Adult Education

and
Active Learning
Co-Responsibility
MBA - ITB
January 2015

Outline of Plenary
1. MBA Learning Objective
2. Education Model
3. Adults Learning Theory
4. Adults Learning Principles

1. MBA LEARNING OBJECTIVE:

DEVELOP MANAGERIAL DECISION - MAKING

SKILLS
OPERATIONS
MANAGER

OPERATIONS
OPERATIONS
PROBLEMS
PROBLEMS

MANAGERIAL
MANAGERIAL
DECISIONS
DECISIONS

MANAGERIAL
DECISION-MAKING
SKILLS

TECHNICAL
SUPPORTS
TEACHER
CENTERED

TECHNICAL
TECHNICAL
DECISIONS
DECISIONS

TECHNICAL
SKILLS
UNDERGRADE
PROGRAM

ACTIVE
LEARNING
MBA
PROGRAM

2. EDUCATION MODELS
TEACHER-CENTERED
(Traditional)
EDUCATION
MODELS
ADULT/ACTIVE-LEARNING
1. Self-directed learning
2. Student-centered
3. Humanistic
4. Progressive

I hear, and I forget;

I see, and I remember;
I do, and I understand.
Confucius

EDUCATION MODELS

TEACHER-CENTERED MODEL:

Primary goals: INFORMATION TRANSFER

CHARACTERISTICS
1. Teacher-centered
2. Teaching as telling = Transfer of
information from expert to novice
3. Expert controls: syllabus, pace and
sequencing, mode of preparation
4. Limited interchanges between expert
and novice
5. No interaction among students
6. Students forget as much as 50% of
course content within a few months

May 22-23, 2006

EDUCATION MODELS

ADULTS/ACTIVE LEARNING MODEL:

Primary goals: TEACHER & STUDENT LEARN AS
PARTNER

CHARACTERISTICS
CHARACTERISTICS
Dewey:
Dewey: Lecturing
Lecturing can
can be
be compared
compared to
to
selling
selling commodities.
commodities. No
No one
one can
can sell
sell unless
unless
someone
someone buys
buys

Student Competencies:
1.
2.
3.

the ability to use knowledge;

to think creatively; and
to continue learning on ones own

3. ADULT LEARNING THEORY

HOW ADULT LEARN BEST (LIEB, 1991)
a.Problem-based and Collaboration
rather than Didactic;
b.Emphasizes more Equality between
the Teacher and Learner

4. ADULT LEARNING
PRINCIPLES

a. Adults are internally motivated and

self directed (mature people);
b. Adults bring life experiences and
knowledge to learning experiences;
c. Adults are goal oriented;
d. Adults are relevancy oriented;
e. Adults are practical;
f. Adults learner like to be respected.

Active Learning:
Students Motivated to Learn
Dr. Theresa R. Moore

Outline of Plenary
1. What is Active Learning?
2. Examples of Active Learning
3. Why do Active Learning?
4. Learning Theorists & Learning Styles

1. What is active learning?

[it is] when students are
engaged in more activities than
just listening.
They are involved in dialog,
debate, writing, and problem
solving, as well as higher-order
thinking.
(Bonwell, C., and Eison, J., 1991)

Active Learning
Process
Instructor
Facilitates & Receives Feedback

Subject
Student
Participates & Evaluates
Proliteracy and The UPS Foundation Increasing Intensity of Instruction Project

Why Active Learning?

a) Strategies that increase student
engagement with materials and
are aligned with student learning
outcomes
b) Theory that derives from two
basic assumptions: (1) that
learning is by nature an active
endeavor and (2) that different
people learn in different ways
(Meyers and Jones, 1993).

Traditional vs. Active Learning

Traditional Methods

Active Learning

a. Instructor-led

a. Student-centered

b. Instructor contains
knowledge, student
lacks knowledge

b. Instructor utilizes
students
experiences &
current knowledge

c. Develops
memorization skills
d. Instructor controls
the pace of learning

c. Develops higher
order thinking
skills

e. Student less likely to

retain knowledge
over a period of time

d. Student helps
control
the pace
of learning
e. Student more likely
to use and retain

Proliteracy and The UPS Foundation Increasing Intensity of Instruction Project

Traditional vs. Active Learning

Traditional Methods
f. Instructor sets
learning goals

Active Learning

f. Instructor and
students set
learning goals
g. Instructor gives
answers or solutions
g.Instructor poses
to student
problems for
student to solve,
building on skills
h. Primarily uses
auditory learning
h.Utilizes a variety of
learning styles
i. Feedback typically
and senses
provided via tests or
assessments
i. Instructor provides
feedback
throughout
instruction
Proliteracy and The UPS Foundation Increasing Intensity of Instruction Project

2. Examples of Active
Learning
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

Small group work

Presentations and debates
Journaling
Role playing
Learning Games
Field Experiences
Problems solving or Case Studies
Class Discussions
Collaborative learning groups
Student-led review sessions
Student-generated exam
questions
12. Simulations.more!

CASE METHOD REQUIREMENTS

Atten
dance

CASE
English

ClassRoom
Student
Preparation

Participation
Class
Discussion

CASE
METHOD

Instructor
Preparation

Group
Discussion

Consistency

Reading
Materials

3. Why do active
learning?
www.foundationcoalition.org

PASIVE
ACTIVE

May 22-23, 2006

3. Why do active
learning?

May 22-23, 2006

www.acu.edu/cte/activelearning/whyuseal2.htm

Retention Rate
www.foundationcoalition.org

1. Retention levels

are enhanced
when active learning methods are
used (McKeachie, 1999; Silberman, 1996)

2. Active learning produces:

higher

achievement,
more positive relationships
among students,
healthier psychological
adjustment.
(Johnson, D. W., R. T. Johnson, and K. Smith , 1991)
May 22-23, 2006

Active Learning Grading

System
(Example)

Active

Old

Grading

Grading
Two Tests

40%

Final Exam
40%
Homework
15%
Participation
5%

Final Exam
30%
Midterm Exam
20%
Group Work
10%
Reading Quizzes
10%
Participation
10%
Homework

4. Learning Theorists and

Learning Styles
John Dewey (1916) - important
for learning:
Individual experiences, and
Collaboration with others

School is primarily a social institution.

Education is a social
process.therefore [it] is a process of
living, not preparation for living
May 22-23, 2006

Constructivist
principles
a. Knowledge is constructed from
experience;
b. Learning results from personal
interpretation of knowledge;
c. Learning is an active process;
d. Learning is a collaborative
process.
May 22-23, 2006

Benjamin Bloom
a. Viewed education as goal
attainment, not competition;
b. Acknowledged individual
differences and environment as
crucial;
c. Studied high achieving adults found they excelled because of
MENTORSHIP.
May 22-23, 2006

Blooms Taxonomy of
(Intellectual) Learning Higher
Order Thinking Skills

CREATION
EVALUATING
ANALYSIS
APPLICATION
Understanding
Remembering

BLOOMS REVISED TAXONOMY

Creating

Generating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.

Evaluating

Justifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judging

Analysing

Breaking information into parts to explore understandings and

relationships
Comparing, organising, deconstructing, interrogating, finding

Applying

Using information in another familiar situation

Implementing, carrying out, using, executing

Understanding

Explaining ideas or concepts

Interpreting, summarising, paraphrasing, classifying, explaining

Remembering

Recalling information

Bibliography
Bloom, B.S. (Ed.) (1956). Taxonomy of educational objectives: The classification
of educational goals: Handbook I, cognitive domain. New York ; Toronto:
Longmans, Green.
Bonwell, C. and Eison, J. (1991). Active learning: Creating excitement in the
classroom.ASHE-ERIC Higher Education Report No. 1.
Bonwell C. and Sutherland, T. (eds.). (1996). Using Active Learning in College
Classes: A Range of Options for Faculty. Jossey-Bass Publishers.
Dewey, J. (1938). Experience and Education. New York: Collier Books.
Felder, R.M., Felder, G.N., Dietz, E.J. (1998). A Longitudinal Study of Engineering
Student Performance and Retention V. Comparisons with Traditionally Taught
Students. Engineering Education, 98(4), 469-480.
Fink, L. D. (2003). Creating significant learning experiences: An integrated
approach to designing college courses. Jossey-Bass: San Francisco.
Huba, M. E. and Freed, J. E. (2000). Learner-centered assessment on college
campuses: Shifting the focus from teaching to learning. Allyn and Bacon.
Johnson, D.W., Johnson, R.T., and Smith, K. (1991). Active learning: Cooperation
in the college classroom, Edina, MN: Interaction Book Company.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning
and development. Prentice Hall.

Bibliography
Mc Keachie, W. J. (1994). Teaching Tips: Strategies, research, and theory
for College Teachers. 9th edition. Lexington, Maryland: D.C. Heath.
Meyers, C. and Jones, T.B. (1993). Promoting active learning: Strategies
for the college classroom. San Francisco: Jossey-Bass, 1993.
Paiget, J. (1970). The Science of Education and the Psychology of the
Child. NY: Grossman.
Silberman, M. (1996). Active learning: 101 Strategies to teach any
subject. Allyn & Bacon.
Sousa, D. A. (2000). How the brain learns: A classroom teacher's guide.
Thousand Oaks, CA: Corwin Press.
Stice, J. E. (1987). Using Kolbs Learning Cycle to Improve Student
Learning. Engineering Education, 77(5), 291-296.
Vygotsky, L.S. (1971). Mind in society: The development of higher
psychological processes.. (M. Cole, V. John-Steiner, S. Scribner, & E.
Souberman, Eds. & Trans.). Cambridge: MA: Harvard University Press.