based on the "Cone of Learning" (Dale, n.d.) passive classroom activities such as lectures, reading, watching films, looking at pictures, watching demos,etc. leads to limited retention of knowledge. below is what sir gary presented with the addition of labels for each action, whether its a passive or active behavior leading to learning.
10% of what we read passive
20% of what we hear passive
30% of what we see passive
50% of what we see and hear passive
70% of what we say active
90% of what we say and do active
as we can see, retention of knowledge grows as the student engages himself or relates himself to what is being learned. Fink (n.d.) shares this same view stating that,"all learning activities involve somekind of experince or some kind of dialogue." in his model of active learning, Fink (n.d.) illustrates four components, "Doing" and then "Dialogue with self," "Observing" and then "Dialogue with others." there is importance of immersing onself to what is being learned. it's not enough that we do and observe, we would have to reflect and then share with others what we've learned. experience is the best teacher as what sir josh mentioned, but if we forego the value that the experience has given us, eventually we'll forget.
let us not disregard what passive learning contributes. although in many cases, as was mentioned previously by sir butcon, many of the teachers that we have today in nursing are just a textbook ahead from the students in terms of knowledge. still, these teachers know more. and the students will need guidance as to how to process this new knowledge.
most of the principles we use in RLEs we learn in the classroom. this is, in my opinion, the SOP when in comes to hands on professions like nursing. we first start of with theoreticals and then practical application. as it is called, Related Learning Expereinces is thought of as a way to boost the theoretical foundation and anchor them in real life scenarios.
my point in this discussion is that, although active learning is by far better the classic passive style. we can't just go with one. we'll need both in order to address the different types of learners and the different types of content. the proper mix of both methods coupled with the learner centered approach would greatly enhance the learning experience.
looking back at article, we can see that the results are inconsistent with the hypothesis. although many authors believe in the advantages active learning has over passive learning the results tell a different story. this is the disadvantage of using just one type of learning methods.
Dale (n.d) retrieved august 20, 2008 from http://courses.science.fau.edu/~rjordan/active_learning.htm
Fink (n.d.) retrieved august 20, 2008 from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/active.htm