If we articulate some of our basic assumptions about learning and teaching at University: • Most learning takes place outside the classroom • University students are adults • Students learn in different ways • Action focuses the mind, then we may find that we are not using instructional techniques that foster the best learning environment. Some of us also work in disciplines where the academic award is also a qualification for professional practice. In those disciplines the learning objectives students have are likely to include the ability to apply knowledge, as well as simply to analyse, synthesise and evaluate propositions. They desire not only to know and understand, but also to be able to solve problems and communicate the solutions they find.
Recommended CitationGoldring, John; Lamb, Ainslie; and Tapsell, Linda, Learning by doing - problem-based and experiential learning workshop, Overview - University of Wollongong Teaching & Learning Journal, 3(1), 1996, 25-27.