Learning science researchers have a wealth of knowledge about how to teach effectively online. Yet faculty and instructional designers typically do not have access to this research, which tends to be hidden in specialized research journals. Even if practitioners seek out research, it's often shrouded in jargon and lacking in practical application. Let's take a look at a simple example of how to apply research to practice in online courses.
10th April 2016 at 10:00
Some ineffective learning styles have been discredited but others live on in spite of the weight of evidenceBeing research-informed is an integral part of a teacher’s responsibilities in the FE and skills sector. The second of the Education and Training Foundation’s (ETF) Professional Standards for Teachers and Trainers makes clear the need to “maintain and update your knowledge of educational research to develop evidence-based practice”.
Thanks to some well-informed teaching practitioners, unsuccessful learning styles have been knocked off their well-established perches in the past few years. The foundations of the learning pyramid have collapsed following a misinterpretation of the information, and the doors to the brain gym have been slammed shut. There are still some ideas lacking any substantiated evidence that we just can’t shake off, however.
This article will explore what myths are still at large – and why they might need busting, too.
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