Nontraditional/Developmental Studies
Key Concepts
McKeachie, W. J. (1997). Helping students learn how to learn. In S. Mioduski & G. Enright (Eds.), Proceedings of the 17th and 18th annual Institutes for Learning Assistance Professionals: 1996 and 1997 (pp. 53-58). Tucson, AZ: University Learning Center, University of Arizona.
The most important concept in McKeachie’s article is the ways through which students can learn. First is reading from books, article journals, newspapers, and even the internet. Second is listening, which is both applicable in school lectures and the outside world as one has to listen to family members, co-workers, and the media. Third is observing through watching other individuals and leaning from how they compete tasks. Fourth is writing and talking, which are key in in drawing response to one’s ideas; these responses may strengthen, correct, or expand on ideas.
Another important concept in the article is the five elements of an effective life-long leaner. These include motivation, a knowledge foundation that provides a platform for further learning, skills for further learning, strategies for efficient learning, and metacognitive strategies (McKeachie, 1997). The combination of these aspects enables the sustained development of a learner.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
Bandura (1994) centers his discussion on processes that are activated by efficacy. First is cognitive processes. The impact of self-efficacy ideology on cognitive processes is manifested in various forms. The author suggests that much of human behavior is governed by the forethoughts that embody valued objectives (Bandura, 1994). Individual goal setting is determined by self-appraisal aptitude. The more robust the perceived self-efficacy, the higher the objectives the individuals set for themselves and the stronger their dedication to them (Bandura, 1994). Second is motivational processes. Bandura, (1994), states that self-beliefs in regards to efficacy play an important function in the self-regulation of motivation. A significant amount of motivation in human beings is generated cognitively. Individuals motivate themselves and base their actions on their forethoughts. As such, they develop beliefs about what they can achieve. They anticipate the probable impact of prospective actions and set goals as well as plan courses of action developed to facilitate a desired future state.
The last important function is affective processes. The beliefs of individuals in their coping abilities affect the level of depression and stress people experience in difficult or risky scenarios, along with their motivation level. Individuals who believe they can mitigate risks do not develop disturbing thought patterns whilst those who think they cannot experience a high level of anxiety (Bandura, 1994). Such people spend a significant amount of time thinking about their coping deficiencies. Overall, the stronger the sense of self-efficacy, the bolder people are on embracing risky and taxing activities.
Wlodkowski, R. J., & Ginsberg, M. B. (2017). “Characteristics and Skills of a Motivating Instructor.” Enhancing Motivation to Learn.
The authors reveal that motivating instructors are unique as they have strengths and style. Nonetheless, such instructors should possess certain core characteristics. Wlodkowski and Ginsberg, (2017), describe these characteristics as the five pillars and assert that if an instructor lacks any of these five components, he/she would be less effective. The five pillars include cultural responsiveness, clarity, empathy, enthusiasm, and expertise. Wlodkowski and Ginsberg (2017) suggest that instructors should perceive these pillars as skills that can be learnt and taught rather than personality traits. Thus, they cane improved with effort and practice.
Another key point in the reading is that instruction is a craft and pragmatic art. Instructors, compose, develop, and perform to enable learners to benefit. Similar to every professional artist, and instructor should have a practice regime and a foundation that defines the practice. On that account, if instructors consistently apply these principles and strive to refine them, they can enrich themselves in developing a meaningful way.
The Relevance of The Papers
The papers are relevant since they reveal the fundamental aspects that should be part of nontraditional/developmental studies to enable effectiveness. In his article, McKeachie (1997) reveals the methods through which people learn and they include listening, reading, observing, talking and writing. These approaches are suitable in different context and carry the same importance. On that account, the development of instruction should consider all these modes of learning to ensure the leaning styles of all learners are considered (Morrison et al, 2019). Bandura,’s (1994), article gives insight into the importance of efficacy to enable a learner grasp concepts. Nontraditional/developmental studies should be developed in such a manner that it challenges learners to develop their efficacy to enable them to explore concepts on a deeper level to enable them to apply classroom concepts in a real world setting without fear or hesitation (Morrison et al, 2019). The last reading by Wlodkowski and Ginsberg (2017) elaborates on the essential characteristics of an effective instructor. These include cultural responsiveness, clarity, empathy, enthusiasm, and expertise. An instructor who has all these competencies can inspire people to learn development/nontraditional studies and transform the field in a positive way by developing a keen interest in learners.
Overall, the design of instruction for nontraditional/developmental studies should consider the key concepts discussed in the articles to be effective. It is apparent that learners have different learning styles. It means the instructions should be deigned to match this array of leaning styles so that nontraditional/studies can accommodate all types of learners. Further, it will enable dynamic classroom settings geared towards matching class concepts and current developments to enable nontraditional/developmental studies to be relevant in the modern world.
References
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
McKeachie, W. J. (1997). Helping students learn how to learn. In S. Mioduski & G. Enright (Eds.), Proceedings of the 17th and 18th annual Institutes for Learning Assistance Professionals: 1996 and 1997 (pp. 53-58). Tucson, AZ: University Learning Center, University of Arizona.
Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. Wiley.
Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. John Wiley & Sons