Teaching Versus Learning, Research Paper Example

“The shift from the “teaching” environment to the “learning” environment is more than just a change in language, a change in systems operation…It is a systemic change based on contemporary learning research” (Rogers, 2000). Centuries of learning in academic settings have centered on “imitation/repetition modeling” which results in the “apprentice” imitating actions of the teacher or the “master” (Rogers, 2000). As such, the question must be asked, what exactly is learning? What is teaching? Moreover, what is the difference? Finally, for individuals serving as educators, one must ask themselves which of the two elements must occur first? Although there are many ways to approach all of these inquiries, it is important to understand that learned behaviors and the learning process of students must be based on proven curriculum designs and instructional strategies.

What is teaching? Teaching is the act, or occupation, of relaying knowledge and information to someone who is void of knowledge or who desires a stronger understanding of the subject or information that is presented. That is to say that when someone knows the answer to another person’s question, they are teaching by providing previously unknown facts or clarifying the unclear data (Rogers, 2000).

Learning, then, is the result of teaching. It is the perception and absorption of the previously unknown or unclear information and knowledge, further expanding the ‘database’ of facts for one’s own future use. The most important aspect to learning is the understanding and evaluation of how people go about learning so that the most efficient and effective methods and procedures can be implemented.

Knowles works to communicate the differences in teaching and learning in chapter 5 of the text. Both elements are different and as such there are several ways to go about each one of them. With so many researchers and theorists coming up with their own concepts of how to go about both the processes of teaching and learning, there are many ways academic settings and instructors can choose from. This leads to the conclusion that there is no one right way to accomplish both and finding a style that best suits both the educator and the students depends on areas such as age, demographics, cultures, academic setting, content area, discipline and etc (Knowles, 2002).  If you consider the basic academic setting, this process would support why classes are organized and scheduled by topic, and then years, grade ranges and proficiency levels.

Teaching and Learning: A Dual Process

“The essential theoretical framework presumes that learning is a function of motivation, as experienced by students and impacted by four incremental key teacher behaviors: (1) the creation of a motivating atmosphere, (2) the incorporation of clarity, (3) the use of effective compliance gaining strategies and (4) the exhibition of immediacy cues” (Zajda, 1997, p. 2 In the traditional sense, it is likely that the development of theories and assumptions regarding learning occurs first. This is important in order to understand how people learn in order to teach them effectively. According to Zajda, teaching and learning is a dual process and requires active engagement from both the teacher and the student. Therefore, it is imperative that an educator, or facilitator, works to understand at least a basic foundation in the process of learning before one works to develop ideas, theories, and approaches to teaching. Otherwise the students are likely to become bored, confused, frustrated, and unmotivated, and the teacher would basically be putting the cart before the horse.

Learning in Isolation

If teaching and learning is a dual process, how does one explain when learning occurs during isolation? Learning can occur in isolation as a result of experiences, reading and observations; however, does previous instruction play a role in maximizing learning in isolation? Wilson defined learning as a “relatively permanent change of knowledge, attitude or behavior occurring as a result of formal education or training, or as a result of information experiences” (2006, p.19). If Wilson is correct, teaching is transformative and learning is continuous. Wilson defines this as experimental learning which is where teaching and learning is maximized through interactions with people, environmental impacts and independent practice. In other words, Wilson describes teaching and learning as a “linking process between action and thought” (Wilson, 2005) [See figure 1]. As a result, teaching and learning, also associated with theory and practice, can be a dual process that continues past the classroom or any other learning institution.  Learning, therefore, is an intentional act from the learning to experience the knowledge and information obtained in a learning environment.

Theory and Practice

Figure 1. Beard, C. & Wilson, J. (2005). The Relationship between Theory and Practice. From Experimental Learning.

Conclusion

“Learning and Teaching consists of three interrelated themes – Knowledge, Meaning and Learning, Students in the Classroom and Teachers and Teaching” (Zajda, 1997, p.1). Basically, there are a number of different ways to go about accomplishing the task of teaching and learning. Determining which process should occur first or does occur first serves as an insignificant relationship when considering the learning process itself. The learner must take an active approach to create a desire to learn, regardless of the influence by the teacher while the teacher should ensure a culture of learning to incite the learner to seek the insight and information of what is being taught.

References

Baumgartner, Lisa M. Caffarella Rosemary S. Merriam, Sharon B. (2007). Learning in Adulthood: A Comprehensive Guide. 3^rd Edition. Jossey- Bass Publishing. San Francisco, CA

Beard, C. & Wilson, J. P. Experiential learning: a best practice handbook for educators and trainers. London, UK: Kogan Page Publishers

Knowles, Malcolm S. Holton III Elwood F. Swanson, Richard A. (2005). The Adult Learner:  The Definitive Classic in Adult Education and Human Resource Development. 6^th  Edition. Elsevier Publishing. Burlington, MA

Rogers, D. (2000). Teaching vs. Learning Environments. Retrieved July 22, 2011 from web: http://faculty.valenciacollege.edu/drogers/essays/teachvlearn.html