Learning models
Earlier models of clinical education were based on a ‘see one, do one, teach one’ approach (the apprenticeship model). Learners were expected to be passive and reliant on the educator to deliver knowledge they thought their students should know.
Adult learning principles have underpinned educational programs with the assumption that learners will benefit more from experiential learning than from observing passively when practical skills need to be learned. 1
Additionally, it is assumed that the learner will be able to ‘construct’ their own solutions by drawing on their own unique prior experience.
Please consider the following educational theories by clicking on each of the icons below
learning
Scaffolded learning
Vygotsky’s concept of the zone of proximal development is the difference between what a learner can do without help, and what they can't do.
Scaffolded learning supports learners through the progressive delivery of information and tasks.
The concept of scaffolding as it applies to the construction industry can similarly be applied to learning. Learning programs are constructed to gradually start with low level elements and progress to higher level elements as learners become confident with content and skills, and are able to apply problem solving techniques and resolutions.2,3
Experiential learning
Experiential learning is a method of educating through first-hand experience and focuses on the premise that learning lies in the way we process experience, in particular, our critical reflection. It is based on four main elements which operate in a continuous cycle during the learning experience.
Earlier models of clinical education were based on a ‘see one, do one, teach one’ approach (the apprenticeship model). Learners were expected to be passive and reliant on the educator to deliver knowledge they thought their students should know.
Adult learning principles have underpinned educational programs with the assumption that learners will benefit more from experiential learning than from observing passively when practical skills need to be learned. 1
Additionally, it is assumed that the learner will be able to ‘construct’ their own solutions by drawing on their own unique prior experience.
Please consider the following educational theories by clicking on each of the icons below
Scaffolded learning
Experiential learning
Action learning
Scaffolded learning
Vygotsky’s concept of the zone of proximal development is the difference between what a learner can do without help, and what they can't do.
Scaffolded learning supports learners through the progressive delivery of information and tasks.
The concept of scaffolding as it applies to the construction industry can similarly be applied to learning. Learning programs are constructed to gradually start with low level elements and progress to higher level elements as learners become confident with content and skills, and are able to apply problem solving techniques and resolutions.2,3
Experiential learning
Experiential learning is a method of educating through first-hand experience and focuses on the premise that learning lies in the way we process experience, in particular, our critical reflection. It is based on four main elements which operate in a continuous cycle during the learning experience.
1. Kolb D. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, New Jersey: Prentice Hall 1984.
2. Kirschner P, Sweller J, Clark R. Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. . Educational Psychologist. 2006;41(1):75-86
3. Sutinen A. Constructivism and education: education as an interpretative transformational process. Studies in Philosophy and Education. 2008;27(1):1-14.
End of Module 2: Education Theory
