Learning Models

Learning Models

Traditional Face-to-Face

Usually work on one issue at a time and advance through agenda item by item

Work is condensed and focused

Little group contact in-between meetings

Analysis varies, often dependent on time available

Discussions usually completed during meeting

Discussions occur within a set time frame, therefore less likely that members will lose sense of where they are

Often little time for reflection during meetings

Less likelihood of conversations being reshaped during meeting

Examples

More sense of leadership from Instructor

Not so easy to ignore instructor

Often have to wait for others to arrive

People leave during the meeting, etc.

Verbal discussions: a more common mode, but impermanent

Meet in a room; strong physical context

Web Facilitated

Model-facilitated learning (MFL) is learning that is centered around and facilitated by models in the form of expert and student representations of a problem or problem space, a solution approach, and/or a solution. The models may or may not be created by learners, but learner interaction with models is generally considered critical to the learning process.

Blended/hybrid

Example

Using the Sloan definition, Web Facilitated courses have 1% to 29% of its content delivered online. This type of course uses web-based technology to facilitate what is essentially a face-to-face course.

In a Law Student study Time management benefits of students were strongly approved of blended learning and their characteristics as independent, self-motivated learners. Students were well placed to fully participate in this form of learning; each method of discussion was valued by students; the forms of discussion, whether face-to-face, asynchronous or synchronous online discussion, would be complementary was successful and assessment methods were an important impact on student perceptions of the value of online discussion; and particular attention paid to framing synchronous discussion for it to be effective.

Examples:

Mixes of face to face with online, mix of technologies, mix of paper with tech, classroom work supported by technology, fully online… the more inspiration, the better.

Online Learning

Distance Learning

Work on multiple issues at the same time

Work not condensed-fluid and interweaved with other activities

Group contact continually maintained

Depth of analysis often increased online

Discussion often stops for periods of time, then is picked up and restarted

Members sometimes lose sense of where they are in the discussions over long periods of time (information overload)

Level of reflection high

Able to reshape conversations on basis of ongoing understandings and reflection

Can incorporate each of the methods in this presentation.

Examples:

Less sense of instructor control

Easier for participants to ignore instructor

No waiting for participants to arrive

No latecomers or early leavers, etc.

Discussions through text only; can be structured; dense; permanent; limited; stark

Don't meet in a room; no shared physical context (other than text)