Five kinds of pedagogical approaches

The feedback of my first writing about distance learning gives me understanding about delivery method and pedagogical approach. Now, I can conclude that in the delivery method the teachers may choose any pedagogical approaches based on the content of the subject, the nature of the students or the delivery method itself. Now, I am trying to describe five pedagogical approaches and how it fits with the web technology:

1.      1. Self study. 

ThThis approach will allow the students to choose their own learning route, place and pace of the study (Boer, 2004). The characteristics of self study approach (Boer, 2004):

-          It is designed to the individual student.

-          It is suitable for learning reading.

-          Assessment can be conducted by Web-based test.

-          Communication with students and teachers is limited.

-          Courses can be offered to learners in pre-packaged form.

The implementation  of self study using web-technology:

I think self study approach is very suitable in web technology. Students can access schedule, course materials, and assignment without face to face meeting with the teacher. For the  assessment, a teacher can post questions to the students and the students will answer and send them to the teachers.

2.     2.  Problem based learning

The characteristics of problem based learning:

-          In group, students try to solve a meaningful problem

-          Students should be able to use their prior knowledge.

-          Students should be able to acquire new knowledge.

-          Teacher acts a coach. (Barret, 2005)

The implementation problem based learning using web-technology:

Even though it is said that web technology can foster actively group learning both in and outside of the classroom (Boer, 2004), i personally disagree. I think that group discussion should happen in direct interaction (face to face).

3.     3. Collaborative learning

The characteristics of collaborative learning:

-          There is interaction among students.

-          Problem is solved through a series of activities done in group.

-          Discussion among peers

-          The equal delegation of job among the students

-          Teacher acts as a coach. (Soller, Goodman, Linton, Gaimari, 1998)

The implementation of collaborative learning using web technology:

Since the nature of this approach is the almost same with problem based learning, it seems less ineffective if the discussion between peers and group are conducted via discussion board in the web.

4.      4. Inquiry Leaning.

The characteristics:

-          There  is an interaction between students and teacher through question and answer

-          Students should able to solve their problem own their own.

-          Teachers act as a tutor (Hmelo-Silver, Duncan, & Chinn, 2007).

The implementation using web technology:

Through web technology the interaction between teacher and students can be built but in my opinion, the real interaction where students can get the direct explanation from the teacher will work more effectively than explanation using email or discussion board.

5.     5.  Experiential Learning.

The Experiential Learning Cycle

Source: http://wilderdom.com/experiential/elc/ExperientialLearningCycle.htm

    The implementation using web technology:

This approach may be suitable with web technology. In this approach students, after experiencing a situation, will do the reflection. The reflection, then, is written down in the web technology as the mind tool. This reflection is accessible for students and teachers for the transfer learning.

References:

Barret, T.Mac Labhrain, I. Fallon, H. (2005.Hand of inquiry and problem based learning.(Eds). Galway:CELT,

Boer, W.F. de (2004). Flexibility support for a changing university. Doctoral dissertation. Faculty of Educational Science and Technology, Univeristy of Twente. Enschede, NL: Twente University Press.

Hmelo-Silver, C. E., Duncan, R. & Chinn, C. A. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107. doi:10.1080/00461520701263368

http://wilderdom.com/experiential/elc/ExperientialLearningCycle.htm

Soller, Amy., Bradley, Goodman., Linton, Frank., Gaimari, Roberth. (1998). Promoting Effective Peer Interaction in an Intelligent Collaborative Learning System. Springer Verlag, London, UK.