Karen Kaminski (KKaminski@vines.colostate.edu)
Fri, 15 Jan 99 16:37:55 -0700
Date: Fri, 15 Jan 99 16:37:55 -0700 From: "Karen Kaminski" <KKaminski@vines.colostate.edu> Subject: [ifets] Discussion Summary #2
To follow-up on Mary's summary, discussion has continued on two threads.
The first is the cultural differences that exist in relation to adult Asian
learners and the second is based on learning styles and allowing the
student to select the mix.
Raymond tells us that he believes that the significant difference between
Asian learners is not culture but learning styles and the climate created
in the classroom. The key issue is for the educator to meet the needs of
the learners in their classroom by providing a variety of approaches.
Technology may be a useful tool to acheive this.
Martin expresses that the characterization of Asian students as passive and
unquestioning does not square with the dy dynamic and reflective ways in
which workplaces have developed in some Asian economies. Clearly there
are within the cultures of Asian workplaces where active, mutual dialogical
learlning takes place. He suggest it may be a more Western approach to
place the teacher "above" the students that revokes the "respectful"
response from the Asian students.
David dissagrees with the Western approach of setting the teacher above the
student stating that on the contrary it is eastern cultures which set a
respectful tone for the notion of a 'teacher'. He uses Sensei in Japan as
an example. Instead David suggests we distinguish between pedagogical
learning based around the ideas of reinforcement, and adult learning which
is based around notions of adults identifying their own needs.
I agree with David's last point. For me, adult learners are defined by the
roles that they play. Adults return to education becuase of a need that
they have identified. These needs can vary widely. Because adults have
more years of experience than the traditional student, they bring these
experiences to the educational setting. They also bring more specific
expectations. I would encourage discussion around adult needs and
expectations and how we can address these through the use of technology.
Along the other branch of discussion, Christopher mentions that scientists
think that effective tutoring systems have to present lessons in multiple
ways for teaching the same thing. With this idea, you have to diagnose the
student's learning style to match the teaching to the learning.
Jack gives us another suggestion, why not present the material in multiple
ways and let teh student select the mix that they like. Christopher agrees
wtih this alternative when it works. He warns us of 'hidden problems'.
You are assuming that the student can understand the choices and know
enough about thier own learning style to make the right choice. He feels
you can only give students a small number of choices which are completely
distinct.
Bob tells us that the problem with learning styles is that once we know
what they are, we don't know what to do with the informatioin. There is no
consensus to how many learning styles there are. To which Abdule-Karim
replies that in definition, learning styles go beyond audio, visual, and
kinesthetic. He referes us to Kolb's model of experiential learning.
Learn through doing, through watching, through thinking, and through
trying.. Each preference has strengths associated with them.
In my experience with teaching adults, they don't need to be tested to
determine their learning style. Although they may not understand what
learning styles are, most adults know whether they would prefer to read a
book, watch a video, listen to a tape, work one-on-one with someone, work
alone, work in groups, etc. I propose that we should not always allow
people to learn the way they do best but to challenge them to learn in
various modes. Certainly, you can provide alternatives but in 'real life'
there may not be alternatives. How can we prepare adult learners for
better jobs, new skills, and the like if we do not challenge them?
Karen Kaminski, Coordinator of Instructional Design
Office of Instructional Services
Colorado State University
Fort Collins, Colorado 80523
email: kkaminski@vines.colostate.edu
voice: 970-491-3713 fax: 970-491-6989
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