is 'context dependent'. In other words, "knowledge is a function of how individuals create meaning from their experiences" (Ertmer & Newby, 1993, p. 62) and constructivism encourages social negotiation, reflective awareness, learning occurring in the real world context, and the presentation of multiple perspectives. However, Yi holds that there is also room for some attributes of the objectivism theory of learning.

Those who teach adults must understand that in this technological, fast-paced age their function is to improve the employees' ability to think critically and creatively, solve problems, work in teams and make shared decisions. In addition, the instructor of adults must enhance the employee's problem solving, interpersonal, cooperative and technical skills. Yi suggests there are three methods to foster learning in adults that include problem-based learning, cooperative learning, and situated learning. Let us consider each separately.

Problem-based learning is a model for instruction in which problems drive the learning. The issues are ill-defined, chosen from real world situations, and reflect potential authentic on-the-job obstacles. The goal is to develop an employee's problem solving, critical thinking, and reasoning skills. PBL is especially relevant in corporate professional development because research has determined that adults learn knowledge and skills with the intention of using them. Too, in this environment learners know exactly what they are learning and the particulars of transferring this knowledge to the real world.

In the PBL model the learners are given the problem at the outset of the class and are charged with developing hypotheses based on their current knowledge. They then identify the gap between what they know and what they need to know to solve the problem after which each learner seeks the missing information using various resources. The group then reconvenes with their resources and then collectively solves the problem. The final step is to reflect on their process of learning. Yi asserts the strength of this model is the opportunity for independent thinking provided to the learner.

Cooperative learning is the second method of fostering learning reviewed in this article.

In this model small groups of learners work together to help each other achieve a common learning goal. At its core is the requirement that the learner must communicate and negotiate thinking to ensure retention. In this way, the group makes collective progress.

The key attributes of this model include the fact that the learner is held accountability for their role in the group's success. In addition, group processing skills are enhanced as the team works towards the successful completion of a goal. Cooperative learning is an opportunity to see the power of positive interdependence as the learners rely on each other to achieve a common learning goal. The final element of cooperative learning is that it allows for positive face-to-face interactions.

The cooperative learning process begins when the instructor hands a group their problem with the learning goals and project requirements. Small groups are formed and the main topic is divided into subtopics and each person then becomes responsible for gaining an expertise on their given issue. They discuss goals, tasks, and resources and after researching the group reconvenes to share. The power of cooperative learning is that it requires interdependence, interaction and individual accountability.

The third and final model for effective learning offered by Yi is situated learning. This theory states that since knowledge is constructed situationally and can only be transferred to similar situations then knowing and doing should not be separated. Learning experiences should match the complexity and ambiguity of the real world. Situated learning makes the acquisition of knowledge more authentic and thus offers greater assurance of the transfer of knowledge. This model adheres to the constructivism principles in that since knowledge is contextually dependent, effective learning should occur in a realistic context.

The SL instructional design begins by providing learners with an authentic scenario and the goals, activity rules and requirements. Roles are assigned or chosen and all must participate. Role playing ensues with requisite instructor assistance as needed. When the activity is finished, there are evaluations and reflections. Participant interaction is critical to the success of the SL experience.

Main Points, Their Elements, and Yi's Conclusion

Yi's intent is to convince the reader that the nature of the adult learner differs from children in that grown-ups are more self-directed, goal oriented and problem centered and therefore the instructional design best suited for adult learners is one in which he or she interacts with the environment. As well, Yi purports that the constructivist view in which knowledge is context dependent best meets the needs of the adult learner.

Based on his personal beliefs about learning, Yi wrote this article to provide the community of corporate instructional design personnel with a succinct explanation of three active learning models that are an effective way to foster learning in adults. Each model is research based and requires the participant to be actively engaged in his or her learning -- a distinction that reverts back to the constructivist viewpoint.

Yi writes at length about each of the three instructional models -- problem-based learning, cooperative learning and situated learning and incorporates cited resources to ensure the reader that the content of this article is research based and valid. I was impressed with Yi's distinctive explanation of each model that included examples of methods to implement them in a classroom setting. This offers the reader an opportunity to visualize the model in action and also gives the potential instructional designer a starting point for its utilization.

In his conclusion, Yi surmises that any or all of the three instructional models will get at the heart of learning because each allows the adult to experience working with complex problems in group settings to find mutually beneficial solutions. In addition, Yi went on to say that problem-based learning; cooperative learning and situated learning can be adapted to technology-based environments.

Even in his closing, Yi's words give reason to pause. He offers that instructors and learners need to adapt in this new workplace paradigm to improve learning and performance on behalf of all involved in the organization and in my opinion he is absolutely correct. Perhaps unwittingly, Yi's conclusion serves as yet another reason cited to support the main argument of this piece!

Two Main Strengths and Their Potential Effects

In my opinion, Yi's article is exceptional. The first strength I note is that the organization of information is logical. The introduction informs the reader of what to expect and offers the writer's reasons for penning the piece. It includes a premise for the article which is then supported by other studies. He follows this up by outlining his points in an analytical, rational arrangement that walks the reader through the article to its justifiable conclusion which is that adults learn best through the use of one or all of the active learning models he presented.