MODULE 1 : BACKGROUND AND FOUNDATIONS (2/5-2/18) Early in the module, I was enthusiastic about expanding on my existent knowledge of epistemology and learning theories. More specifically, I was interested to know not only how they apply to today's teaching and learning practices, but how they applied to my own beliefs and ways of teaching and learning as well. While I was familiar with the learning theories of objectivism, behaviorism, cognitivism, and constructivism, Tony Bates' (2015) description of the learning theories helped me gain a deeper understanding of their similarities and differences. I initially thought that individuals had one learning theory that they were drawn to specifically. Among the learning theories, I knew that I was initially drawn to constructivism in particular. Now I know that while I naturally prefer learning constructively and learn best this way, I do not always learn constructively. I found that Bates' (2015) opening scenario of two different people having very different epistemologies helped me better understand how different epistemologies influence different ways of thinking. Also, Tony Bates (2015) mentioning that “there is no best way to teach that will fit all circumstances" was the biggest concept that had the greatest impact on my thinking. It was my a-ha moment when I realized the importance of different epistemologies. I initially believed that only one's beliefs and values influenced his or her epistemologies, but later recognized that the subject taught can also influence one's epistemologies and impact students' ways of learning (Bates, 2015). Lastly, I have learned that teachers choosing an epistemology and learning theory should be based on what best suits them to an extent, but more importantly what best suits their students' needs in a context they would learn the subject best. Throughout this learning journey, I have most thought about how there is so much pressure for teachers to alter their ways of teaching to meet the needs of their students, but perhaps it should be up to the student to work on learning in different ways because the likelihood of their own ways of learning will not always be met by every one of their instructors' epistemologies and ways of teaching. After all, it is just as much as the student's responsibility to learn as it is the teacher's responsibility to teach.
Reference: Bates, A. (2015). Teaching in a digital age. Guidelines for Designing Teaching and Learning. Retrieved from https://opentextbc.ca/teachinginadigitalage
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AuthorWincy Fisher's learning journal reflections for the Distance Education and E-Learning Master's Program. Archives
April 2018
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