Beck et al (2002) [argued research has shown active learning is far more

effective than passive learning.] Fig 1 shows the percentage of information

retained by participants 48 hours after obtaining it through a range of methods. It

clearly demonstrates that active processes (at the bottom of the pyramid) are far

more effective than the passive ones (at the top).

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Experiential learning theory

Knowing a person’s learning style enables learning to be orientated according to

their preferred method. Kolb (1984) developed a model that provides a

framework for identifying a person’s learning style, and suggested that learning is

a process as well as an outcome and that it involves four stages (see Table 1).

FOUR STAGES OF LEARNING

Activist Active experimentation (simulations,

case study, homework)

Reflector reflective observations (logs, journals,

brainstorming)
Theorist abstract conceptualisation (lectures)
Pragmatist concrete experience (observations,

application to practice)
Source: Kolb (1984)

According to Kolb (1984) Kolb’s theory states that the different stages are

associated with distinct learning styles:

Diverging - these people tend to prefer to watch rather than do, gathering

information and using imagination to solve problems. They like to work in groups,

to listen with an open mind and to receive feedback;

Assimilating - the assimilating learning preference is for a concise, logical

approach. People with this style prefer readings, lectures and exploring analytical

models;
Converging - such people prefer technical tasks, like to experiment with new

ideas, to simulate and work with practical applications;

Accommodating - this type of learner is ‘hands on’ and prefers to take a practical,

experiential approach. These people prefer to work in teams to complete tasks,

trying different ways to achieve the objective.

Kolb’s theory provides a rationale for a variety of learning methods including:

independent learning; learning by doing; work-based learning; and problem-

based learning. These methods are all necessary if learning is to be consolidated

and implemented in practice.

According to Li et al., (2008) [The concept of learning style has a broad meaning,

in this research it is proposed and defined as individual‘s preferential focus on

different types of information, the different ways of perceiving the information,

and the understanding the information.]

Rovai (2002) offers an explanation of sense of classroom community as

being mutual interdependence and a sense of trust and interaction among

community members. This means that the members of the community have

shared goals and values.

XP: Student achievement is enhanced when learning activities include

opportunities for collaboration and interaction. This will be achieved through

classroom setting.
 Graff (2003) has provided some evidence to suggest that sense of

classroom community is related to an individual’s learning style, with those

possessing a globally orientated, socially dependent learning style reporting a

lower sense of community than those possessing an analytic less socially

dependent style. Accordingly, it is also possible that the way in which a student

learns, may be identified by an assessment of individual difference factors, and

one of the most profitable areas in this case is the notion of cognitive style.

XP: An individual’s learning style depends on what one has learned to live by. If

s/he is comfortable to the traditional classroom setting, then s/he will be able to

excel in class. But still, attitude has a big factor on learning styles, because one

can easily adjust to different settings when really eager to learn.

Learning is adding knowledge to what we already know. Student’s

understanding is enhanced if teaching is sequenced in a rational order which

enables the subject to be developed in a coherent sequential framework.

(Gagné, 1974)

XP: Sequential framework is when one learns from the principles of growth and

development from simple to complex, known to unknown, example to principle

and concrete to abstract.

 Learning is a process of acquiring new habits, knowledge and skills which

together enable the students to do something they could not do before. It is

therefore essential that the teacher provide opportunities not only for students to

practice and apply their new learning but also to receive feedback on their

performance.

XP: Active involvement of students in the learning process is more effective than

uninvolved rote learning. Students must be given every opportunity to practice

and apply new knowledge to consolidate their understanding and promote its

retention in memory.

Observational Learning, also called imitation or modeling, is learning that

occurs when a person

observes and imitates someone's behavior. The capacity to learn a behavior

patterns by observation

eliminates tedious trial-and-error learning. Albert Bandura (1977).

XP: For observational learning to take place, the person must pay attention to

what the speaker says and keep it in memory so that the next time they need the

information, it will be readily available.

 Frederickson et al. (2006) reported that interaction with the teacher is the

most significant contributor to perceived learning and that students who feel they

have not had adequate access to their instructors are also less satisfied with the

course.

XP: The traditional classroom setting and discussion is still widely accepted as a

teaching style rather than using online resources or methods for teaching. This is

because the traditional style is much more accepted than other technological

advancements.

According to equivalency theory (Simonson, Scholosser, & Hanson,

1999), course learning experiences should be constant regardless of delivery

method. The basic premise of equivalency theory is that learning experiences for

both local, or face-to-face learners, and distant, or online learners, should be

designed in order to provide equivalent learning for both groups of students.

XP: Equivalency theory simply states that it doesn’t really matter whatever

delivery method of teaching is used. All methods of teaching provide the same

information needed to be able to acquire knowledge. The only difference is on

how the information is delivered.