Educators are constantly sharing new information and insights into the science (and art) of teaching and learning and there are ever emerging theories that influence, shape, and direct the practice. Constructivism, social learning, cooperative learning, and transformational approaches are helping to shape an individual teaching philosophy. We all possess an individual teaching philosophy that directs our behaviors while becoming the framework upon which we operate.
Many strategies are adopted from tried and true learning theories while other methods are developed from “non-scientific approaches, personal beliefs, past and present experiences, and those intuitive responses that may occur in certain unexpected events of the day with learners” (Prickel, n.d.). Additionally, Prickel stated today’s educators need “continued professional retraining in order to meet the challenges of staying current with new and emerging approaches and theoretical frameworks for improved teaching and learning of their students”.
Learning Theories
Postsecondary institutions embrace several interesting learning theories, since the characteristics of the overarching student body are so diverse. From traditional and non-traditional students one can connect the following theoretical frameworks for teaching and learning:
Transformative Learning
Originally developed by Jack Mezirow, the Transformational Learning Theory holds that the “way learners interpret and reinterpret their sense experience is, central to making meaning and hence learning” (Mezirow, 1991). We see that the “transformative process is formed and circumscribed by a
frame of reference” (Merriam, 2008). Merrian (2008) also indicates that “frames of reference are structures of assumptions and expectations that frame an individual’s tacit points of view and influence their thinking, beliefs, and actions. It is the revision of a frame of reference in concert with reflection on experience that is addressed by the theory of perspective transformation—a paradigmatic shift”. This theory is further broken down between two distinct types of learning; instrumental and communicative. Task-oriented problem solving and student realization of the cause and effect, make up the instrumental learning process. Communicative learning associates and feelings, needs, and desires.
Constructivist Learning
Developed by Jerome Bruner, the Constructivist Learning Theory is based off of an active process where learners construct ideas and concepts based upon their own current 
knowledge and point of view. This is the root of Bruner’s expository approach to education. Rogers and Horrocks (2010) state “exposition is a valid tool of the teaching-learning situation, a necessary part of the process – it is one of the basic skills the teacher needs”. The instruction should address the four key aspects:
- A predisposition towards learning.
- Structure the body of knowledge in such a way that it can be grasped by learners.
- Present material in the most effective sequence.
- Punishments and rewards must be paced
Facilitate More, Instruct Less
Transitioning to a facilitator for online courses does not need to be complicated. There are specific types of faculty interactions that an instructor can use to reduce the perceived distance online students can feel in a hybrid or online course. Facilitate more and instruct less by introducing techniques that engage the classroom.
- Video Introductions – A welcome video will allow a facilitator to share their personality and passion and will reduce the perceived distance between teacher and student. Keep the video short and under 3 minutes.
- Ask Stimulating Questions – Ask questions throughout the course that are relevant to both the course material and also personal interests of the students. Perhaps revisiting their introductions can help a facilitator identify specific hot button topics that will spark interesting remarks and responses from the class further along in the course.
- Web Alerts – Schedule alerts that represent course tasks for each module.
- Podcast – This is a great opportunity for a facilitator to provide short lectures and insight on the weekly topic.
- Screencast – These are excellent for visual demonstrations.
- Voice Thread – This technology allows faculty and students to almost replicate the kind of interaction one may only expect face-to-face in a classroom. Think of this as a multimedia discussion board that allows for the posting of audio, video, and text. Usually the facilitator posts at the beginning, with students providing additional insight and feedback.
References
Merriam, S. B. (2008). Third update on Adult Learning Theory. San Francisco: Jossey-Bass.
Mezirow, J. (1991). Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco: Jossey Bass.
Prickel, D. (n.d.). The Influence of New and Emerging Theories on Teaching Practices. http://oregonstate.edu/. Retrieved July 13th, 2014, from http://oregonstate.edu/instruct/ed553/donart.html
Rogers, A., & Horrocks, N. (2010). Teaching Adults (4th ed.). Berkshire, England: Open University Press.
Never Stop Learning 