A Critical Evaluation of Research: The Facilitation Theory (the humanist approach) - Term Paper Example

? A Critical Evaluation of Research: The Facilitation Theory (the humanist approach) and A Critical Evaluation of Research: The Facilitation Theory (the humanist approach) Introduction The changing outlook of the field of teaching has shifted from didacticism towards facilitated learning, and this paradigm shift has come with the need, for teachers to take different roles and to use new techniques in teaching (Gregory, 2002). There are three models of teaching that have been developed: Socratic, didactic and facilitative. The diversity of the teaching model offers some degree of flexibility, which enables one to change the task of teaching – whether it is student-cantered or teacher-cantered. Jarvis (2006) views the practice of teaching as a science as well as an art. In doing that, one can complement the authoritarian didacticism approach with the outlook of a democratic facilitator, and then approach the teaching process without limiting the level of combinations. This paper will explore the facilitation theory of education, as applicable in education, particularly adult education. Approaches to teaching The lecture mode of teaching is the one, which is most frequently employed, despite the fact that it has been criticized over the years. The lecture model of teaching is an economical means of communicating factual knowledge and information to a large group of people, although it does not guarantee the communicator, that effective transmission or learning will take place (Walkin, 2000). The didactic model of teaching, mainly involves the practice of lecturing, and is fundamentally teacher-centered. Walkin (2000), further, insists that the lecture has remained a primary method of teaching in continuing and adult education. However, it has remained recognized as a useful tool for teaching, because it offers an outline of theories and ideas. However, it is necessary to complement it using interaction and adult-guided strategies, which can overcome the lack of participation and the vulnerability of the learner’s attention. Didacticism comes along with a number of constraints, including rote learning, potential boredom, and learning by note taking, because the teaching model limits the participation of the learners and their ability to reflect on the subject of the lesson. Many traditional tutors are still using the lecture system as a model of teaching, especially when they are teaching subjects that are new to the larger number of the students. The lecture model is also used, many times, where the students are anxious, disorganized or dependent on the teacher for learning (Walkin, 2000). Radical pedagogies have disputed traditional classroom practices, where the teacher is the source of information and knowledge and the student is the recipient of the new knowledge. Teaching is not viewed as the practice of imparting information and subjecting the student to different experiences, but it is conventionally, more inclined towards the process of facilitating self-directed learning (Tight, 1996, p. 26). As a trial to change the position, the teacher can employ vicarious learning models and problem-solving skills to theorize and articulate what they may already be knowledgeable about, in relation to the meaning of their interpretation and experiences (Preece & Griffin, 2002). The sharing of experiences enables students to undertake structured reflection and to think critically, on the way the events can influence their personal knowledge and circumstances. This facilitative outlook towards teaching provokes previous learning and aids the learners in making sense of past experiences, with reference to real world events (Gregory, 2002). Experiential learning depicts the information science of the student, and is able to impact the processing of knowledge and the proposition of knowledge. By doing so, the lecturer creates a positive impact on the motivation, learning and the ability of the learners to become self-directive (Preece & Griffin, 2002). To facilitate learning, lecturers must possess self-esteem, show confidence, and hold authority throughout the course of teaching. However, they should also be able to show compassion, remain flexible in the range and the outlook of teaching, while at the same time show respect for the different individuals. The lecturers should be allowed exposure to challenging situations and they should be challenged to develop relationships amongst themselves and the learners (Freeth & Parker, 2003). Towards becoming effective facilitators, tutors need to be knowledgeable and experienced in the academic attributes they develop in their students. The qualities that are established in the relationship developed between the learners and the facilitators are very important. This focus on facilitating the learning of the students correlates with the humanistic approach towards learning, and it depicts a change from didactic exposition to the case of empowering the student to learn skills and theory. The role of the facilitator is the one that encourages the learners to engage critical thinking, intellectual analysis, describing experiences and problem solving, which help in challenging their learning (Gregory, 2002). Challenge is an area of facilitating learning that is proportionate to the outlook of transformation learning. Different techniques of facilitation have been developed (Gilmartin, 2001). Poor learning facilitation can cause detrimental effects on the motivation levels of students, and reduce the morale and the confidence to achieve success in learning. The tutors that fall under this category are usually, not well equipped to undertake the necessary learning for facilitation, mainly because they may not acknowledge the professional restraints that are likely to affect the learning environment (Haith-Cooper, 2003). On the other hand, critical pedagogy is a highly facilitative model of learning facilitation, because it hands over the duty of leading to the learners, because they debate intuitive and engage their cognitive perceptions (Gilmartin, 2001). The features of this learning model are proportionate to the development of clinical reasoning skills and academic awareness among students, and harmonize with the characteristics of empowering students. Despite the fact that the facilitation of learning serves the needs of the adult learner, to succeed under this approach, students will need theoretical aspect for comprehensive and effective learning, as well as the development of the necessary skills in clinical reasoning. Towards the realization of these areas of learning, students will need a compilation of academic support and learning materials – both areas are important, particularly when the discipline being studied is not familiar. In the event that these elements are not served, only surface learning will take place, and this kind of learning is mainly linked to the memorization of poorly understood theory (Marton & Saljo, 1997). The Socratic model of teaching, similarly, emphasizes on adopting a student-centered teaching outlook and is very much opposed to didacticism. Brownhill (2002) demonstrates the ways that teachers can use an authoritarian or non-authoritarian teaching outlook, towards enhancing students to become critical thinkers and enhance their learning independency. Teachers deliver the initial theoretical model and position and then introduce the inconsistencies related, towards raising the awareness of students, pondering on major concepts and in initiating reflection. Both teaching models enhance the capability of learners to comprehend and reflect on positions. Teaching scientific disciplines For over a decade, the complexity of teaching scientific theory to nursing personnel has been questioned. Major areas of concern revolve around the differences in the comprehension levels of students, the unequal distribution of scientific and non-scientific areas of study within the curricular, and the persistent use teaching methods that are ineffective (Davies, Murphy & Jordan, 2000). The divide in the theory and practice seems wider, due to the inappropriate clinical application of the model and the outlook in general. The shortfall adds to the insufficient scientific preparation of nursing staffs and renders the workplace, highly incapable of expressing the importance of biological knowledge to clinical cases, or to communicate the scientific knowledge and the information required by patients and their relatives (Clancy, McVicar & Bird, 2000). Theoretical shortfalls in pharmacology are also evident, and they require the theoretical models that can encourage the improvement of teaching by educators of nursing (Banning, 2005). From previous studies exploring the experience of participants in teaching, among independent nurses’ courses on prescription, findings show that knowledge transmission was the main strategy used for teaching, and little focus was channeled towards the application of the theoretical knowledge on practice (Gregory, 2002). Self-directed strategy techniques worked well as backup models, despite the fact that learners were offered little guidance and academic support. In such a situation, the academic engagement of learners was limited. The lectures given throughout the course required to incorporate process-inclined teaching techniques, including case analysis, problem solving, simulations for the facilitation of student learning and think aloud seminars, which enhance the scientific knowledge of prescriptions (Banning, 2005). Teaching practical skills For students taking vocational training, the skills they are being taught should be similar to the real tasks, despite the fact that some of the complications and the distractions of the real world are supposed to be eliminated, so as to lay the main skeleton of the skill, throughout the course of learning (Rogers, 1989, p. 49). In the case that the skills required to perform a given job are based on a selective basis, the skills are solidified and referenced as competencies, therefore, qualifying in them will be founded on areas of competencies (Rogers, 1989, p. 50). In order for a student to understand and acknowledge a given skill, it must be split into sub-parts, so that the learner can picture the relevance and the importance of the different parts. The learners should also be able to practice the skills required for the different sub-parts and develop a picture of the different components. Through practice, the learner reinforces the skills and the competencies required for the general practice of the given work (Rogers, 1989). Addressing students’ needs For any classroom, one can trace people of different abilities; then the question that comes up, is the ways that the teacher can meet the learning needs of the different learners. Rodgers (1989) associates the need to distance oneself from one-paced teaching, towards using flexibly-paced, multi-inclined learning models. The same can also be realized, through the setting of clear targets and objectives, which help in guaranteeing that the different learners meet the objectives, based on a reference set of standards, which indicate levels of student achievement. Initially, the teacher may need to review the different learners in the group are like – and then develop relative housekeeping regulations and controls for the group, and the objectives for teaching, on the overall outlook of the course. It is necessary to allow the learners to relax, and to allow them to set their own learning objectives. It is also necessary to engage them in project development and project work, because it supports their learning process (Gosling, 2003). Brooksfield (1996) offers a summary on the different aspects of the learning needs of students, and goes ahead to explore the ways of creating an environment, which is friendly and conducive for learning. He offers the suggestion that learning needs can be served when teaching is more facilitative than didactic (Banning, 2004). Further, he proposes that learning can be more effective where the teacher acknowledges the learning needs, relevant applications, past experiences and the individual styles of student learning, during the development of learning activities. The findings from previous studies on the experiences of students, towards guaranteeing that they become independent nursing prescribers are in support of the considerations taken into account (Banning, 2004). The conception of students about the learning of adult learning covered the need to understand the importance of the theoretical aspect, towards deploying and assimilating it, which allows the students to embrace the opportunities of sharing their vicarious experiences with others. Exploring the views of students revealed the need to develop constructivist teaching models (Banning, 2004), compared to models of knowledge communication, for the practical teaching of the pharmacology aspect of the course (Banning, 2004). Assessment of learning within classroom settings Laurilliard (2002) gives a reminder that students take courses with their personal presage variables. These variables offer them some ideas on the subtle differences that depict the uniqueness of the different adult learners. The different variables include the following: expectations, motivation, knowledge; knowledge retention with reference to short and long-term memory, skills, experience and competencies, problem solving abilities and their concentration abilities. Other variables include the level of access to support facilities, learning ability, the availability of study time and the respective orientation towards learning (Walkin, 2000). The wide range of variables influences the capacity of these students to learn. The teacher is required to evaluate the learning achievements required from the course, in order to go ahead with the curricular content. The outlook helps ensure that learners are keeping up with the learning pace required. Through different studies, it has been found that mature students had difficulties, when trying to maintain with the pace of learning. The incapacity to keep up with the speed of learning resulted in the development of unhappiness, distress and anxiety, especially when they were in the company of others (Banning, 2004). Most probably, the commonly used method of learner assessment entails objective questioning, about different areas of study, during the duration of teaching. The teaching strategies that encourage the giving of answers to uncomplicated questions succeeded by more complex questions or study tasks enable the teacher to explore the comprehension levels of learners. In the cases that learners have been preconditioned not to question during apprenticeship model teaching, diffident learners could be encouraged to communicate with lecturers and peers using formative assignments and quizzes. Other tasks that can be used to cultivate the learning of students include think-aloud seminars, group work, self-assessment, case analysis, problem solving scenarios, simulations, role plays, speed reading, film critiques and research appraisal (Lee & Ryan-Wenger, 1997). The learning and teaching tools can offer the opportunities needed for teachers to deliver meta-cognitive questions and creative discussions that stimulate the learners to think critically and develop associations between practice and theory (Clancy, McVicar & Bird, 2000). Further, the tools increase the potential of going into open debate and think laterally using their learning and personal experiences, from where they can develop the understanding and the skills required from the course. Other areas that need to be addressed include preparing learners for the responsibilities and the roles they will meet after leaving school or the courses they are taking (Clancy, McVicar & Bird, 2000). This is realized through the acquisition of education and professional skills that can help them develop their professional profiles. For example, towards making a learner, an experienced clinician that can practice and reach nursing judgements will entail the development of a foundation for the psychomotor and the cognitive skills required for practice. Conclusion The approaches discussed and developed have their own advantages and usefulness for learning, particularly among adult learners. The use of didactic and self-guided approaches when teaching these learners should be guided by approaches that are centred on the student. Such learning models may include process oriented teaching approaches, which should be encouraged in teaching these learners. 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