Adult Learning

Student centered Learning Student-centered Learning

Problem-based Learning g
Gandes Retno Rahayu
Department of Medical Education
Faculty of Medicine Faculty of Medicine
Gadjah Mada University
What do you think
f about the following
d t ? anecdote?
What can you do as
a student to prevent p
that anecdote
happen?
Adult learning for
adult learner
Definition Definition
Adult
>16
th
?Age ?Age
?
Tidak terikat orang lain
M di i
?Psikologis
Mandiri
Bertanggungjawab
Dapat mengambil keputusan
sendiri
?Biologis
Tanda kelamin sekunder
?Biologis
Adult Learner Adult Learner
1. Adults are autonomous and
self-directed
2. Adults have
accumulated
3. Adults are
practical accu u ated
a foundation of
life experiences
and knowledge
p act ca
4. Adults are relevancy-oriented
5. Adults are goal-oriented
6. Adults need to be shown respect
Adult learning Adult learning
Knowles Assumptions
Concept of
the Learner
During the process of maturation, a person moves from
dependency toward increasing self-directedness, but at
different rates for different people and in different dimensions
of life. Teachers have a responsibility to encourage and
nurture this movement. Adults have a deep psychological
need to be generally self-directing, but they may be
dependent in certain temporary situations dependent in certain temporary situations.
Role of the
Learner's
Experience
As people grow and develop they accumulate an increasing
reservoir of experience that becomes and increasingly rich
resource for learning--for themselves and for others. p g
Furthermore, people attach more meaning to learning they
gain from experience than those they acquire passively.
Accordingly, the primary techniques in education are
experiential ones laboratory experiments discussion experiential ones--laboratory experiments, discussion,
problem-solving cases, field experiences, etc.
Adult learning Adult learning
Knowles Assumptions
Readiness
to Learn
People become ready to learn something when they
experience a need to learn it in order to cope more
satisfyingly with real-life tasks and problems. The educator has
a responsibility to create conditions and provide tools and
procedures for helping learners discover their "needs to
know." Learning programs should be organized around life-
application categories and sequenced according to the application categories and sequenced according to the
learners' readiness to learn.
Orientation
to Learning
Learners see education as a process of developing increased
competence to achieve their full potential in life. They want to g p p y
be able to apply whatever knowledge and skill they gain today
to living more effectively tomorrow. Accordingly, learning
experiences should be organized around competency-
development categories People are performance centered in development categories. People are performance-centered in
their orientation to learning
Student-centered Learning
Which one are you used to?
What is the good and the bad points What is the good and the bad points
about it?
Now, which one do you prefer? Why?
TCL vs SCL
Mission & Purpose
TCL SCL
1. provide/deliver instruction 1. produce learning
2. transfer knowledge from
faculty to students
3. offer courses and programs
2. elicit student discovery and
construction of knowledge
3. create powerful learning
4. improve quality of instruction
5. achieve access for diverse
environments
4. improve the quality of learning
5. achieve success for diverse
students
students
Problem-based Learning
Davis and Harden (1999)
an active learning stimulated by, and
focused round a clinical, community , y
or scientific problem
Problem-based learning
Characteristics:
small group discussions on
i t di i li bl ith interdisciplinary problems with
enough time for self-study and
parallel training in skills
The tutorial group: Information exchange
About 8-12 students and a tutor
Randomly composed
Meetings twice a week for two hours
The 'seven jump
Physical Examination of the new batch of students
As a prospective student in the faculty of medicine,
Rahman, underwent a physical examination. The doctor
measured his blood pressure from sitting and lying in bed p g y g
positions. His blood pressure was 90/60 mmHg for both
positions. By auscultation, the doctor heard a murmur and
split of his second heart sound. He asked Rahman
whether he has shortness of breath or feeling easily
fatigued, but Rahman denied it. Nevertheless, the doctor
told him to have another examination. Rahman was afraid
th t h ld t b t d di l t d t Hi that he would not be accepted as medical students. His
heartbeat became faster and he started sweating.
Poor Rahman
Seven J umps
1. Clarifying unfamiliar terms
2 Problemdefinition 2. Problem definition
3. Brainstorm
4. Analyzing the problem 4. Analyzing the problem
5. Formulating learning issues
6. Self-study
7. Reporting
J umps
Possible arrangement of learning
ti iti activities
M
Overview
M
W T F T
Overview
Tutorial Tutorial
Scheduled learning activities or SDL
Group works
Independent
Learning
E t l t
L i
Group works
Learning
Expert lectures
Expert
Learning
activities
Practical works
Expert
consultation
Field works
Project works
Field works
Seminar
Learning in
Skills laboratory
Unconscious Unconscious
Competence
The
Unconscious
e
Learning
Cycle
Unconscious
Incompetence
Conscious
Competence
Cycle
Conscious
Incompetence Incompetence
t t tutor
Tutorial
group
process
students problem
process
p
Three elements of the tutorial process in PBL Three elements of the tutorial process in PBL
Learning Principles in PBL Learning Principles in PBL
Constructive Constructive
Conte t al Contextual
C ll b ti Collaborative
S lf di t d Self-directed
Evidences from educational research
Average
Learning format
Lecture
Reading
5%
10%
g
Retention Rate
Demonstration
Audiovisual
Reading 10%
20%
30%
Discussion group
Demonstration
Practice by doing
30%
50%
75%
Teach others
Practice by doing
75%
80%
National Training Laboratories, Bethel, Maine, USA g , , ,