Learning is not a spectator sport. Who ever said it was? I am always surprised when I encounter a post explaining the new finding that a learning activity requiring the learner must do more than encounter content in order to learn. Somewhere along the line in higher ed or K12, we forgot about what might be described as a study requirement. Should students have homework? Should college students be given practice tests?
To explain the stages of the classroom process, I have always liked a descriptive model advanced by Alessi and Trollip. The model identifies four stages in what I find concrete ways (my interpretation follows):
- Stage 1 – exposure to experiences
- Stage 2 – processing experience for understanding
- Stage 3 – extended practice / rehearsal
- Stage 4 – evaluation
The model does not explain where each stage should be accomplished, who should be responsible for directing or motivating activities associated with each stage, what activity should/can be applied to satisfy a reasonable standard for each stage, etc. The model simply claims these stages are necessary. This level of detail is sufficient for some very important purposes.
I find this model an effective way to analyze learning experiences. It is a good way to identify stages that seem missing or weak. It can also be a way to evaluate assumptions of those offering or criticizing learning experiences. Does a lecturer really assume that the lecture experience was really intended to be sufficient for learning? This would seem to imply that the college student is obligated to a mere 12 hours or so a week of work.
Some of these issues might be addressed as issues of responsibility? A given issue can be spun in very different ways depending on the perspective applied. For example, the article to which I link seems to indicate the presenter has some responsibility for offering resources intended to support stages 2 and 3. A different perspective might argue that part of the process of education is to develop independent and self-regulated learners. Should college students be expected to have or to develop such skills as part of their learning tasks? Should instructors provide study questions or should learners be capable of self-questioning or peer quizzing?
A good part of my research as a faculty member concerned the development and evaluation of online study systems (some of my publications are listed here). I still have very mixed feelings about the responsibility question. I focused mainly on introductory college classes because I such experiences as a transition experience. High school students use class time to study with their instructors. Students enrolled in large college classes do not have such experiences. Even with this focus, I always wondered about the long-term implications of my work. When do learners acquire the skills to become self sufficient? Who is responsible for developing such skills?