Experimenting With Learning And Teaching Methods

This paper describes my current involvement in an ongoing experiment with learning and teaching methods in engineering/ technology courses. In particular, it contrasts studentmotivated with teacher-motivated methods of learning. In the latter approach, the instructor determines his students’ program of learning. All topics of study are prescribed by the teacher and explained in his or her classroom. Specific tasks to be performed as homework assignments and/or laboratory experiments are outlined for the students, and tests are scheduled to verify that each topic has been learned as prescribed. All students are required to learn the same topics, at the same rate, and in the same way, under the false assumption that all students will share the teacher’s orientation, pace, and learning style. In a student-motivated approach, on the other hand, students take primary responsibility for their own learning. They decide, within the constraints allowed, what they will learn, in what order and manner. In the classroom sessions, the instructor outlines and contextualizes a body of knowledge; flags ideas, theories, and problems for students to consider; suggests activities and experiments to aid learning; and identifies available resources, including a bibliography. Using this information, students set their own objectives, outline the necessary procedures to accomplish their objectives, and learn the standard topics of their discipline in the manner that best fits their individual learning style. In order to meet grading requirements, this program must also conclude with an effective evaluation of each student’s performance. This paper will describe my experimental use of a student-oriented approach, acknowledging its advantages and disadvantages. I will describe a course in the EET program at BYU to demonstrate specifically how this approach can function in engineering courses. 1. Teaching and Learning Examined I have been teaching in the American university system for almost twenty years. During this time I have attended closely to the teaching and learning processes, studying learning styles and experimenting with various teaching approaches, trying to understand what motivates students to learn and how to best assist them. This paper describes my recent efforts and conclusions. To illustrate my arguments, I have several stories to tell. These stories relate to my experience with the standard teaching and evaluation methods currently practiced in our educational system and will, I hope, influence the reader to contemplate suggested alternatives.