Learning Strategies and Pedagogy - Essay Example

Learning strategy and pedagogy Executive Summary Distance education is a phenomenon that is becoming increasingly popular throughout the world. It is technological advancement that has made world a global village, ensuring students can share a ‘classroom’ regardless of their origin. Consequently, institutions of higher learning have numerous methods of teaching at their disposal. This report is thus a comparison of the learning and pedagogical strategies utilized by the Open University Australia (OUA) and Open University of Sri Lanka (OUSL). The study compared and contrasted the two institutions and found that students used similar learning strategies. Notable however, was the fact that students from OUSL spent more time memorizing information than did those in OUA. English being their second language contributed to this. Both universities use several different methods to connect student to their instructional programs. OUSL utilizes face-to-face contact between students and teachers, video and audio cassettes, and seminars and workshops. On the other hand, OUA has a well-established technologically base, using virtual classrooms and internet to communicate. Teaching staff were determined to have similar pedagogical approaches, as depicted by the modes of teaching they preferred. A possible curriculum design for implementation is one that should have content, interaction, feedback, a good interface design, and students’ involvement. Finally, cultural differences, that is, language in OUSL were minimized by teaching in English while those who did not have technological knowhow in OUA were trained on the usage. Introduction Since distance learning was introduced in a higher learning institution in 1865, there has been an upsurge in the number of students enrolling in institutions of higher education (University of London External Program, 2010) While some of these students prefer to study physically from an institution, many are neither willing nor in a position to do this. However, their desire to study and technological advancements ensure that they are able to register and study in institutions that are thousands of miles away from where they are. Some of these students simply do not have the necessary resources to be present in their preferred institutions while others do not have the time to be physically present. This paper will illustrate the learning strategies and instructional methods in use in two open universities. The aim of the paper is to compare and contrast their learning and instructional strategies, seeking to establish similarities and difference between the two universities. The paper will only discuss issues related to Open University Australia and Open University of Sri Lanka. It will also be limited to the pedagogy used by the teachers in the two universities and the learning strategies adopted by the student. Currently used learning strategies Wilss, Marton and Lewis (1999) state that the method students use to learn are directly influenced by their reasons for learning and the conclusions they make after viewing their learning environment. Thus, learning institutions have the burden of ensuring that they offer the best possible environment so their students may be able to acquire all the information they need. However, students have their own personal issues that will also determine how they learn in class, and this makes the difference in learning strategy (Beaty, Gibbs, & Morgan, 1997). Learning strategies may thus be defined as ‘any cognitive, affective or behavioral activity that may assist in the process of encoding, storing, retrieving or using knowledge’ (Weinstein & MacDonald, 1986). Several categories of learning strategies have been identified as being in use by the different students. These include rehearsal, organization, elaboration and comprehension monitoring (Weinstein and Mayer, 1983). Wills et al (1999) conducted a study that sought to determine the learning strategies employed by students who were Aboriginal or from Torres Strait Island. Their results showed that these students utilized the aforementioned learning strategies in order to comprehend what they had been taught. The results also demonstrated the fact that the methods in use were no different from those used by all other students in institutions of higher learning in Australia, and this includes those who preferred distance learning. From this study, we may hence conclude that students in Open University Australia have different strategies they use to learn. For example, during the rehearsal stage, students engage in activities that will enable them to put what they have learnt to memory. Thus, they listen to what they are being taught, especially if they are having video conferencing. Alternatively, they may read the notes presented to them. Additionally, they highlight points that are relevant to them, or they may write these important points down. During the organization phase, the students summarize information they have been given, and draw diagrams where necessary. They try to make this information easier for them to understand. Where they may find that they are not very conversant with what they have been taught, they seek elaboration from their peers or teachers. This is done by asking questions and seeking clarity in what they have been taught. Finally, the students monitor their improvement in class. Here, they seek to understand what has been leant. They think about the information, and paraphrase it, seeking to adjust it to a point they can understand. They then relate the information to real life experiences. Additionally, they seek others opinion on what they have learnt. This adds to what they already know. On the other hand, students in the Open University of Sri Lanka followed the same trend. This means that they listened to their teachers and read the information provided. They also memorized what had been taught. Additionally, they summarized information provided, before seeking to understand the information. This is a category deemed extremely useful, especially to students taking science courses (Marambe et al, 2007). Students thought about the information they had been given in class, and put it in ways that made it easier for them to understand. They had discussions with others they knew through the internet and telephone conversations, while relating the issues to real life. As depicted, there is not much of a difference when it comes to leaning strategies between students of the two universities. However, Marambe et al notes that students spent more time memorizing and rehearsing information, they had been given. The reason for this, they explain, is because English is not their first language. This lack of proficiency means that they need to spend more time understanding a concept than would be required of those who have used English since they were young. How instructional programs are connected to the students Unlike a situation whereby students are located on campus and are therefore easily accessible, distance learning provides unique challenges when it comes to how the instructional programs on offer may be connected to the students. The universities thus have to find ways in which every registered student will be reached whenever necessary. This calls for the use of appropriate technology to connect the students to the programs they are studying. Gunawardena et al (ND) state that OUSL uses different methods to bring the students the information they need to complete their course. For example, the institution provides specially designed course material that has details of the course, outline and perhaps class notes. Additionally, the students are provided with audio or video cassettes that the teachers have compiled for them (Fister, 2000). In addition, there is application of Face-face teaching. This is even more possible as the university operates several regional learning centers where the students may congregate and be taught, or given specific instructions. Alternatively, the university operates a fully-fledged campus that may accommodate the students where there is need for face-to-face teaching. Besides, the university holds seminars and workshops for its students and where necessary, the students are allowed to go for fieldwork. For those who chose science courses, there is an option of meeting together on campus in order to attend lab sessions. Similarly, OUA connects with its students with course material. This is important as teachers and students are not always together to get the information needed. Additionally, the university has network connections that allow it to have virtual classrooms between teachers and their students, through software like lotus. The university offers onsite help to students who may need it. Analysis of teaching staff pedagogical approach Pedagogic strategies may be defined as a general way of teaching (Joyce & Weil, 2000). Different teachers have different strategies to instructing their students. This may vary from institution to institution, and the mode of instruction preferred by the institution. For example, distance-learning schools that use the internet more as their way of reaching their students may find that the classes become impersonal and boring, when students are only offered course materials. Because OUA is more technologically savvy, it is prudent to conclude that several pedagogical approaches are used in instructing their students. For example, the students and their teachers interact in virtual classrooms. Thus, information is provided to them, they respond to what has been said and they get feedback from the teachers. This is what Clark calls, directive instruction (2002). Receptive instruction is also used as students are merely provided with course material. This may be in the form of written lecture notes, audio or video cassettes, CDs or DVDs. There is no interaction between the student and hi/her teacher. Similarly, OUSL teachers use receptive instruction as they provide materials to their students through written course work, audio and video cassettes. The future of instructional and curriculum design for Learning Management Regardless of the methods used in instructing the students, it is important for any institution to ensure that several points are followed that will enable them get the necessary information and understand what they have been taught. This is the ‘optimum’ classroom experience and it should be encouraged by all institutions, especially those that specialize in distance learning. Graff (2003) stresses the importance of content, defining it as all the information that is needed by the learner to have an optimum learning experience. They should then be able to understand the information provided instead of just receiving it (Moore et al, 2001). The content should be applicable and have a purpose. Additionally, a good instructional design should focus on interaction between the teacher and students and the students themselves. This is especially important when it comes to face-face teaching (Chou, 2003). Consequently, whatever medium is chosen for interaction should support dialogue between a teacher and his students (Oliver et al, 1997). Feedback should be given to both students and teachers as deemed necessary. It should also be encouraged. Accordingly, students may be given quizzes to find out how much they have learnt. They should also be encouraged to contact their teachers in case they need anything. The interface design must be such that learners have an easy time navigating between its pages (Brown, 1997). It should also give them the confidence they need to work (Siragusa, 2000). Ritchie and Hoffman (1996) state that web-based learning should be as easy as ‘clicking the mouse’. Finally, a student who is active in class is able to internalize more information than one who does not. Thus, student involvement should be encouraged. Managing the cultural diversity Australia is an island located in Australia. Majority of its inhabitants are Caucasians. However, the country has a small group of indigenous people, Aborigines. This means that while there might be different languages spoken by the Aborigines, the language in use is English. The same cannot be said for Sri Lanka where English is the second language. To bridge this gap then, OUSL conducts its courses in English. This makes it possible for those who do not understand the local dialect to take courses from there. Additionally, OUA offers training on how to use the different technology it has on offer. This is especially important for those students who may never have encountered the said technology. This way, they are able to access module materials with ease, making their distance learning experience much easier and faster. Conclusion Culture, beliefs and developments have made the learning experiences in these two universities to be different in some ways, but similar in others. The difference between the two institutions is healthy and expected as no two institutions can be similar in every way. However, they may learn from each other, finding out which methods of learning or instructions have failed, which ones have not. This way, the institutions will be able to enrich each other, meaning that the students get the finest education. This is what every institution should strive for: to get to a point where they are accredited as one of the best distance learning institutions in the world. Recommendation OUSL will make learning faster and more effective if it advanced with technology in order to ensure that their students get the very best from them. The adoption of a virtual classroom will be cheaper for the students, and they will get to experience the class feel without necessarily being physically together. On the other hand, OUA can benefit its students more if they conducted workshops, seminars and face-to-face meetings. This will ensure that they are able to connect on a personal level, increasing students’ participation in class and physical contact, which is important (Graham, 2001). References Beaty, L., Gibbs, G., & Morgan, A. (1997). Learning orientations and study contracts. In F. Marton, D, Hounsell & N. Entwistle (Eds.), The experience of learning: Implications for teaching and studying in higher education (pp. 72-86). Edinburgh: Scottish Academic Press. Brown, A. 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