Innovative Trends in Teaching and Learning
Introduction
The biggest challenge any teacher faces is capturing the students’ attention, and putting across ideas so that it stays with them long after they have left the classroom. For this to happen, classroom experience should be redefined, and innovative ideas that make teaching and learning methods more effective should be implemented (Kalyani and Rajasekaran, 2018). The use of innovative methods in educational institutions has the potential not only to improve education but also to empower people, strengthen governance and galvanize the effort to achieve the human development goal for the country (Barrado, 2016).
student-centered learning
A report by The Glossary of Education Reform (2016) puts it out that student-centered learning is a wide variety of educational programs, learning experiences, instructional approaches, and academic support strategies. These strategies are intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students and groups of students. To accomplish this goal, schools, teachers, guidance counselors, and other educational specialists may employ a wide variety of educational methods, from modifying assignments and instructional strategies to entirely redesigning how students are grouped and taught in a school. Some of the innovation strategies include the following.
Open and Distance Learning
In the late 1800s, at the University of Chicago, the first launched major correspondence program in the US in which the teacher and learner were at different locations (Ghosh et al., 2012). The concept of Open and Distance Learning (ODL) education system focuses on open access to education and training to make the learners free from the constraints of time and place and offering flexible learning opportunities to individuals and groups of learners (Bozkurt, 2019). The concept of ODL education came from the idea of the learners and the teachers not being able to be in a classroom. So, they should be separated by some geographical distance, or maybe they cannot come close to each other to make the entire education system flexible (Nyerere, Gravenir and Mse, 2012).
Mathew and Illoanya (2016) further observed that the ODL concept system is growing fast because of the development of Internet-based information technologies and, in particular, the World Wide Web. The adoption of technology has enriched the popularity of ODL among learners, as it offers flexibility and accessibility. Similarly, ODL lecturers also found that the use of technology can improve interaction and collaboration among learners. Technologies assist in handling a large number of students from different parts of the world. Hence, at an institutional level, learning using techniques may be considered a cost-effective teaching method (Botham & Mason, 2007). ODL technologies can transform education in that the technology used enables fundamental shifts in instructional practices and content (West, 2012).
Other benefits of ODL are that the technology employed in this strategy uses technology that promotes higher-order think skills, learning at own pace, and offers the opportunity for real-time student assessment (Mathew and Iloanya, 2016).
However, critics of ODL argue that not all learners have internet access, especially those from marginalized areas, such as those from financially challenging backgrounds, perennial calamities such as floods and civil war (West, 2012). In addition, the pedagogical skills of online lecturers are also a challenge in online teaching. This is because not all online lecturers have relevant skills to teach online.
Participative Learning
This model is undertaken ‘with’ rather than ‘for’ students, and its process and outcomes are owned by the team (Tsien and Tsui, 2007). The relationship between students and teachers develops during a mutual learning process, and there is less power disparity between the two parties (Ciobanu, 2018). The students are empowered to be more independent and interdependent, come with it with feelings of ownership, and build a strong base of critical thinking and brainstorming (Fuller, 2006). Further, it ensures that every step in learning is more credible in all segments logically because the group of the students themselves planned it. If people know that others with the same point of view and experience as theirs were instrumental in intervening to happen, they will assume that their interests were attended to (Tsien and Tsui, 2007).
In addition, bringing a diverse and broader range of students together to the academic table discussion such as tutorial groups provides access to a more comprehensive range of perspectives and ideas, thus benefiting the learners. The supporters of this strategy have it that it reduces pitfalls caused by ignorance of one student (Fuller, 2006). They take greater control of their learning by participating in the planning and implementation of service projects while benefiting from the modeling provided by their practice teachers (Alcota, Muñoz and González, 2011). Fuller (2006) noted that participative learning and teaching model could be adopted in tertiary-based practice centers through collaboration with other academic facilities and community organizations. Further, Horgan and Rourke (2001) noted that participative learning provides students with an opportunity to gain professional values, knowledge, and skills. Students also gain a deeper understanding of the meaning of educative responsibility and prepare themselves for serving future students as tutors.
However, since this kind of learning involves discussions, more time is required due to the students’ diversity in reaching topic conclusions than an individual’s. Another shortcoming of independent learning is that one determined individual can wreck the whole process if they are not handled well. This is because someone who is convinced that only they know and understands what is right for the rest of the students to learn can make a participatory learning process very difficult (Alcota, Muñoz and González, 2011).
Besides, it may be challenging to ensure all the students in the group participate in the active learning process. This is because some key students, especially those who are generally useful in leading discussions, may simply not want to participate. In addition, independent learning needs patience and commitment from every learner. Every student involved has to maintain their commitment over time, remain civil while discussing an area where they may have strong feelings, and be willing to compromise. A few misplaced words, or one or a small number of key people losing interest, can upset the whole process (Horgan and Rourke, 2001).
Independent Learning
Independent learning is a self-guided process to expand knowledge and skills (Hunter, 2003). Ros et al. (2012) cite Forster (1972) to define independent learning as a process, a method and a philosophy of education in which a student acquires knowledge by their efforts, and develops the ability for inquiry and critical evaluation, and that it includes freedom of choice in determining particular objectives, within the limits of a given program and with the aid of a tutor. Independent learning skills are one of the “secrets to success,” especially for tertiary-level learning, and the importance of such skills is acknowledged in institutions who have rolled out these teaching strategies. The vital benefit is that the key feature is that there is a shift of responsibility for the learning process from the teacher to the learner (Meyer, 2010). For much success, independent learning should be accompanied by the use of learning technologies in blended learning environments (Wong, 2013). However, findings of a research study by Ros et al. (2012) found out that even though leaners in independent learning clearly understood the concept of the schools’ and students’ factors, they still had limited understanding of teachers’ role in independent learning. Another concept to be looked at is that for this strategy to be successful, independent learning activities should be designed and structured correctly, with learning supports provided by tutors (Wong, 2013).
Conclusion
Education is a light that shows humankind the right direction to surge. The purpose of education is not just to make a student literate but to add rationale thinking, knowledgeability, and self-sufficiency. When there is a willingness to change, there is hope for progress in any field. Creativity can be developed, and innovation benefits both students and teachers.
References
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