The Learning Paradigm | The Instruction Paradigm |
Mission and Purposes | |
Produce learning | Provide instruction |
Encourage students to discover and construct knowledge | Transfer knowledge from lecturer to students |
Create a powerful learning environment | Offer courses and programs |
Improve the quality of learning | Improve the quality of instruction |
Achieve success for a wide range of students | Achieve access for a wide range of students |
Criteria for Success | |
Learning outcomes among students | Input, resources |
Quality of students completing the study unit | Quality of entering students |
Development of learning technologies | Development of the curriculum, expansion |
Quantity and quality of outcomes | Quantity and quality of resources |
Aggregate growth of learning and efficiency | Growth of enrolment |
Quality of students | Quality of faculty |
Teaching/Learning Structure | |
Holistic - whole prior to parts | Parts prior to whole |
Learning held constant, time varies | Time held constant, learning varies |
Learning held constant, time varies | 50/90 minute lecture, course divided into study units |
Environment ready when student is | Classes start/end at a constant time |
Whatever the learning experience requires | One lecturer, one classroom |
Inter-disciplinary/departmental | Independent disciplines/departments |
Specific learning results | Covering material |
External evaluation of learning | Assessment by means of final assignment |
Public assessment | Private assessment |
Degree equals demonstrated knowledge and skills | Degree equals accumulated credits |
Learning Theory | |
Knowledge exists in each person’s mind and is shaped by individual experience | Knowledge exists “out there” |
Knowledge is constructed, created | Knowledge comes in pieces; delivered by instructors, absorbed by students |
Learning progresses in a continuous holistic process | Leaning is cumulative and linear |
Learning is student centered and controlled | Learning is teacher centered and controlled |
The learning environment is cooperative and supportive | The learning environment is competitive and individualistic |