Learning+Model+Comparison

Experiential learning will push a learner to a new level. The student will have hands-on activities, time to reflect on the meaning and then use their experience to apply what they have learned. The focus of attention is on the learner rather than the teacher. An active cooperation from the learner, and the guidance from the teacher helps maintain the learner’s curiosity. With this model the student is able to answer the questions like, “Why should I learn this?” and “Now that I know this, what do I do next?” The five steps associated with this model are: Experience, share, process, generalize and apply. In the Radiology Technology Program or any other Allied Health program it may also be known as, see one, do one, and teach one. According to the National Educational Technology Standards for students (NETS), critical thinking, problem solving, and decision making are all critical-thinking skills that students need to develop. Students should be conducting research, managing projects, solving problems, and making informed decisions using various digital tools and resources. This NETS standard applies directly to the Problem-Based Learning Model. In these NETS standard students identify and define authentic problems and significant questions for investigation; plan and manage activities to develop a solution or complete a project; collect and analyze data to identify solutions and make informed decisions; and use multiple processes and diverse perspectives to explore alternative solutions (Solomon & Schrum, 2007). The concept behind Problem-Based Learning first starts with a well-developed plan by the teacher in which a real world problem is generated. Then students must analyze this problem, utilize their prior knowledge, identify what else must be learned, develop a plan for creating a solution to the problem, and finally come to some type of answer or conclusion. The idea behind Problem-Based Learning is that students have a sense that they may pursue many different angles to arrive at their solution, and that there is no correct way of obtaining a solution or no one absolute correct solution. In this model the teacher’s responsibility is to act as a facilitator and let the students take control and direction over the learning/problem taking place (White, 1997).
 * Experiential Learning Model**
 * Problem- Based learning Model**

When comparing the Experiential learning Model to the Problem-Based Learning Model many similarities are noted. They both use real world problems, hands on activities, useable knowledge, and critical thinking skills. Learning starts when students are presented with a real-world problem and students are encouraged to dive into the problem and construct his/her own individual understanding and find an answer to that problem. By presenting students with a problem they then become the investigators and are required to use their background knowledge and critical thinking skills to arrive at a solution. With each of these learning models an activity comes first. The learning comes from the thoughts and ideas created as a result for the experience. Student centeredness is achieved with both of these models along with the utilization of the teacher as a guide through the process. The biggest difference between the two models lies with assessment and ease of use. The Experiential learning model is very easy to use and the assessment is instantaneous while the Problem-Based Learning model is much harder to use because the teacher must give up control and assessment may be tricky.
 * Comparison**
 * **Comparison Criteria** || **Experiential Model** || **Problem-Based Learning Model** ||

Can build off of other students knowledge and skills || Assessing students’ level of problem-solving skills requires strong knowledge, communication, and understanding of each student. ||
 * **21st Century Fluencies** || Students are able to work both as a team and individually. The student also is able to behave in a responsible manner without supervision. The student will be able to identify their strengths and weaknesses. There are opportunities for collaboration and Real-World situations. || * Active engagement
 * Real-world situations
 * Develops analytical skills
 * Opportunities for collaboration
 * Helps develop lifelong thinking skills
 * More than one way to get the answer
 * Use their strengths and creative
 * Social interaction
 * Find their own strengths and weaknesses
 * Allows for peer teaching ||
 * **Ease of use** || Great ease of use. Do, Reflect, Apply are all easily achieved. The only negative is that the instructor must plan out each step ahead of time. || * Teachers
 * Difficult to give up control
 * May be tricky to assess thought process
 * A well-developed plan is crucial to good lessons
 * Students
 * Requires students to use thinking skills and background knowledge
 * Students might become frustrated
 * **Student Centeredness** || Very student centered. The instructor acts as a guide or facilitator through the process. The student is in charge of their learning. || * Students are in control of their own learning and pace
 * Teacher acts as a guide through the learning process
 * Students may work in groups to solve problems
 * Encourages students to take charge of their learning ||
 * **Engaging/Fun** || This model is engaging and fun for the student and for the instructor. Able to experience multiple outcomes. It is not boring. || * It’s not so boring.
 * It’s fun.
 * It’s easier to learn
 * It’s fun because it is hard as it presents students with a problem that they cannot solve with their current level of knowledge and/or way of thinking. ||
 * **Assessment** || Assessment of the student’s skills is instantaneous. || * Is conducted by students demonstrating their results/solutions, and being able to share the process taken to arrive at those results.
 * Requires a deeper assessment than most written tests.
 * Can be used to do summative assessments and formative assessment for improvement.