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Most college students would agree that we pay too much for education.
But is an expensive college education helping us to develop the
skills to learn better? How can an institution determine if its
students are understanding and mastering the course material they
are taught? In order to gauge whether students are learning effectively,
we must first define effective learning. Some universities argue
that their students are given a quality education solely because
they are listed at the top of the ranking
book. However, the truth is that there seems to be no real way
to measure the quality of education, as there are many different
effective learning theories.
The various theories present multiple arguments
concerning such issues as curriculum,
academic freedom, class
size, effective teaching, technology,
and measurements of education quality such as grading
and student evaluations. Despite
the debate over what theory determines or provides quality education,
many people agree that the mixture of different learning and teaching
approaches is most effective. According to Edwin
Ellis, in attempt to consolidate empirically-supported effective
schooling principles from diverse theories,
Research has identified numerous broad-based
principles that characterize current knowledge about effective
teaching. We encourage readers not to interpret these principles
as "dictums" for educators to follow, but to use them
as guides to either confirm or disconfirm personal beliefs about
teaching (Fenstermacher, 1980). Berliner (1988) noted it is the
teacher who is the final arbiter of instruction The teacher, as
a reflective decision-maker, literally is the bridge between research
and practice.
Ellis argues here that efficient teaching and
learning are highly related. Thus it is important to learn about
the different principles involved in successful education. The ideas
Ellis presents in his research are derived from various learning
theories, and like the theories themselves are not set in stone.
Therefore, the doctrines of successful learning and teaching can
be altered and combined to fit individual teachers and students.
Similarly, Thomas Janiki, in his article “Development
of a Model for Computer Supported Learning Systems” implies
that including technology cannot by itself provide effective learning.
Instead it should be used alongside the regular learning environment,
wherein different learning methods are practiced.
Many educators, students, and employers intuitively
feel the integration of the computer into learning experience
will enhance learning. This should increase the student’s
ability to apply knowledge and skills to future problem solving
situations (Alavi, 1994). Despite this belief, Alavi states this
computer technology had not integrated sound pedagogical practices
into the development of new learning modules either as a stand-alone
lesson or combined with a classroom setting.
Here, Janiki presents the benefits of the use
of technology in learning especially in regards to distance
learning. However, he clearly states that using technology alone
is not sufficient. Instead, innovations should be used in classrooms
with instructors who can provide students with guidance to help
them better understand the material.
According to the article “Principles
of Effective Learning and Teaching,” one of the reasons
why a single theory cannot be applied to all students is because
each student learns differently according to their attitudes, perceptions,
expectations, abilities, genders, sociocultural backgrounds and
maturities. Likewise, NSIN
Research Matters newsletter also states that such factors as
students’ learning styles, approach to learning , positive
and negative beliefs involving learning, teaching styles, and classroom
environment.
In addition to combining different learning
theories to provide students with quality education, teachers can
play an important role in offering great educations to students.
In his article, “Using
Research on Student Learning to Enhance Educational Quality,”
Paul Ramsden argues that there is no single method that will ensure
a quality education, and implies no one simple system can promise
effective learning. However, some teachers can impart their knowledge
effectively to the students through their experience and commitment.
The issue of UCLA providing a quality education
to its students is a controversial one. Some students strongly believe
the University does not provide effective schooling for varied reasons
including large class sizes, too few teachers,
and little diversity in classes offered.
Since UCLA is a big university made up of an enormous number of
students, most classes it offers are large. These lecture halls
usually consist of a few hundred students each, which result in
less interaction among students and professors. The majority of
professors who teach in such classes do not know most of their students’
names.
To make matters worse, a large number of these
professors take positions at UCLA to work on their research; consequently,
most of them are not interested in educating the students. Another
complaint that some students have about their instructors is that
many are not professors but rather graduate students, many of whom
have neither experience in teaching, nor knowledge of the subject
matter.
One of the biggest complaints of all is the
number and diversity of the classes offered at UCLA. Most, if not
all, Bruins hate enrolling in courses because of the frustrating
lack of curriculums that UCLA provides. Students are not only upset
by this lack of variety, they also have difficulties enrolling into
classes that they need to fulfill their major requirements.
However, there are students who feel that they are indeed receiving
an excellent education at UCLA. They believe that the professors
who teach at this institution are well qualified educators and experts
in their fields, who can pass on their knowledge to their students.
Furthermore, the use of technology in classes helps learners to
communicate and discuss with one another. Many feel very fortunate
to have class lecture notes online to assist them in mastering class
material.
Although there is no one single definition
for effective learning, enhancing the quality of education depends
on all involved in the field. The first step to improvement is the
willingness to understand and accommodate one another as students
and teachers.
Related Links
Yi Shang, Hongchi Shi, and Su-Shing Chen. “An
Intelligent Distributed Environment for Active Learning.”
2001. http://www10.org/cdrom/papers/207/WWW10-207.html
J.D. Stanford. “Institutional Barriers
in Universities to the adoption of CML.” http://www.dest.gov.au/archive/highered/hereview/submissions/submissions/d/duhs11.htm
Concordia University. http://ctls.concordia.ca/resources/assessing%20student%20learning.shtml
American Association for the Advancement of
Science. “Effective Learning and Teaching.” Principles
of Learning Teaching Science, Mathematics, and Technology.”1990.
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