Deeper Learning, Dialogic Learning, and Critical Thinking by Emmanuel Manalo

Author:Emmanuel Manalo
Language: eng
Format: azw3
ISBN: 9780367339586
Publisher: Taylor and Francis
Published: 2019-09-12T00:00:00+00:00

Limitations and directions for future research

In the two studies described in this chapter, students conducted their preparation during the experimental class sessions rather than during homework. This was because control of individual differences in preparation (e.g., length of time spent on preparation, adherence to instructions given) was necessary to examine the effects of the intervention in each study. If we administer preparation as homework, it is likely that individual difference in preparation would occur. To avoid this, teaching concrete strategies such as those described in this chapter is one effective approach.

While the two studies about preparation described in this chapter examined effective ways of preparation for understanding instruction provided by teachers in classroom lessons, it is also necessary to examine the effect of preparation on learners' interactions in class. Getting prior knowledge might also affect cognitive processing of input information during learners' interactions. As mentioned above, learners process new input information with prior knowledge. Then, learners can better understand other leaners' opinions and explanations when they have undertaken preparation. In fact, research studies about cooperative learning have shown that learners with much prior knowledge can better integrate various pieces of information during interaction and deepen their learning (Gijlers & de Jong, 2005; Schmidt, De Volder, De Grave, Moust, & Patel, 1989). So far, many research studies about cooperative and collaborative learning have examined characteristics of effective learners' interactions (e.g., Okada & Simon, 1997; Ootwijn, Boekaerts, & Vedder, 2008). However, the effect of preparation on learners' interactions has not been examined adequately. Future research studies about preparation need to investigate the effects on, and effective ways of preparation for, learning through interaction.

Recently, the importance of homework has been highlighted. However, many researchers and school teachers have largely neglected preparation as homework. Learning is not only attained with classroom instruction. Through the three learning phases of preparation, classroom lessons, and review, learning becomes deeper (cf. Shinogaya, 2012). Therefore, preparation is necessary for deeper learning in classroom lessons as learner's process new input information with their prior knowledge. In addition, to undertake preparatory learning is an important skill to keep learning effectively in everyday life. For students, it is important to connect what to learn in preparation and what to understand in classroom instruction to deepen their understanding and to develop their learning skills for the future.

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