Introduction
Formal education and which is predominant in society across the globe is usually organized, planned, and takes place in a more controlled environment. Consequently it takes place in institutions such as the elementary schools, high schools, and institutions of higher learning mainly the middle level colleges and universities – thus being referred to as modern education (Larry, 2002: 5). As a matter of fact, it has found itself a place in the world today. Indeed, formal education become more competitive thus bringing forth a need for effectiveness in transmission of knowledge, learning processes and approaches as well as the appropriateness to the environment in which it takes place. Furthermore, research reveals that formal learning is affected and influenced by a number of factors. For the purpose of this paper, learning model approaches, efficiency of teaching method, and effectiveness of such programs in further education takes center stage. As such, the paper presents a critical analysis of the article “what is important to learning? A student perspective on a model of teaching and learning by Hilary McQueen and John Webber, in the Journal of Further and Higher education. It looks at the researches articles adequacy in making conclusion on what is important to learning.
What is learning?
Huddleston & Unwin (2002:15) refers to learning as a process via which individuals or human beings acquire knowledge and understanding, resulting in change of behavior and general conceptualization of the environment. Similarly, the knowledge and understanding can either be transmitted to the person via formal or informal teaching or personally by the individual through continuous interaction with the environment, experience, and use of the common sense. In addition, several theories and approaches to learning have been developed to explain the learning process which includes the skinners conditioning theory, Piaget’s theory of development among others. However, formal learning and which forms the basis of this article occurs in highly controlled learning environment in which knowledge is basically transmitted to the students both by personal learning process and aids by tutors. The latter culminates to teaching.
What is important in learning?
Ideally, the efficiency of learning is affected by rather diverse factors which range from physiological (environmental) factor to psychological (Larry, 2002: 5). Similarly, the quality and outcomes of a learning process largely depends with the quality of teachers, the teaching styles models and approaches as well as the nature of student’s subjects to the learning process (Coleman, 2007:17). Further, learning presents different outcome of practical teaching that call for customization of teaching styles, approaches to knowledge transmission and learning environment to acquire the desired results. In a class some part of what is taught can result to waste teaching (Jane, 2004). Formal education as indicated earlier in this analysis takes place in a rather controlled environment. Consequently, learning in such an environment is affected by varied factors that subsist in it. To succeed in fostering success in learning, appropriateness of the learning environment and reliability of teaching and models must be the core consideration of education policy makers and stakeholder. Factors that are important in learning for effectiveness and success include reliability of teaching and learning system, nature of the existing education policies as well as perception of the learners towards all the aspects of the education system (Hilary & John, 2009). Critically, this article (through a well carried out literature review and the qualitative and quantitative data collected via the interviews and questionnaire) was rather narrow in ascertaining the factors that affects learning. While the article is comprehensive in finding out the role of the reliability and use of ideal teaching and learning models in learning efficacy , it fall short in finding out others factor that support learning or rather help the students to learn.
The teaching styles
Ford & Chen (2001), in their research article, developed an ideal overview of the factors that influences the teaching styles and which are underpinned in the need to increase efficiency in learning. For instance, the author’s augment that the evident dynamism in the education policy calls for variation in teaching style is justified. According to Jephcote, Salisbury, & Rees (2008), demands that education policy makers and those in charge of the education process to adopt teaching styles that are more students oriented and which impact lasting and suitable experiences in the lives of the learners.
According to Megan, (2004:154), Irrespective of the fact that the tutors in further education are multifaceted and have competing needs and objectives and that they employs different approaches in teaching methods, the variation of teaching styles championed by the changing education policies. This argument is agreeable to a large extent. The argument cites such example as the increasing need of autonomous learning, which calls for reduced teacher involvement in the learning process. The direct impact of such a change is that it may compromise the need for high academic success. However, such a change may be unavoidable in dates and times in the education context and new education policy necessitates it which is further seconded by Schweber (2006: 20).
Furthermore the author, while referring to Huddleston & Unwin (2002, 19) pointed out that ensuring that student stay in a course and performs exemplarily well may induce tutors to give the overall teaching of the course an exam oriented approach. The latter point that such a move would completely compromise the need and present policy of autonomous learning or rather of more independent learning experiences. According to Jane (2004:18), those charged with making learning more efficient via transmission of knowledge and posing as student’s mentors in further education cannot replace their own activity with those of the students. There is evidence that further education teachers use a great deal of physical and emotional energy to support student success. According to Moore (2000), the teaching styles adopted by the further education teacher must address the four demotivators of learning which includes fear of failure, boredom due to non interesting learning program and failing to induce students’ performance, previous negative experience, and loss of hope due to persistent failures and uncertainty
Managing the degree of conscientiousness for learning is difficult, especially in circumstances where students are more focused on the qualification and success, more than interest to acquire knowledge (Schweber, 2006:48). In such a case, the whole scenario is likely to degenerate to valuing or rather performance learning goals. Similarly, Hilary & John (2009: 13) is of the idea that the changing learning goals and resultant variation in student choices in education (leading to incorporation of uni-dimensional, calculative, individualistic, consumer rationalism’ aspect in choices with an objective of capitalizing on the perceived financial benefits of education) has called for variation in education systems. This argument in my own opinion is real and agreeable going by the fact that education choices are influenced more by the economic value rather than interests. It is common to find a student perusing a career in business because it is more marketable and economically lucrative but not because his or her interest was initially in the profession.
Nevertheless, James (2005:13) augment that the student body is a rather diverse community, with differing motives and goals and that such diversity (that is partly a result of government initiatives and the needs to widen their participation) varies the reason why the teaching styles must be customized to meet specific students learning goals and need. Following a lot of changes that have occurred in the educational landscape, variations in teaching styles have been necessitated. Similarly, the importance of good practice has become more significant due to the ranging needs to maintain high education standard or even improve them further. Nevertheless, the education systems demands more and better quality of student experiences in the learning process as well as greater emphasis on both teacher and student perspectives as what constitutes excellent teaching practices.
According to Moore & Kuol (2007: 137), these variations leave the aspect of changing the teaching styles to the better rather inevitable. The authors of the article points out that irrespective of the fact that the parties in the education process may fail to agree in totality on what constitutes good teaching practices as well as the fact that the students perception toward the teaching approaches employed by the teachers perceptions could be ‘invalid and misleading’. The author suggests that success in the learning process is more imminent in situations where students have a positive view of and reflect on their learning experiences as put forth by the teaching style and learning environment that they are presented with. Similarly, if students fail to recognize activities as likely to help them learn, they are less likely to participate effectively; a factor that hinders such success and a depiction of inappropriate teaching styles. However, the date presented by the article fails to address all the factors that affect teaching styles as well as learning.
Qualitative and Quantitative Data (from the article)
In my own opinion, the evidence as presented in this article is that both qualitative and quantitative data in regard to the main theme or objective of the research is to a great extent collected and analyzed. However, its reliability in making a valid conclusion of what is important in further education is greatly compromised by the fact that it concentrate on only one factor important to learning. The article in this case is rather specific as it concentrates solely of the teaching and learning environment and their impact on the overall learning concept. It looks the extent to which learners attributed their, learning ability, and experiences with the teaching and learning models as well as the effects of the overall learning environment on learning.
The outcomes of the application of the new teaching and leaning model revealed a number of factors that influence efficiency, effectiveness and absolute success of the teaching and learning process. In a survey via which data was collected using structure questionnaires and what sought to align the new teaching and learning model with what students felt as most important in their learning, the students cited both social emotional and physical roles of teachers and teaching styles (Hilary & John, 2009:7). In addition, the practical variable in good teaching practices and which favored most of the students learning included, teachers availing themselves for classes when they are required to do so, giving of reasonable assignments and homework regularly, avoiding use of monotonous teaching styles, engaging in exam practice or focus, teachers student discussions, feedback order of topics presentation as well as teachers returning of marked work within a reasonable and pre-agreed time (Hilary& John, 2009:7).
The reliability of the teaching and learning models in further education
Critically, the article addressed the factors that needed to be incorporated as part of good teaching so as to increase the reliability of teachers to foster education success particularly in higher education. Qualitative and quantitative data as evidenced from the article In relation to the above reveals that, the most important aspects of good teaching practices and which favored students learning included presenting them with the autonomy to ask questions when they fail to understand coupled with being given satisfactory answers to the questions, unbiased treatment of all class members and respect from both the teachers and students for every one, being offered lessons which served as good preparation for examination and course work, ability of the teacher to offer inspiring and lively lessons, ability of the teacher to provide students with feedback for the latter to identify his or her strengths and weaknesses, teaching of clear and easy to understand stuff as well as existence of a positive environment where all students enjoys the learning experiences (Hilary & John, 2009:7). This assertion greatly correspond the argument of Petty (2004:23).
Conclusion
Learning is inherent in life. Irrespective of the form and context within which it occurs, learning is equally important and forms an integral life process. Modern learning however takes place in a more controlled environment. As a result, formal learning especially further learning occurs in a close relationship between teaching and learning the latter of which determines the success of the learning process (Jane, 2004:172). Apart from the learning environment, teaching is the most instrumental aspect of further learning process; efficiency and effective of which yield direct positive results on the success of learning. Similarly, it is the changes in the educational landscape, policies, education goals, and diversity among the students community that necessitates variations in the teaching styles as teachers tries to customize such to meet specific education needs while improving the standards of education or rather quality (Saroyan & Snell, 1997:88).
From the research article’s literature review, it can also be concluded that teaching styles and approaches that averts the demotivators of learning namely fear, losing hope, displeasure from past experience, and boredom are intricacies of positive learning environment and success in the latter. However, while this article excels in ascertain to a great extent the effects of teaching styles and learning environment the results of the data analysis can not be adequate in making a valid conclusion on what is important in learning. This is perhaps because there are other factors that are important to learning outside teaching styles particularly in further education. Such includes the learning aids, the education policies and students’ perception, the role of parental involvement in student’s learning among others. Education decisions made on the basis of the conclusion of the article presented may not be valid since it lacks comprehensiveness in ascertain the factors important to learning thus may fail to translate to significant positive results.
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