Approaches to learning and teaching

Abstract

Introduction In recent years, there has been a major shift in thinking about learning and teaching resulting in the development of new theories and models, which are now influencing practice in colleges and universities. It is a challenge to work through all the ideas and models of learning and teaching, and then to consider whether or not they are relevant to your practice. This chapter provides an overview of influential ideas and models relevant to supporting students’ learning in higher education. The main ideas explored in this chapter are: • Kolb's learning cycle • Laurillard's conversational framework for university teaching • Entwistle's teaching for understanding at university • Land and Meyer's threshold concepts • the Higher Education Academy's work on flexible pedagogies. The summaries below identify key points from each of these theories or models, which are very relevant to supporting student learning. Kolb's learning cycle The seminal work of Kolb still influences learning and teaching in colleges and universities. Kolb (1984, 38) suggested that ‘learning is the process whereby knowledge is created through the transformation of experience’. Kolb developed an experiential learning cycle, which is illustrated in Figure 5.1 on the next page. In a Kolb cycle a learner carries out a concrete experience, then reflects on the new experience. The reflective process produces new ideas, a new theory or a modification of an existing abstract concept. This leads to active experi - mentation where the student applies the new idea to practice. This cycle is often re-presented in a simpler style, as shown in Figure 5.2 on the next page. Kolb (1984) suggested that learning is a process which involves all four stages of the learning cycle: concrete experience; reflective observation; abstract concept - ualization; and active experimentation. This is often described as: action; reflection; theorizing; and testing. Individuals may have a preference for one or more of these stages, which he describes as their preferred learning style. Kolb's work has led to the development of different ideas about learning styles (see Chapter 2). Although some research literature critiques Kolb's work and subsequent ideas and models on learning styles, his ideas are still influencing teaching and learning in higher education.