What type of learner is effective?
There is consensus that the active learner is a successful learner; learning from examples and by doing leads to deeper understanding; learning with understanding is more desirable than rote learning; and, the social structure of learning is desirable (Anderson, Reder, and Simon, as cited in Driscoll, 2005). This concept is reflective of the constructivist framework. Constructivists believe that learning is an individual process and based on onea��s own reality (Driscoll, 2005). As a result, one learns by being engaged in the process of learning. The teacher acts as a collaborator and also learns in the process.
One of the most difficult tasks teachers face is motivating student in this type of active learning process. Dental hygiene competencies require entry-level dental hygienists to have the ability to critically think and problem solve. Therefore, this must be fostered in the student as they move through the program. However, often, students want faculty to provide them with only what they want or need to know to pass a test or exam and nothing more. Often, we as faculty wish we could clone those few students who demonstrate exception mastery of content because they have put effort, heart and soul into their work.
Louis La��Amour, an American writer, wrote, a�?reading without thinking is as nothing, as a book is less important for what it says than for what it makes one thinka�? (The Faculty Center for Excellence in Teaching, n.d.). Students must understand reading, thinking, and questioning are essential skills for learning to occur. We need to remind students of how children learn, by thinking and questioning. Often a 2-3 year old will question a�?why?a�? to the point that one may become annoyed. But this is a very important factor. Unintentionally, the child is looking for feedback and also taking ownership for his/her own learning. We need our students to do the same. Faculty must also recognize that teaching using the constructivist framework is an art that requires experience to master. Faculty need to develop a comfort zone with the subject area and/or their own teaching before using this approach. As a result, the faculty member will not appear unprepared or unorganized.
References:
Driscoll, M. P. (2005). Psychology of Learning for Instruction (3rd ed.).
The Faculty Center for Excellence in Teaching (n.d.). Quotes on Academia. Taken from: http://www.wku.edu/teaching
