In the ever-changing landscape of lifelong learning, the principle of learning by doing remains a fundamental pillar in crafting meaningful educational experiences (Zeitlin, 2018). Moving away from traditional passive learning approaches, learning by doing empowers learners to actively tackle obstacles and devise solutions in practical settings (Zeitlin, 2018). The TED-Ed video "How to Practice Effectively...for Just About Anything” places emphasis on the pivotal role of deliberate practice and feedback loops in honing skills. Recognizing this insight, Zeitlin (2018) suggests that incorporating mastery learning in instructional design holds the potential to transform learning. Moreover, implementing a hands-on approach to learning can enhance instructional design by recognizing the natural learning process involved in research activities. As highlighted by Bedenlier et al. (2020), all reviews, and indeed all research endeavors, involve an element of learning by doing, as method books cannot fully address the unique challenges and pitfalls encountered during the execution of reviews. Thus, integrating practical exercises into instructional design not only promotes active engagement but also prepares learners for real-world challenges they may encounter.
Unlocking Potential
Mastery learning, as outlined by Khansila et al. (2022), enables students to reach their full potential by honing a variety of skills, including communication, collaboration, problem-solving, critical thinking, perseverance, and creativity, while also enhancing background knowledge across subjects. Thus, with mastery learning, students will not only gain knowledge but also develop a deepened understanding and application of what they’ve learned (Vrabec & Bôtošová, 2020). Additionally, Khansila et al. (2022) emphasize the importance of identifying and nurturing exceptional students early on to meet societal demands for innovation. Incorporating mastery learning and learning by doing principles into instructional design fosters active engagement and enhances skill development (Vrabec & Bôtošová, 2020). By designing interactive activities and simulations, students immerse themselves in authentic learning experiences, applying theoretical knowledge to practical situations. These strategies ensure a solid understanding of fundamental concepts before progressing to more complex topics, promoting deeper comprehension and long-term retention (Vrabec & Bôtošová, 2020). Ultimately, by creating a supportive learning environment where students can explore, experiment, and learn from their mistakes, instructional designers prepare students for success in both academic and professional domains. In addition, instant feedback bolsters effectiveness, crucial in learning by doing, cultivating increased comprehension.
Real ROI
The timing of feedback in skill acquisition is crucial (Schooler & Anderson, 2022). Upon receiving feedback, learners must establish new goals for processing it effectively (Schooler & Anderson, 2022). In learning by doing, immediate feedback is vital, enabling prompt assessment of understanding and performance (Schooler & Anderson, 2022). This feedback loop is pivotal, allowing learners to adapt, rectify errors, and reinforce correct behaviors during activities (Schooler & Anderson, 2022). Thus, immediate feedback allows for quick modifications, ultimately improving the overall learning process. Learners, engaged in tasks, refine skills and deepen understanding with immediate feedback (Schooler & Anderson, 2022). Integration of timely feedback mechanisms in learning by doing enhances skill acquisition processes (Schooler & Anderson, 2022). Designers empower learners by incorporating real-time feedback, aligning with mastery learning and learning by doing (Schooler & Anderson, 2022). Drawing from TED-Ed insights, designers create feedback loops for deliberate practice (TED-Ed, 2017). Additionally, technology aids personalized feedback, nurturing a supportive learning environment (Vrabec & Bôtošová, 2020).
Competitive Competence
Learner proficiency influences the drive and determination to progress, transitioning from instant feedback to utilizing scaffolding techniques. Crafting effective instructional experiences within the learning by doing framework demands a thorough understanding of scaffolding, learner motivation, and volition (Keller & Deimann, 2018). Initially supporting intricate tasks, scaffolding gradually diminishes as learners' proficiency advances, ensuring challenges are presented without overwhelming them (Keller & Deimann, 2018). Motivation propels engagement, while volition aids in goal setting and perseverance, highlighting the delicate balance required in scaffolding (Keller & Deimann, 2018). Mastery of instructional scaffolding necessitates a deep understanding of learners' motivational processes to enhance engagement and optimize learning outcomes (Keller & Deimann, 2018). Appropriately designed scaffolding bolsters confidence and competence, fostering agency and ownership in the learning journey (Keller & Deimann, 2018). Instructional designers must create scaffolded activities that dynamically respond to learners' motivational states, facilitating sustained engagement and continual progress (Keller & Deimann, 2018). In sum, effective instructional design demands a seamless integration of scaffolding, motivation, and volition, all supported by hands-on learning experiences.
References:
Bedenlier, S., Bond, M., Buntins, K., Zawacki-Richter, O., & Kerres, M. (2020). Learning by doing? Reflections on conducting a systematic review in the field of educational technology. In Systematic Reviews in Educational Research: Methodology, Perspectives and Application (pp. 111–127). Retrieved from Google Scholar.
Bosler, A., & Greene, D. (2012, June). How to practice effectively...for just about anything [Video]. TED Conferences. (2017, February). Retrieved from YouTube.
Vrabec, N., & Bôtošová, Ľ. (2020). The Concept of Learning-By-Doing in the Context of Media Education and School Quality Assessment. Communication Today, 11(1), 140–149. Retrieved from Google Scholar.
Keller, J. M., & Deimann, M. (2018). Motivation, Volition, and Performance. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed.) (pp. 78-84). New York, NY: Pearson.
Khansila, P., Yonwilad, W., Nongharnpituk, P., & Thienyutthakul, S. (2022). Improving Academic Performance in Geometry Using a Mastery Learning Approach through GeoGebra. Journal of Educational Issues, 8(2), 876–894.
Schooler, L. J., & Anderson, J. R. (2022, March). The disruptive potential of immediate feedback. In 12th Annual Conference. CSS Pod (pp. 702-708). Psychology Press. Retrieved from Google Scholar.
Zeitlin, W. (2018). Teaching Note—Innovations in Teaching Research: Learning by Doing. Journal of Social Work Education, 54(3), 568–575. https://doi-org.oclc.fullsail.edu/10.1080/10437797.2018.1434429
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