Choosing Instructional Methods To Fit The Knowledge Structure Of Course Components

Abstract

Decisions about educational methods are becoming more complex, with course designs ranging from MOOCs to small seminar courses, and instructional methods ranging from problem sets to experiential service learning. However, decisions about instructional methods are rarely based on theoretical rationale for why specific instructional methods fit the underlying knowledge structure of course components. This paper draws on the knowledge management literature and specifically the knowledge-in-practice framework to develop a framework that can help guide instructional methods decisions. The underlying knowledge structure of course components can be defined along two continuous dimensions: tacitness and learnability. Instructors can then use these dimensions to choose appropriate instructional methods that trigger the appropriate mental learning process needed to best learn the course component. These learning processes are categorized as habitual actions, understanding, reflection and critical reflection. We feel this approach to choosing instructional methods is superior to simply tusing familiarity, convenience or cost. we propose that extending the knowledge-in-practice framework from the work place to the classroom offers valuable insights into instruction methods.