Methods of Learning
Methods of Learning
Introduction
Learning is suffering while mismatching between styles of
learners and approaching of the trainer (Healey & Jenkins, 2000). Also, it is
proved that there is a huge difference among individuals’ learning styles, and
it is essential to identify learning methods with flexible approaches under
reflected feelings acknowledgement, so there are different learning methods
introduced by Gibbs in 1988, Kolb in 1984 and John in 2000 (Heyer, 2015). There
are different learning Models in the practice which were identified by
expertise with long term analysis and practical experiments.
Henderson (2017) offers a digest of some Common Learning and Development Methods as follows.
|
•
Action learning •
Blended learning •
Case studies •
Coaching •
Continuing Professional Development (CPD) •
Corporate Universities •
E-learning |
•
Instruction •
Lecture •
Mentoring •
Outdoor training •
Role-playing •
Self-development •
Simulations/Business Games |
Armstrong and Taylor in 2014 derived the relationship among
each elements of learning methods, and the Figure -1 shows the expansion of
relationships among each elements of learning methods.
Figure 1 relationships of Learning and Development Elements
Some of the commonly used technologies are critically
evaluated here;
Action Learning
Reginald Revans in 1940, put the first coin of action
learning (Revans,1940). According to Revans, people must stay away from the prefabricated
answer expiring, rather people must be aware of their knowledge, lacking points
and explore knowledge with suitable questions from other people. Asking the
right question is more important than the correct answer (Revans,1940). Action
learning is a structured method which provides individual learning or team
learning via doing things as a small group and working regularly and
collectively for a complicated issue (Serrat, 2013). But there is a debate
about action learning since it is not clearly defined, as to what actions have
to be taken place, in which time so balance action learning should be in
practice (Cho & Egen, 2009).
A company in South Korea was successful with action learning
to achieve the global market expansion according to its CEO’s decision. Six
executives grouped together as an action learning team to solve a strategic
issue to find feasible countries to expand their products and the team meets
bi-weekly and proceed for the next step.
Identification of the project
output, problem solving techniques, explore to subject expertise had been done
step by step and ultimately the company successfully entered the China market (Cho
& Bong, 2013). The company I have worked for is also practicing action
learning while finding strategic solutions for customer handling in different
regional areas with small teams with around 10 participants including two
executives and it provides the best solutions to the organization with correct
time bound.
Blended learning
Blended
learning is an instruction model which embraces the face-to-face learning which
promotes in online and offline higher educational learning which includes
teaching learning process- framing with direct and indirect instructions,
collaborative teaching, and individual teaching (Lalima & Danwal,2007). The
overall concept of blended learning shows that learning is not a onetime
activity, but a continuous process with various benefits (Singh, 2003). Although
it feels infancy since it is not clarified for the readers who can deal with
what level and (Caner, 2012). Oliver and Tingwell also argued for the term of
blended learning is not redundant and gratuitous as practical with whispered
technology (Oliver & Tingwell, 2003).
According
to the international survey done by NACOL (North American Council for Online
Learning) in 2006, for the primary and secondary school (K-12) Students, they
summarized with no special concerns identified about blended learning relevant
to opportunities and resources and benefits.
Some countries still not be practicing this learning technique due to
the lack of telecommunication facility and knowledge, but schools in Lima practices
this for small programs, Peru increases online training with blended learning
specifically in private sector. A Peruvian educational system called Huascaran
Plan mainly focuses on to this technology under ICT to improve quality and more
people coverage. They have another statistical collection program for teachers
called ESCALE, which is an online program under same technology. All these are successful
stories under the considered survey (Barbour et al, 2011).
The
subsidiary of the organization I work for is a training partner for higher an educational
sector and they also heavily used blended learning technology with the pavilion
situation of the country with COVID 19. All the students and staff members
practiced online training and discussion and even project guidance. There’s some
external issues like network and band-with issues but the technology is
functioning with positive impacts.
Continuing Professional
Development (CPD)
CPD is a learning method which
involves not only grow, update and maintaining knowledge and skills of the
learner for improvement of their professional role in the industry but also it
indirectly improves management, team work, professionalism and interpersonal
communication (Filipe & Silva, 2014).
CDP can be divided into two main categories and other subcategories as
below(Wall & Ahmad, 2008).
Figure 2: Two main categories of CDP
Source: Engineering Constructions & Architectural Management,2008
Coaching and Mentoring
As per the Megginson, Lancer and Clutterbuck published in
2016 coaching and mentoring also defined as; Coaching – short term goal
achievement performance improvement of a specific skill area and Mentoring
– long term relationship for nurturing of potential of a person not for a
specific goal but for a different and can be changed but set by the learner.
Mentor guide develops insights and mentee learns with their own experience.
Line managers must practice both mentoring and coaching
according to the environment of the organization and employees to focus them to
a specific goal and develop their career for a long run. (Michael, 2008). Link
between coaching and mentoring is shown in the below diagram (Megginson et al, 2016).
Figure 3 Link between coaching and mentoring
Sources: Teaching for coaching and mentoring, 2016
The best example for coaching is
the coaches of sport activities who guide their students to win the next game.
Many of the top-level members of the organization I work for are practicing
both coaching and mentoring while engaging with the subordinate. They practice
coaching to achieve monthly sales target ultimately develop their skills and
attitudes as mentors.
While considering different
learning methods out of all the list mentioned above with different debates and
thoughts and with the survey outcomes, it can be concluded as that the training
method depends on the situation and duration of the task or goals and some are
directly depending on external factors as well as specifically online learning,
e-learning etc.
References
1. Armstrong, M. & Taylor, S. (2014) Armstrong’s handbook of human
Resource management. 13th ed. New Delhi, Kogan Page Limited.
2. Barbour M., Brown R., Waters L.H.,
Honey R., Hunt J.L., Kennedy K., Ounsworth C., Powell A & Trimm T(2011), Online
and blended learning: A survey of policy and practice of K-12 schools around
the world, Inacol, Vienna.
3. Caner
M.(2012), Blended learning environment for adults: evaluation and frameworks
buy hardcover, IGI Global, USA.
4. Cho Y., & Bong H. C.(2013), Trends and issues in action learning practices, Lesson
from South Korea, New York, Rotledge.
5. Cho Y., & Egan T. M.(2009), Action learning research, A systematic review and
conceptual framework, human resources development review, 8(4), p. 431.
6. Filipe H
& Silva E. D. (2014), Continuing professional development: best practices,
Middle East African journal of ophthalmology, 2(2), pp. 136-139.
7. Healey
M. & Jenkins A.(2000), Kolb's experiential learning theory and its
application in geography in higher education, Journal of Geography, 99(5),
pp. 185-195.
8. Heyer R.(2015),
Learning through refection, The critical role of refection in work-based
learning, Journal of work-applied
management. 7(1), pp. 15-27.
9. Henderson M., Ryan T. , Philips M.,
Boud D., Dawson P., Molly E. &Mahoney P.(2019), Conditions that enable
effective feedback, Higher Education Research and Development, 38(7), p.
9.
10. Lukima and
Danwal K.L.(2017), Blended learning: an innovative approach, University
journal of educational research 5(1), pp.129-136
11. Megginson,
D., Lancer N. & Clutterbuck, D. (2016). Techniques for coaching and
mentoring.2nd ed, Routledge, London & New York.
12. Michael
A. (2008), Mentoring and coaching, Topic gateway series,(50), pp. 3-6.
13. Oliver
M., & Tingwell K.(2003), Can blended learning be redeemed, E-learning,
[online], available at <
https://www.academia.edu/274599/Can_Blended_Learning_Be_Redeemed >,
[Accessed on 1st August, 2021].
14. Olivia
Serrat(2013), Action learning, Learning and performance quartely,1(4),
pp. 1-5.
15. Revans
R. (1982). The original and growth of action learning, Brickley, UK.
16. Singh
H.,(2003), Building effective blended learning programs, Educational
technology, 43(6), pp. 51-54.
17. Wall J
& Ahmad V., (2008), Lessons learned from a case study in deploying blended
learning continuing professional development, Engineering Constructions
& Architectural Management, 15(3), pp.185-202.
On emphasizing the methods of learning commonly practiced by modern organizations, e - learning has made a significant arise. E-learning delivers information and knowledge through electronic information and communications technologies. The utilization of these facilities, involves various method such as systematized feedback system, computer-based operation network, video conferencing and audio conferencing, internet worldwide websites and computer assisted instruction. Thus, the use of this learning method increases continual learning and development of employees, and integrate learning into work more effectively. Further, employers and employees gets the opportunity to narrow the gap between work and home.(Oye et al 2012). Especially with the prevailing situation in the world e- learning is readily encouraged by organizations.
ReplyDeleteReally true, The organization I have work for also promoting e-learning methods which includes collection of small video clips which our employees are able to watch through their working environment. Jokic et al (2012) also showed survey outcome of “effectiveness of training and development through e-learning” and it concluded as it increases efficiency, effectiveness and corporation specially for SME industry. Derouin et al (2005) mentioned that e-learning is also a instructional strategy which provides viability, effectiveness and potential to return tangible benefits.
DeleteYes there are different learning methodologies but it is essential to select proper model according to the participants, training environment and working background of the partners (Armstrong, 2010). Further, Cetin et al(2009), Calik(2008) emphasized that use of different teaching methods and techniques together makes high effectiveness.
ReplyDeleteAgreed with the comments you have made. As you also mentioned, it is essential to use different methods together to get maximum outcome since there is mismatches between individual learning styles and organization learning sources which is effected to satisfaction of individuals(Cicerali, 2004). According to Watkins and Marsick(1993), learning occurs at more complex and collective learning levels and learning methods have to align to them. Armstrong(2010) described that workspace learning is experiential learning to understood and applied, so it is important to facilitate with proper methodology.
DeleteBlended Training I would say is the perfect way to approach Training and Development in an organization due to the fact that there are certain programs such highly technical programs which cannot be taught online has to be addressed through physical learning. A blended curriculum, according to a two-year cross industry study by Thomson Learning, is far more effective at driving employee productivity than classroom training alone (Walmsley 2003)
ReplyDeleteWith the digitalization trend it is not suitable to think traditional way specifically about learning and training and also with the COVID-19 pandemic situation force people to use online learning which may be a first foot step to the online learning(Konudkman & Filiz, 2020). While considering technical training there are so many simulator software that people can get hands-on experience(Issenberg et al, 2001). As we all know virtual reality fight simulators are use while training particular staff which is practicing long while ago(Valentino et al, 2017). So organizations have to motivate people to use new online tools and it is also part of learning and organization process of the organization.
DeleteAgreed with your point. while adding to role-playing as per Armstrong (2001), in Role-playing, trainees can practice what they’ve learned in a personalized and simulated situation. They can still fail, but with good content and safe role-playing, there won’t be any serious consequences
ReplyDeleteYes Sampath, role playing is identified as effective personalized training method by many surveyors. Graves (2008) came out the survey outcome of role paly is an effective learning method for classroom activities and simulated situations. Also Cruz and Murthy(2006) mentioned that this learning method is more natural hence effectiveness is high in level.
DeleteCooperative learning is one of the most remarkable and fertile areas of theory, research, and practice in
ReplyDeleteeducation. Cooperative learning exists when students work together to accomplish shared learning goals
(Johnson & Johnson, 1999). The diverse and positive outcomes that simultaneously result from cooperative efforts have sparked numerous research studies on cooperative learning focused on preventing and treating a wide variety of social problems such as diversity (racism, sexism, inclusion of handicapped), antisocial behavior (delinquency, drug abuse, bullying, violence, incivility), lack of prosocial values and egocentrism, alienation and loneliness, psychological pathology, low self-esteem, and many more (Cohen, 1994, Johnson & Johnson, 1999).
Yes Khalil, corporative learning is considerably growth throughout the organizations and how communities of practice emerge and flourish in the environment also highly considered(Ziataki, 2019). Further he describes, it can be formal but should be incidental and self-directed and drive by problem soling actions. Evans et al(2006) describes it further as “in, through and for the workplace” about corporate learning. Importance of collaborative learning also highlighted as corporate learning tool and researchers are consensus about it(Fuller et al , 2005)
DeleteYes, further on this, (Raheja, 2015) revealed training and development methods are categorized into on-job methods and off- job methods. On- jog methods consist coaching, mentoring, job rotation, job instruction technology, apprenticeship and understudy. Which method is defines as learning through observing their superiors and imitate their behavior. And off- job methods are lectures and conferences, vestibule training, simulation exercises, sensitivity training, transactional training.
ReplyDeleteYes Krishna, training methodology has to be identified by learners preferred learning methodology for betterment of effectiveness of the programs and it also depend on leaning modality, environment, presence of trainer, proximity, interaction level and time demand as well(Martin et al(2013). Further companies have different motives and use different methods and set best for each each environment (Marsikova and Sirova, 2015)(.
DeleteWith the global pandemic most of common training methods are can’t be used with current health regulations. E-learning platform can be more effective to conduct the organizational training programs. According to Al-Rahim(2020), implementation of E-learning methods is more flexible & reliable with the current global situation.
ReplyDeleteYes Menaka, with the sudden pandemic situation arrived, it is not possible to training in physical environment as traditional way, whether learners or trainers like or not is might use online methods and people unable to go back after the pandemic also(Alsoud & Harasis,2021). Not only e-leaning but all online platforms encourage participants to hands-on with new pedagogical methods, explore educational environment but drawbacks also there as difficult to measure exact learning outcomes, physical expressions as well as network issues(Butnaru et al, 2021).
DeleteAgree with your views. In the present, the whole world is affecting with the prevailing situation of COVID-19 global pandemic. Due to that many educational institutes such as schools, universities, libraries and other related institutes are still closed in most countries. This prevailing situation is highly demanding the need of eLearning systems (The World Bank, 2020)
ReplyDeleteReply
DeleteTotally agreed with the comment about the effects and demand analyzing in this sudden pandemic situation. Not only e learning but all the methods of online training covers the market rapidly by away from traditional classroom training(Butnaru et al, 2021). Further Heng & Sol(2020) also surveyed about online trend in pandemic situation and they conclude it adaptation of online methods including eLearning are trending and effectiveness are growing by adopting to the new trend but there are drawbacks with bandwidth limitations and network issues and other financial issues.