Types of learning

Which is the best?

It's difficult to answer that question when you have the ability to learn easily. When a child has outstanding aptitude, he does not need a type of learning, but an interest to learn.
I did not know until very late that he was "gifted", because it was not necessary to know. He had an average schooling with always the mention "he can do better". Instead my father bought me many books and magazines that I would devour. In my life, I have read tons and tons of books. In fact, I was training myself.
The anecdote is that at the age of 8 he also read the dictionary, the 3 parts: common names, proverbs and Latin expressions, and famous characters. When my father bought an 8-book encyclopedia, I read it all. Later, as an adult, I learned and officially graduated professionally in 3 months, when it is planned to continue classes in 2 years.
So I can't just give an opinion that it takes an interest to learn .

Passive learning

Without pretending that it is impossible to learn something in this way, it predicts a rather low level of learning in the long term (superficial learning). In most teaching and learning contexts (whether online or face-to-face), the cognitive engagement mode will be avoided as much as possible. At a minimum, if you want to promote learning outcomes that go beyond the intentions of knowledge or information.

Self learning

Learning in autonomy or "self-learning" corresponds to a learning modality in which the student is accompanied in the assumption of his learning project: he acts as author and actor of his training.

This mode of learning is not a "training only" in which the student "manages" the best possible abilities. On the contrary, the specific support to the student helps them to develop the criteria, knowledge and skills that allow them to decide on their learning approaches, build their learning project and commit to its realization: the student learns to learn,
at the same time that learning activities are carried out.

Autonomy is very interesting and perhaps the most rewarding for the student. A large part of the studies at MIT are autonomous for students. Think and build a project, framed by teachers.

Active learning

When the teacher was the only reference for students in terms of acquiring knowledge, the transmission procedure prevailed.

The sociocultural context has changed, students have access to information in multiple ways: books are numerous and easily accessible, and access to the Internet has radically transformed access to knowledge. The current context in which the audiovisual sector prevails makes students both demanding and passive.

Demanding in terms of the qualities of communicators that they expect from teachers and in terms of the novelty of the information they hear and passive because they are used to 'looking' rather than 'doing', to zap to be more distracted than to get involved in a reflective process that requires sustained concentration.

By studying learning processes, cognitive science researchers have highlighted the constructive aspect of learning: you learn by building knowledge.
A new concept will really be acquired if it is articulated with a previously acquired concept. The image commonly used is that of the snail that little by little builds its shell in a spiral.

Thanks to the numerous investigations carried out in this field, it is known that students learn a lot from each other, that their learning is built thanks to cognitive ties, social ties, experience, ... Therefore, no they learn exclusively according to the listening - transcription - memorization - repetition model.

Since the 1960s, teachers and pedagogical researchers have reflected on the teaching methods adapted to this complex learning model.

By studying learning processes, cognitive science researchers have highlighted the constructive aspect of learning: you learn by building knowledge.

A new concept will really be acquired if it is articulated with a previously acquired concept. The image commonly used is that of the snail that little by little builds its shell in a spiral.

Active learning is practiced through a variety of methods, including:

Learning by survey
the case study
the setting in situation (real or fictitious)
the action
trouble
draft
...

Active learning, whatever its form, involves the student, puts him in a situation of guided autonomy, encourages interaction between students. The teacher designs the device that will allow students to acquire new knowledge and skills.

In the case of Problem Learning, the student goes from practice to the theory that is derived from it. It does not apply the knowledge already acquired as it can with other active approaches or in a more traditional way in a communicable teaching situation.

Active learning methods allow the student to build his knowledge from what he already knows and not from what the teacher thinks he should know. The more autonomous the student is in managing work, the more they will be able to work at their own pace and according to their learning style. Through collaborative work, students will help each other thanks also to their different learning approaches.

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