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Solution Manual for Understanding Human
Resources Management A Canadian Perspective
by Peacock
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1. Student-Centred Learning
2. Deep Learning
3. Active Learning
4. Creating Positive Classroom Environments
5. Benefits, Challenges, and Suggestions for Engaging
Teaching
Part I presents core principles for increasing student engagement, provides references to
the research supporting their effectiveness in improving student learning, and offers
some preliminary examples of how to apply these principles in the classroom.
Traditionally, postsecondary classroom environments have been based on teacher-
centred instruction focused primarily on transmission of content and knowledge in a method
described memorably by Fink (2003) as “an information dump” (p. xi). In such environments,
teachers “emphasize the learning of answers more than the exploration of questions,
memory at the expense of critical thought, bits and pieces of information instead of
understanding in context” (Hanley, 1994, p. 1). Too often, the traditional teacher-centred
classroom can be characterized as
a one-person show with a captive but often comatose audience. Classes are
usually driven by ‘teacher-talk’. Teachers serve as pipelines and seek to transfer
their thoughts and meaning to the passive student. (Hanley, 1994, p. 1)
In the traditional teacher-centred classroom, the instructor is the dominant gatekeeper,
controlling content and pace of delivery, transferring knowledge as the sage on the stage
(King,
1993); in this environment the students play a passive role, receiving, retaining,
retrieving, reflecting, and regurgitating the accepted explanation or methodology
expostulated by the instructor.
Student-centred instruction, on the other hand, manifests activities that engage
both instructors and students in an ongoing search for understanding, relevance, and
application of new knowledge. The literature is replete with rationales for and taxonomies
of student-centred learning (Krathwohl, Bloom, and Masia, 1973; Bok, 2006; Cox, 2006;
Davis, 1993; Fink, 2003; Gardner, 1983; Hein, 1991; King, 1993; Knowles, Holton &
Swanson, 1973; Kristensen, 2007; McKeachie & Svinicki, 2006; National Research
Council, 2003; Nilson, 2003; Royse, 2001; Staley, 2003).
The goal of student-centred learning is to emphasize deep learning over surface learning.
The distinction between these two levels of learning provides another perspective on
improved student achievement (Angelo & Cross, 1993; Fink, 2003; Gibbs, 1993; King,
1993; Kristensen,
2007; Martin, Hounsell, and Entwistle, 1997; Pan, 1988). In surface learning, students
memorize required information and reproduce information presented throughout a course,
but discrete elements are not integrated, general principles do not emerge, and tasks often
lack relevance to students. Little of the knowledge or skills obtained via surface learning are
retained. By contrast, deep learning involves students interacting with content, examining the
logic of an argument, relating evidence to conclusions, and relating and applying new
learning to previous knowledge and everyday experience. Students engaged in deep
learning seek a personal, meaningful, applicable understanding of course material. In
contrast to surface learning, knowledge and
skills obtained via deep learning are usually retained and integrated into students’ world
views.
Surface learning may be appropriate in certain learning situations, but instructors
who wish to engage students more fully in the subject matter are well advised to design and
employ activities that promote deep learning. Fink (2003) and Gibbs (1993) suggest that
instructors can move students toward a deeper approach to learning through the following
methods:
x Develop students’ underlying concepts of learning.
x Provide time and opportunities for students to explore ideas.
x Make assessment demands explicit so that students know that only full
understanding (rather than simple knowledge retention) will be acceptable
as a learning outcome.
x Modify teaching methods to make learning more active and interactive.