MANAGEMENT OF LEARNING RESOURCES

Management of Learning Resources

Management of Learning Resources

Introduction

Most learning strategies have emerged from the research done on learning. The logic is that if learning occurs under certain circumstances, such as in a group dialogue or from observing, then learning strategies should match those circumstances. As a result, learning strategies have been classified according to a wide range of criteria (Woolfolk, 2004).

Student-centered, inquiry-oriented, constructivist, direct instruction, and cognitive are some of the categories used to describe learning strategies, all of which emanate from philosophical and/or research-based perspectives on learning and learning (Piaget, 2006). This discussion includes two broad categories of learning strategies: instructor-centered and student-centered. In instructor-centered learning strategies, the instructor takes an active and engaged role throughout the learning process.

Discussion

Of course, all instructors are most effective when they are actively engaged regardless of the learning strategy being used. However, a key distinction between instructor- and student-centered strategies is the direct and continual involvement of the instructor throughout the learning process in instructor-centered strategies. In the category of student-centered learning strategies, the instructor may take on the role of observer, guide, facilitator, or even mediator during the learning process, leaving aspects of the learning to occur within and among the students (Morrison, 2004). Student-centered learning strategies involve similar planning and preparation efforts on the part of the instructor, but less direction and control during the learning process (Moore, 2005).

Cognitive View of Learning

Cognitive views of learning have expanded both the breadth and depth of how people understand learning and the interactions among learners, teachers, and instructors; the learning environment; and learning materials. Not all students learn the same way, use the same methods, or interpret the environment identically. These individual differences or preferences for ways of thinking and learning have led educators to modify their teaching methods so that they are better able to provide support for individual students (Mayer, 2008).

Research on individual differences has led to the development of models of learning that focus on different types of cognitive processes and how they interact to produce meaningful learning rather than simple memorization. The focus of meaningful learning is on understanding and creating relatively long-term clusters of related knowledge and skills (Joyce, 2004).

Models of how students process new information and experiences have evolved over time into complex, interactive cognitive models of learning. These models focus on goal-directed learning that involves the intentional use of cognitive, metacognitive, motivational, emotional, and self-management strategies and methods to reach learning and achievement goals (Dewey, 2008). Successful learners think about and set goals for what they want to achieve, which helps them target and direct their use of learning strategies and methods (Dewey, 2008). Setting and thinking about goals can also enhance motivation and commitment to learning (Dellolio, 2007).

Using cognitive learning strategies involves building bridges between what the student already knows or has experienced and what he or she is trying to learn (Dellolio, 2007). For example, comparing and contrasting the political and economic causes of the Vietnam war with the Iraqi ...