Prior to starting the Certificate programme, my understanding of learning was primarily rooted in the acquisition model. I viewed learning as a process of absorbing information, where knowledge was transmitted from teacher to student, akin to filling an empty vessel. I believed that effective learning involved memorization and repetition, with success measured by the ability to recall facts and perform well on assessments.
However, engaging with established learning theories has significantly transformed my perspective. I now recognize that learning is a dynamic and interactive process, deeply influenced by the learner's experiences and context. The participation model emphasizes the importance of social interaction and collaboration in learning, highlighting that knowledge is co-constructed through dialogue and shared experiences.
Through my exploration of active learning and constructivism, I have come to appreciate that learners are not passive recipients of information but active participants in their own learning journeys. Active learning encourages engagement through hands-on activities, problem-solving, and critical thinking, allowing learners to connect new knowledge with prior experiences. This approach fosters deeper understanding and retention, as learners are encouraged to explore, question, and apply concepts in real-world contexts.
In summary, my understanding of learning has evolved from a simplistic view of knowledge acquisition to a more nuanced appreciation of the collaborative, experiential, and active nature of learning, where learners construct their own understanding through meaningful engagement with content and peers.