Traditional Lecture On Korean Nursing Students
Question:
Answer:
Reflection:
This paper provides a critical commentary and reflection on the process of building the concept map.
What:
I was given the task to develop a concept map linking learning theory to facilitation process. As the first task to choose a learning theory in adult education and link it to the process of facilitation, I chose problem based learning theory to develop and systematically arranges by concepts related to facilitating learning in students.
So what:
The main rational for taking problem based learning (PBL) theory for the task was that is a student-centered approach to learning and this approach is crucial to engage in facilitation process (Savery 2015). The PBL approach is found useful in learning process as it helps to know student and understand the challenges or barriers that they face during the learning process. Student-centered approach puts learner on centre-stage and teaching strategies are developed based on looking at specific problem of students related to a learning concept (Salinitri, Wilhelm & Crabtree 2015). Hence, while developing the concept map, I decided to define the theory first to give a short summary of approach that I will use to link theory to the facilitation process.
Through the research on facilitation model, I have learnt about the importance of facilitation process in skill development. I developed the concept map with the use of Hoshin model. Although Hoshin model is used for facilitation in organization context and developing strategies plans for organization, however I used this in the concept map because it has the basic steps that are needed for facilitation process. Strategic objective and developing tactics are the necessary steps that are needed by a facilitator to plan facilitation process. The process of facilitation is dependent on communication skills, critical thinking skills and negotiating abilities to tutor. The PBL is an attractive resource for facilitator as it helps to effectively utilize the above skills and promote growth of people as a learner (Hack et al. 2015).
Now what:
The experience of developing the concept map related to the facilitation process was an enriching exercise for me as it gave me the opportunity to learn about active learning techniques. The research on facilitation model and PBL approach in education gave me valuable knowledge related to problem-solving process and supporting learners in practice. This experience will help me to effectively transition from the role of normal worker to a mentor. The uniqueness of the problem based learning process is that it focuses on increasing the motivation for learning by identifying learning problems and identifying underlying issues related to the problem (Choi, Lindquist and Song 2014). I would use the concept from PBL to examine and define the problem faced by mentees and explore underlying issues that makes learning a complex process for students. This will act as rich source of information for me to identify learning needs of students and plan relevant learning tools and information that would solve the problem of students. In this task, the concept of teaching strategies to solve the problem was briefly discussed, however I aim learn more about useful techniques to help students easily acquire the concepts and become a confident learner.
References:
Choi, E., Lindquist, R. and Song, Y., 2014. Effects of problem-based learning vs. traditional lecture on Korean nursing students’ critical thinking, problem-solving, and self-directed learning. Nurse education today, 34(1), pp.52-56.
Hack, C., McKillop, A., Sweetman, S. and McCormack, J., 2015. An evaluation of resource development and dissemination activities designed to promote problem-based learning at the University of Ulster. Innovations in Education and Teaching International, 52(2), pp.218-228.
Salinitri, F. D., Wilhelm, S. M., and Crabtree, B. L. 2015. Facilitating facilitators: Enhancing PBL through a structured facilitator development program. Interdisciplinary Journal of Problem-Based Learning, 9(1), 11.
Savery, J.R., 2015. Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9, pp.5-15.
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- Hwang GJ, Lai CL, Wang SY. Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education. 2015 Dec 1;2(4):449-73.
- Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences. 2014 Jun 10;111(23):8410-5.
- Genareo VR, Lyons R. Problem-Based Learning: Six Steps to Design, Implement, and Assess. Retrieved February. 2015;18:2016.
- Chen YH, Chen PJ. MOOC study group: Facilitation strategies, influential factors, and student perceived gains. Computers & Education. 2015 Aug 1;86:55-70.
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