Distance Learning in the Most Natural Way

Stefan Nowicki, Director of the Centre for Distance Learning, University of Wroclaw

The constant development of learning theories, supported especially by the neuroscience of learning, leads to rediscovery of the natural way of learning as the most effective one. It has started with constructivists’ theories of learning as the process based on and supported by observations, experiences, and feedback. Despite its effectiveness, it is hardly possible to implement the same process in the traditional classroom, as constructivist way of learning requires close and frequent interaction between instructor and learner. This problem can be easily solved by moving to learning online and making this a self-paced process. In such a case instructors can work with learners individually, not being forced to focus on chosen group of students (e.g. most underprepared).

Looking for the most effective way in which distance learning courses should be designed and delivered, it is reasonable to learn from the common experiences. According to constructivists’ theories of learning, these are based, especially when a new skill is learned, mostly on observations and guidance. The most popular way we learn, even before going to school is the four-step model:

try → fail → repeat→ succeed

The rediscovery of the natural way of learning and its role in  distance learning courses needs to be supported by the appropriate teaching and assessment methods

This is the model of learning we can spot when observing little kids – the best and fastest learners in the world. They are learning while trying – even if told, how they should operate, they would check what happens if they do it differently. They keep trying until success, and then start trying something else. And this is it, our natural way of learning – experiential one, or learning by doing.

This method makes every learning process much more effective, but is of special importance in distance learning, regardless of its targeted audience. Is it K-12 level, college or university students, or corporate trainees, self-paced nature of distance learning makes this empirical part crucial for the overall quality of learning experience.

To successfully design such learning path, it is necessary to look closer at every step in this model and understand what is needed to foster learner’s activity. It begins with “try”, but in fact the first thing is to convince learners to give it a try, what leads to the question, what makes it worth to be tried? Learners will be willing to try, if they were provided with clear guidelines, among which learning outcomes are most important. Learning outcomes answer the basic question – why should I do it/ what is in it for me? Thus, they have to show the benefits of learning new skill or gaining additional knowledge. Learning will be much more effective, if learners are convinced of the usefulness of the activities planned.

The second step is to fail, as the failure, if well used, is one of the most powerful learning boosters, we can imagine. To fully use its potential, learners should be encouraged not to avoid failures, but to accept them and learn from them. If mistakes and failures become regular and supported part of learning process, learners are eager to try new things, as individual ways of solving problems, taking part in group work, in-class discussions, or discussion forums. Accepting failures as the normal part of learning makes experiential learning happen.

In this environment, the role of teacher is tutoring, supporting, and facilitating students’ active learning. This is step 3 of this model – if failure occurs, teacher’s role is to encourage student to keep trying, by offering appropriate guidance. That means giving a feedback, that will help in improving student’s performance, but will neither serve as a simple answer nor solve the problem given. Such feedback fosters learning by repeating given activity, gaining both skills and knowledge necessary to fulfil the course obligations in the form of learning outcomes. What must be remembered is that feedback should refer to learning outcomes, and not points or grades. In other case, students will attempt to collect points or improve their grade without focusing on the real learning goals. Learners, who are expected to repeat and revise their work to align it with course outcomes become more aware of their own learning process, what helps them to personalise and improve it, making it the most effective for their own. And this is a win-win situation for all involved in learning process – institutions, trainers, and trainees.

The proper use of feedback will also lead to student’s success through failures, not only helping them in gaining planned outcomes, but also equipping them with tools necessary in professional life. They will learn not to give up too early, constantly improve their skills and revise their own performance, what results in higher quality of professional as well as everyday life.

It seems to be clear that the basics of learning as the process are not limited to gaining particular skills, but they rather answer to the needs of personal growth in the wider context. In other words, no matter what we learn, we develop personally by the process itself. Thus, it is most reasonable to design and teach distance learning courses according to learning theories that come along with the natural ways of learning, and thus were proved most effective (including constructivism and neuro cognitive learning theory).The rediscovery of the natural way of learning and its role in  distance learning courses needs to be supported by the appropriate teaching and assessment methods. This would require close cooperation between instructional designers and subject matter experts in creating distance learning courses, as well as regular “train the trainer” programs in all teaching institutions.

Cognitive