Good point Sir Ian. I was about to mention this as well. As what the article mentioned, the conceptual emphasis of the traditional lecture design is significant to the development of a strong theoretical foundation upon which students build in their future professions. Passive learning emphasizes conceptual knowledge by focusing on facts and theoretical principles which active learning cannot replace, in my opinion. Thus, students also benefit from passive course design specifically in cases like the board exams where strong conceptual and theoretical foundations is needed.

ianenguerra wrote:

in addition, on my own view i think passive learningon the other hand is important tool because most of the board exams is theoretically/text book based. so, in this case we cannot totally reform passive learning style approach b'coz our theory will suffer a lot...

Going back to my undergrad days, i can say that i learn RLE in a passive way. During those times, they will only provide us, teach us hte concepts, show us only once a certain nursing skill, and that expectations from them are very high, wherein in my own point of view, few of those information retained in my mind. i have to ask my classmates to sleep over n our house just to practice that skill. It never helped me at all, but one thing passing style taught me, is to exert more effort, if you want to learn, then you have to be independent.

Through the use of guided practice, it will enhance the students mind to think critically in a given situation and will enhaned their nursing skills.

Return Demonstration as far as i can see is a means of evaluating the students performance in doing the skill. Assumptions for the students who pass the R.D. is that they know the skill but we dont have a means to gauge how much did they learn in RLE. - This of course is my own point of view

Josh wrote:

Ideally, RLE courses should be presented to students in experential method of teaching, i would like to ask everyone, as nurses how did you learn RLE? Traditional way or the active learning approach way? is the mere return-demonstration in RLE an Active learning approach? gary.orosa wrote: Passive vs Active Learning Studies show that over a period of 3 days, the retention of learning is as follows: 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we say 90% of what we say as we Adults can learn by reading, listening and watching. But they will learn better if they are actively involved in the learning process. When the Student is Passive • "students are assumed to enter the course with minds like empty vessels or sponges to be filled with knowledge" • "traditional class": lecturing instructor verbalizing information to passive note-taking students • students remember only approx 10% of the content of each class session • mostly verbal lectures • instructor is "verbal" textbook • instructor reads definitions to the class • student is an "empty" vessel to be filled with knowledge • student is passive "tape recorder" • on exams, students regurgitate what the instructor tells them • students are expected to "record and absorb knowledge" When the Student is Actively Learning • The instructor strives to create "a learning environment in which the student can learn to restructure the new information and their prior knowledge into new knowledge about the content and to practice using it" • students activities during class time examples are o the Daily In-class Quizzes o the Modified Socratic Method • students are expected to look up definitions and vocabulary before and after class • students have the opportunity to remember up to 50% of the content of each class session • the instructor provides examples and illustrations of geologic concepts, processes and features o visual aids, demonstrations, etc., integrated into class presentations • the instructor explains concepts, principles and methods for geologic interpretation • students practice applying these skills to geologic interpretation • facts and concepts must be tested and used to be learned • students develop skills in constructing and using knowledge with the instructor's guidance” • various active learning methods, including lecturing • Students are expected to care deeply about their own education, learn to monitor and discuss their own learning, collaborate with other students to discover and construct a framework of knowledge that can be applied to new situations While practice is useful to reinforce learning, problem solving is not always suggested. Sweller (1988) suggests solving problems can even have negative influence on learning, instead he suggests that learners should study worked-examples, because this is a more efficient method of schema acquisition. So instructors are cautioned to give learners some basic or initial instruction first, perhaps to be followed up with an activity based upon the above methods. The efficacy of active instructional techniques has been questioned recently (Mayer, 2004; Kirschner, Sweller, and Clark, 2006). Certainly practicing procedural skills is a necessity for learning to be automated. But while these activities may be motivating for learners, these unguided situations can in fact leave learners less competent than when they began the activity (Kirschner, Sweller, and Clark, 2006). However, not all research supports Kirschner, Sweller, and Clark's views. For example, one 2007 study compared results for college students in six different versions of a computer literacy course. In some groups, instructional elements were left out (objectives, information, examples, practice with feedback, review). The "practice with feedback" is the active learning component of the study. The researchers found that in all cases, students who had practice with feedback had better performance and more positive attitudes than those students who did not have opportunities for practice. No doubt RLEs are an effective learning tool in active learning but it must be a balance of both as not all students are the same. Good students may create meaning from passive methods, but weak students do not. Both types of student improve their learning enormously when they are required to use it. References: Active learning From Wikipedia, the free encyclopedia. Retrieved August 20, 2008 from: http://en.wikipedia.org/wiki/Active_learning Interagency Alternative Dispute Resolution Working Group. Passive VS Active Learning. Retrieved August 20, 2008 from: http://www.adr.gov/workplace/pdf/wp-reten.pdf Passive VS Active Learning. Retrieved August 20, 2008 from: http://www.csun.edu/science/ref/pedagogy/active-passive/active-passive-learning.html Geoff Petty. Teaching Today. Active Learning. Retrieved August 20, 2008 from: http://www.geoffpetty.com/activelearning.html

All of us should recognize that each person prefers different learning styles and techniques. Learning styles cluster common ways that people learn. Each person has a mix of learning styles while some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use diverse styles in different circumstances. There is no precise combination or styles that are fixed for we can develop ability in less dominant styles, as well as further develop styles that we already use well.

As educators, the use of active or passive strategies is a deliberate process whereby we engage our students in various thinking tasks such as analysis, synthesis, and evaluation. Other methods and approaches can also be utilized to promote active learning such as the use of cooperative learning, problem-based learning, and the use of case methods and simulations.

Acknowledging that each student’s learning is different from each other, utilizing either of the two course design may suggest a varied strength and weakness. As said by Sir Butcon in our lecture, in order to foster learning, one must tap atleast 3 dimension or aspect of a student. Using multiple learning styles and “multiple intelligences” for learning is an approach that educators should consider and recognize to effectively retain significant information among their students. So we can say that passive or traditional teaching methods used mainly use a limited range of learning and teaching techniques.

I strongly believe that the use of either design will both be effective in every scenario since both of them complement each other in many ways. “Although many schools still rely on classroom and book-based teaching, much repetition, and pressured exams for reinforcement and review. A result is that we often label those who use these learning styles and techniques as “bright.” Those who use less favored learning styles often find themselves in lower classes, with various not-so-complimentary labels and sometimes lower quality teaching. This can create positive and negative spirals that reinforce the belief that one is “smart” or “dumb.” (Overview of Learning Styles, 2008).

For me RLE is a simulation of actual portrayal of students that enhances their learning which may be affected or influenced by their attitude, readiness to perform and also might vary based from the effect of instructor’s pressure on the time range of preparation for the return demonstration. It is a great example of experiential learning where students “learn by doing and by reflecting on experience”. This is a very effective way to help student picture themselves doing the concept taught on them and explore their abilities and limitations.

Reference:
Learning-Styles-Online.Com. Overview of Learning Styles. Retrieved August 20, 2008 from: http://www.learning-styles-online.com/overview/

University of Michigan Center For Research on Learning and Teaching. Teaching Strategies: Active Learning. Retrieved August 20, 2008 from: http://www.crlt.umich.edu/tstrategies/tsls.php

University of Michigan Center For Research on Learning and Teaching. Teaching Strategies: Experiential Learning and Fieldwork. Retrieved August 20, 2008 from: http://www.crlt.umich.edu/tstrategies/tsls.php

i think, the best thing that we can do is to inter-relate the two design. truly, active design is more effective but we can improve the passive design by injecting some improvement.

classmates, would you like to help me to make some interesting changes that we can do to improve? to make more interesting to learners? and maybe, we can apply in our practice....

I believe that RLE courses is a great example of experiential type of learning. Back in my college years, our school has utilized both passive and active styles of teaching to reinforce learning regarding concepts included in our RLE class. According to UM Center for Research in Learning and Teaching, Experiential learning activities can include, but are not limited to, hands-on laboratory experiments, practicums, field exercises, and studio performances. It is an active type of learning because it involves student's actual participation on the concepts being undertaken.

Reference:
University of Michigan Center For Research on Learning and Teaching. Teaching Strategies: Experiential Learning and Fieldwork. Retrieved August 20, 2008 from: http://www.crlt.umich.edu/tstrategies/tsls.php

Josh wrote:

Ideally, RLE courses should be presented to students in experential method of teaching, i would like to ask everyone, as nurses how did you learn RLE? Traditional way or the active learning approach way? is the mere return-demonstration in RLE an Active learning approach? gary.orosa wrote: Passive vs Active Learning Studies show that over a period of 3 days, the retention of learning is as follows: 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we say 90% of what we say as we Adults can learn by reading, listening and watching. But they will learn better if they are actively involved in the learning process. When the Student is Passive • "students are assumed to enter the course with minds like empty vessels or sponges to be filled with knowledge" • "traditional class": lecturing instructor verbalizing information to passive note-taking students • students remember only approx 10% of the content of each class session • mostly verbal lectures • instructor is "verbal" textbook • instructor reads definitions to the class • student is an "empty" vessel to be filled with knowledge • student is passive "tape recorder" • on exams, students regurgitate what the instructor tells them • students are expected to "record and absorb knowledge" When the Student is Actively Learning • The instructor strives to create "a learning environment in which the student can learn to restructure the new information and their prior knowledge into new knowledge about the content and to practice using it" • students activities during class time examples are o the Daily In-class Quizzes o the Modified Socratic Method • students are expected to look up definitions and vocabulary before and after class • students have the opportunity to remember up to 50% of the content of each class session • the instructor provides examples and illustrations of geologic concepts, processes and features o visual aids, demonstrations, etc., integrated into class presentations • the instructor explains concepts, principles and methods for geologic interpretation • students practice applying these skills to geologic interpretation • facts and concepts must be tested and used to be learned • students develop skills in constructing and using knowledge with the instructor's guidance” • various active learning methods, including lecturing • Students are expected to care deeply about their own education, learn to monitor and discuss their own learning, collaborate with other students to discover and construct a framework of knowledge that can be applied to new situations While practice is useful to reinforce learning, problem solving is not always suggested. Sweller (1988) suggests solving problems can even have negative influence on learning, instead he suggests that learners should study worked-examples, because this is a more efficient method of schema acquisition. So instructors are cautioned to give learners some basic or initial instruction first, perhaps to be followed up with an activity based upon the above methods. The efficacy of active instructional techniques has been questioned recently (Mayer, 2004; Kirschner, Sweller, and Clark, 2006). Certainly practicing procedural skills is a necessity for learning to be automated. But while these activities may be motivating for learners, these unguided situations can in fact leave learners less competent than when they began the activity (Kirschner, Sweller, and Clark, 2006). However, not all research supports Kirschner, Sweller, and Clark's views. For example, one 2007 study compared results for college students in six different versions of a computer literacy course. In some groups, instructional elements were left out (objectives, information, examples, practice with feedback, review). The "practice with feedback" is the active learning component of the study. The researchers found that in all cases, students who had practice with feedback had better performance and more positive attitudes than those students who did not have opportunities for practice. No doubt RLEs are an effective learning tool in active learning but it must be a balance of both as not all students are the same. Good students may create meaning from passive methods, but weak students do not. Both types of student improve their learning enormously when they are required to use it. References: Active learning From Wikipedia, the free encyclopedia. Retrieved August 20, 2008 from: http://en.wikipedia.org/wiki/Active_learning Interagency Alternative Dispute Resolution Working Group. Passive VS Active Learning. Retrieved August 20, 2008 from: http://www.adr.gov/workplace/pdf/wp-reten.pdf Passive VS Active Learning. Retrieved August 20, 2008 from: http://www.csun.edu/science/ref/pedagogy/active-passive/active-passive-learning.html Geoff Petty. Teaching Today. Active Learning. Retrieved August 20, 2008 from: http://www.geoffpetty.com/activelearning.html

i think critical assessment on students educational learning needs should be assessed first. As was mentioned by some of our classmates, different students have different ways of learning. Assessment on academic institutions soci-cultural aspect is also imporatnt. As mentioned from previous discussion, culture and social structure are great influence in student values and its readiness to accept changes. Assessment also on faculty preparedness and capabilities in injecting improvements. there are some more factors to consider and one noble act is for us to join hands in proposing and implementing changes. clssmates, would you like to help me to make some interesting changes that we can do to improve? to make more interesting to learners? and maybe, we can apply in our practice....[/quote]

In the book Experiential Learning, David Kolb describes learning as a four-step process. He identifies the steps as watching, thinking (mind), feeling (emotion), and doing (muscle). He draws primarily on the works of Dewey (who emphasized the need for learning to be grounded in experience), Lewin (who stressed the importance of a people being active in learning), and Jean Piaget (who described intelligence as the result of the interaction of the person and the environment)
Ref.
Kolb, D., Experiential Learning: Experience as the Source of Learning and Development, Prentice Hall, 1983
Experience & Education. John Dewey (Scribner, Reprint 1997).

Cristina Mariano wrote:

I believe that RLE courses is a great example of experiential type of learning. Back in my college years, our school has utilized both passive and active styles of teaching to reinforce learning regarding concepts included in our RLE class. According to UM Center for Research in Learning and Teaching, Experiential learning activities can include, but are not limited to, hands-on laboratory experiments, practicums, field exercises, and studio performances. It is an active type of learning because it involves student's actual participation on the concepts being undertaken. Reference: University of Michigan Center For Research on Learning and Teaching. Teaching Strategies: Experiential Learning and Fieldwork. Retrieved August 20, 2008 from: http://www.crlt.umich.edu/tstrategies/tsls.php Josh wrote: Ideally, RLE courses should be presented to students in experential method of teaching, i would like to ask everyone, as nurses how did you learn RLE? Traditional way or the active learning approach way? is the mere return-demonstration in RLE an Active learning approach? gary.orosa wrote: Passive vs Active Learning Studies show that over a period of 3 days, the retention of learning is as follows: 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we say 90% of what we say as we Adults can learn by reading, listening and watching. But they will learn better if they are actively involved in the learning process. When the Student is Passive • "students are assumed to enter the course with minds like empty vessels or sponges to be filled with knowledge" • "traditional class": lecturing instructor verbalizing information to passive note-taking students • students remember only approx 10% of the content of each class session • mostly verbal lectures • instructor is "verbal" textbook • instructor reads definitions to the class • student is an "empty" vessel to be filled with knowledge • student is passive "tape recorder" • on exams, students regurgitate what the instructor tells them • students are expected to "record and absorb knowledge" When the Student is Actively Learning • The instructor strives to create "a learning environment in which the student can learn to restructure the new information and their prior knowledge into new knowledge about the content and to practice using it" • students activities during class time examples are o the Daily In-class Quizzes o the Modified Socratic Method • students are expected to look up definitions and vocabulary before and after class • students have the opportunity to remember up to 50% of the content of each class session • the instructor provides examples and illustrations of geologic concepts, processes and features o visual aids, demonstrations, etc., integrated into class presentations • the instructor explains concepts, principles and methods for geologic interpretation • students practice applying these skills to geologic interpretation • facts and concepts must be tested and used to be learned • students develop skills in constructing and using knowledge with the instructor's guidance” • various active learning methods, including lecturing • Students are expected to care deeply about their own education, learn to monitor and discuss their own learning, collaborate with other students to discover and construct a framework of knowledge that can be applied to new situations While practice is useful to reinforce learning, problem solving is not always suggested. Sweller (1988) suggests solving problems can even have negative influence on learning, instead he suggests that learners should study worked-examples, because this is a more efficient method of schema acquisition. So instructors are cautioned to give learners some basic or initial instruction first, perhaps to be followed up with an activity based upon the above methods. The efficacy of active instructional techniques has been questioned recently (Mayer, 2004; Kirschner, Sweller, and Clark, 2006). Certainly practicing procedural skills is a necessity for learning to be automated. But while these activities may be motivating for learners, these unguided situations can in fact leave learners less competent than when they began the activity (Kirschner, Sweller, and Clark, 2006). However, not all research supports Kirschner, Sweller, and Clark's views. For example, one 2007 study compared results for college students in six different versions of a computer literacy course. In some groups, instructional elements were left out (objectives, information, examples, practice with feedback, review). The "practice with feedback" is the active learning component of the study. The researchers found that in all cases, students who had practice with feedback had better performance and more positive attitudes than those students who did not have opportunities for practice. No doubt RLEs are an effective learning tool in active learning but it must be a balance of both as not all students are the same. Good students may create meaning from passive methods, but weak students do not. Both types of student improve their learning enormously when they are required to use it. References: Active learning From Wikipedia, the free encyclopedia. Retrieved August 20, 2008 from: http://en.wikipedia.org/wiki/Active_learning Interagency Alternative Dispute Resolution Working Group. Passive VS Active Learning. Retrieved August 20, 2008 from: http://www.adr.gov/workplace/pdf/wp-reten.pdf Passive VS Active Learning. Retrieved August 20, 2008 from: http://www.csun.edu/science/ref/pedagogy/active-passive/active-passive-learning.html Geoff Petty. Teaching Today. Active Learning. Retrieved August 20, 2008 from: http://www.geoffpetty.com/activelearning.html

Every good course design begins with a needs assessment. As assessment and understanding what your students need and what your objectives are for the course you’re designing. If you don’t know your objectives, you’re not ready to design your course.

Josh wrote:

i think critical assessment on students educational learning needs should be assessed first. As was mentioned by some of our classmates, different students have different ways of learning. Assessment on academic institutions soci-cultural aspect is also imporatnt. As mentioned from previous discussion, culture and social structure are great influence in student values and its readiness to accept changes. Assessment also on faculty preparedness and capabilities in injecting improvements. there are some more factors to consider and one noble act is for us to join hands in proposing and implementing changes. clssmates, would you like to help me to make some interesting changes that we can do to improve? to make more interesting to learners? and maybe, we can apply in our practice....

[/quote]

In an a classroom, "passive-learning" approaches such as lecturing may still be a valid approach, but can frequently be best used to introduce basic concepts that are exercised with notebook-enhanced active-learning exercises. Active learning occurs when the student becomes more engaged with the course material.

I just think to achieve a good learning experience, active and passive learning must be structured in a course design.