Jane Vella's 12 Principles of Quantum Learning Explored

Introduction: Quantum Learning in Non-Traditional Settings

As noble as her principles may be, on the surface it might seem as if the core values of Jane Vella have little applicability to distance learning. Vella stresses ideals that appear integrated into a more traditional, one-on-one approach to learning. For example, praxis—or learning by doing through a hands-on method—is encouraged, as is shoulder-to-shoulder teamwork between students. Psychomotor as well as cognitive aspects of learning are important, as is learning through interaction with other students (Vella 3). Vella calls her approach "quantum learning," as distinct from mechanical learning (Vella 4). Much as quantum physics stands apart from mechanical physics in its emphasis on the diffusion of energy into the environment, effective learning practices must release energy into the classroom and energize the learner.

Needs Assessment and Safety in Distance Learning

In distance learning, there is an undeniable challenge in generating such energy within a classroom of dispersed participants spread across various corners of the virtual world. However, despite this, a teacher can still take many of Vella's lessons to heart.

For example, observing Vella's ideal that "doing an adequate needs assessment" is essential proves especially relevant, given that so many learners who return to the distance learning classroom are adult learners still coming to grips with being part of an educational setting again (Vella 5). Knowing the often varied skill bases of all adult learners in a class gives the teacher a starting point for structuring assignments in relation to student aims for the course. A distance learning teacher may in fact have the advantage of making instruction even more individualized. He or she can tailor material to individual student learning styles and preferences through email communications and other personalized methods of interaction that might not be possible during a face-to-face class session. Questionnaires, personal surveys, and online testing are all ways to conduct effective needs assessments before a course even begins formally online.

Sequencing, Reinforcement, and Praxis Online

In terms of Vella's principle of "safety," distance learning teachers can again use this principle to their advantage. Because no one has to risk embarrassment in person, students may feel free to take bold stances in online discussion forums (Vella 9). While it may be a challenge to cultivate the "sound relationships" of listening, respect, and humility without the emotional reinforcement of personal interaction, a distance learning teacher can still work hard to set clear boundaries as to what constitutes respectful discussion (Vella 10). Because of the convenience and usually lower cost of the part-time format, students can also safely explore completely new areas of interest during their free time (Vella 9).

According to several of Vella's other principles, sequencing and reinforcement in terms of structuring the syllabus may be even more important for adult learners, given that they may not have been in school for a long time and often need and crave a more structured approach to learning. Furthermore, if the adult learner is not a full-time student, reinforcement of study skills and core material is vital to get them back in the rhythm of studying (Vella 11). Using various methods of reinforcement—particularly experiential ones—is especially important for students of different learning styles and ability levels. Vella suggests, for example, listening to Madame Butterfly in a class on opera and asking students to examine the work in several different ways across multiple listenings (Vella 12).

Hands-on experiential assignments such as listening to an opera and charting different reactions to technique illustrate how the principle of "praxis" can be integrated into an online environment (Vella 14). Although students may not be able to meet as frequently as in a physical classroom, teachers can still assign experiential work and have students share their findings online. Moreover, through the use of chat rooms and frequent emails, the praxis of creating an active learning community can still be reinforced (Vella 15). Perhaps "praxis" is the most important element of Vella's schema—even when it is not realized in a conventional classroom setting—because it transforms passive reception of information into active, meaningful engagement with the material.