Introduction

Everyone is a learner and a teacher in some capacity, whether as a parent guiding a child, a corporate trainer mentoring new hires, or an instructional designer creating targeted learning experiences. However to be an effective instructor requires answering several key questions: What is learning? What makes for good instruction? How can I best understand and accommodate the unique needs of my learners? To answer these questions, I rely on evidence-based insights from academic research. In this blog, we’ll explore what learning truly is, debunk some persistent myths, and emphasize the importance of evidence-based teaching practices to create impactful learning experiences.

Background

As a clinical trainer in a multi-specialty hospital, my target audience is veterinary nurses with varying experience, skills, and knowledge. However, the learning environment presents unique challenges for veterinary nurses. These professionals often operate in high-stress environments that exacerbate cognitive and emotional burdens. Their workflows are fast-paced and physically demanding, leaving little opportunity to sit down for focused learning or reflection. As an aspiring instructional designer with a focus on veterinary nurses, my goal is to provide instruction while addressing these barriers in such a way that is conducive to learning. 

What is Learning?

Evidence-based principles tell us that learning is a dynamic process that the learner undergoes. According to insights from Shuell (2013) and others, learning involves a change in knowledge, skills, attitudes, or behaviors. Modern theories argue that learning occurs with the influence of the environment and through interactions with others, while knowledge is not transferred from instructor to student but rather reconstructed through the filtered perspective and interpretation of the learner.

By understanding learning in these principles, I aim to design educational experiences that go beyond the traditional methods of instruction, connect the learners, and address instruction in a manner that is both personalized and meaningful.

Debunking Traditional Methods of Learning

In veterinary nursing, standards and protocols are based on evidence-based medical practices. Ironically, the conversation regarding training veterinary nurses seldom reflects recent evidence-based advancements in learning. As I enter the realm of instructional design, I am admittedly surprised at the number of myths that I held to be truths that have been debunked in recent times. Let’s consider two common misconceptions:

Myth 1: People Learn Best Through Their Preferred Learning Style

I recall a meeting among the corporate trainers in which we discussed teaching effective teaching strategies by leveraging the learner’s preferred learning style, whether it be kinesthetic, visual, auditory, or reading. Even while I’ve trained others, I have heard many learners say they learn best by visual aids when I draw out depictures of complex processes. Others claim they learn better by doing while I walk them through procedural skills. However, as Kirschner & van Merriënboer (2013) explain, there is no credible evidence supporting the idea that tailoring teaching to learning styles enhances outcomes, as much of the evidence is self-reported. Instead, learning is influenced by the nature of the content. For example, teaching a musical concept may require auditory elements, while geometry might benefit from visual aids. 

This begs the question addressed by Kirschner & van Merriënboer (2013), “Do learners really know best?” A better consideration is to focus on matching teaching methods to the material.

Myth 2: The Digital Era Created a Generation of Knowledgeable Learners Capable of Learning Independent of an Instructor

With the advent of Google and search engines quite literally at our fingertips and the pervasive use of smartphones in our day-to-day lives, the assumption is the development of a generation that can learn independently without instruction. However, Kirschner & van Merriënboer (2013) summarized studies that showed the younger generations are passively consuming information without aim or direction, describing them as “butterflies fluttering across pieces of information, unconscious to its value and without a plan” (p. 171), yielding in a tenuous understanding of the subject matter.

Evidence-Based Teaching Practices

Why is it necessary to apply research-backed methods when designing instruction? The answer lies in effectiveness and efficiency. Evidence-backed practices place learners at the center of focus, promoting self-efficacy and self-regulation.

Consider these principles:

• Scaffolding: As learners begin their instruction, they may be limited in their abilities to access resources or lack direction, so instructor support is more readily available. As the learner progresses in their instruction and becomes more competent, support is gradually reduced allowing the learner to increase proficiency.
• Social Learning: Grounded in Vygotsky’s sociocultural theory, collaborative activities leverage peer interactions to co-construct knowledge. For instance, group discussions and peer teaching can deepen understanding by exposing learners to diverse perspectives.
• Goal-Directed Practice and Motivation: Learning is most effective when it is purpose-driven and aligned with clear, achievable goals. Instructors should emphasize the “why” behind tasks, connecting them to real-world applications that resonate with learners. By tapping into intrinsic motivations and fostering a sense of purpose, educators can boost learners’ commitment and engagement in the learning process.

As the Chinese philosopher Lao Tzu once said, “Give a man a fish, and you feed him for a day.  Teach him how to fish, and you feed him for a lifetime.”

Conclusion

Learning is a process that requires active engagement from the learner. My goal as an instructional designer is to facilitate instruction by employing evidence-based strategies. By dispelling myths and embracing research-backed practices, I aim to create educational experiences that are not only effective but transformative. My intention is to design with purpose, empowering learners to achieve their fullest potential. If you are curious about how evidence-based strategies can transform your teaching or instructional design? Share your thoughts or favorite strategies in the comments below.

Resources

 Denler, H., Wolters, C. & Benzon, M. (2010). Social Cognitive Theory. In Anderman, E. M. & Anderman, L. H. (Eds.), Psychology of classroom learning: An encyclopedia. The Gale Group, Inc.

Lovett, M. C., Bridges, M. W., DiPietro, M., Ambrose, S. A., & Norman, M. K. (2023). How learning works: Eight research-based principles for smart teaching. John Wiley & Sons.

Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do Learners Really Know Best? Urban Legends In Education. Educational Psychologist, 48(3), 169-183. https://doi.org/10.1080/00461520.2013.804395

Scott, S., Palincsar, A. (2012). Sociocultural theory. In Anderman, E. M. & Anderman, L. H. (Eds.), Psychology of classroom learning: An encyclopedia. The Gale Group, Inc.

Shuell, T. J. (2013). Theories of Learning. In Anderman, E. M. & Anderman, L. H. (Eds.), Psychology of classroom learning: An encyclopedia. The Gale Group, Inc.