Most of what I recognise as university teaching uses a systems approach to learning. Students are required to achieve outcomes. They do this by moving through modules sequentialy, building prerequisite skills as they progress. Achievement of outcomes is measured using assessment. My courses are set up in this way. This course (OLTC20003) is similarly structured. We learn one concept, then build on it and move onto the next advanced concept. This is an objectivist approach to learning. The role of “teacher” is dominant since the teacher sets the learning outcomes, the module content, and the assessment. The students is reuqired to (mostly) passively absorb the information, ala Information Processing theory. Although there are elements of constructivist learning theories in specific teaching strategies (for example encouragin students to apply knowledge and question with justification – I will explore this in a moment) the structure of an (undergraduate) university experience (in my field) is objectivist. The learning processes change in post graduate where independent thought is required. The only course where a constructivist approach is evident in my Program is the Communication Project. Learning outcomes are set (as required by the university) and sugestions are made by the lecturer as to how these learning outcomes can be achieved, byt the specific learning is dictated by the student. The student sets their own assessment (justified to the learning outcomes in a “proposal” submitted in Week 3).
Specifically, in my course Media Writing, I use a cognitive-behavioural learning theory (within the systems approach framework imposed by the university) which teaches students basic skills and progresses these skills each week, until the end of the course when the whol of the parts are joined together. This is a typical cognitive-behavious approach, which espouses “bottom-up” learning hierarchies (Roblyer and Doering, 2012, p.39). My assessment has set requirements and performance objectives that must be achieved. This is measured using a marking rubric that sets out different levels of learning. This approach is theoretically sound, since the students do not have enough prior learning to be self-guided.
That is not to say that constructivist approaches are not evident. The Professional Communication Program demontrates elements of Dewey’s social activism theory. The individual course are integrated, and influence and affect the other courses to make a degree that provides well-rounded learning. The content learned in one course is built uon in subsequent courses, sometimes concurrently. Students are made work-ready with practical experience.
Another example of constructivist elements is the use of discussions where a “what if” question is raised. Students can respond with their own experience and views. This has been a very useful activity when discussing ethics, where the expectations of behaviour are grey and are heavily influenced by the personal belief of the individuals.
Advanced courses emphasise group work as part of learning. This is used to reflect real-world situations where work colleagues are seldom chosen, but are imposed on the employee. The end result is generally a recognition that more can be achieved as a group than as an individual. Another example is the submission of a student portfolio as part of the assessment. This is individually completed and marked individually, albeit within the objectivist structure dictated by assessment criteria!
I have a small personal example of social cognitive theory, particularly vicarious modeling behaviour. This term I am teaching two courses. Both have similar assessment – a series of forum posts on Moodle. In one course students posted their posts to the forum as you would expect. In the other course, the first student to post added her post as a Word attachment. So did the second student and the third. A couple of students posted “normally” but soon all the posts were coming in as attachments. The students had vicariously learned that posts could be added by an attachment and had subsequently modeled their behaviour to conform to this expectation.
There are a variety of criticisms of objectivist approaches and constructivist approachs to learning theory. I will discuss the criticisms that apply to my courses. This also serves as a justification of why a combined approach is the most efficient. There are four main criticisms of the objectivist approach. The first is that students can’t apply skills later and that skills are isolated. I believe we address this by integrating the learning between courses, students can build on skills in introductory courses to advanced courses. Further, good learning outcomes will explain why such a skills-approach is necessary and is reflected in a real-world environment. Secondly, it is said that learning using an objectivist approach is repetitive and predictable, students get bored and drop out. I believe this can be addressed using som constructivist techniques that engage students at an individual level, and allow students to put their own spin on their learning. Thirdly, not all topics len themselves to direct approaches. I agree with this. The Communication Project is out capstone course and takes a constructivist approach. Within courses, there is opportunity to apply constructivist theories. Finally, students do not work cooperatively in an objectivist approach. I agree with this. Where this is relevant, students in my courses are encouraged to work in groups. For example tutorial exercises are often group based.
There are four broad criticisms of the constructivist approach to learning theory as apply to my courses. The first relates to teacher accountability. This required accountability prevents individualised teacher certifications. This is perhaps the biggest drawback to adopting a constructivist approach in a university setting. The sheer volume of content, student numbers and individualised learning prohibits such an approach. It is simply logistically impossible in the current university system. Secondly, the constructivist approach is too time-consuming to be practical. University terms have a set time frame. To a certain extent we allow self-directed learning by having the full courses Moodle ready at the start of term so students can progress at thier own pace, however this is still within a structured framework. Thirdly, not all topics lend themselves to conructivist approaches. This is particularly true where student learning has not yet reached a point where it can be self-guided. This tends to be the case in introductory courses. Finally, despite learning being anchored in authentic problems, students may not transfer skills to real-life situtions. I do not believe this is isolated to the constructivist approach. The applicability of specific knowledge will necessarily be individal. How that student applies the knowledge will depend on them. We can prepare them to a certain point, but the higher level application must be individualised. It’s like saying that one ingredient in a recipe is not available therefore you can’t make the cake. It depends on teh ingredient, the recipe and the cook. The cake might still be possible jsut not in exactly the same form as the cookbook.
In summary, the university system dictates an objectivist approach to teaching, and as lecturers we must abide by university policy and structure our courses accordingly. Within this framework, however we are afforded some generous freedom in how we present our information. It is here, in this teaching space, that we can employ contrructivist approaches and reach the ideal balance for the benefit of our students.