RSA 3: Resource-Based Learning

Resource-Based Learning

Since we create our lives and careers based off of life experiences, we should allow for our students to learn based off of experiences as well.  In order to gain the interest of students and allow them to learn the way they learn best.  One of the ways to alter the way our students learn is to allow for resource-based learning.  With this type of learning, students can customize the way they learn and what they learn.  This teaches students to be independent, problem-solve and holds their interest and motivation (Robinson, 2011).

Resource-based learning encourages students to access a variety of resources (print, video, sound, etc) to answer questions and further explore educational topics.  With resource-based learning, students are catering their learning to their particular interests, pace and learning styles.  When they are able to control what they learn about that subject, they are much more likely to be engaged.  Also, this process teachers students how to gather information and problem solve independently, which is a skill that will be very useful as adults (Building Information Literacy, 1999).

According to Greenhow, Dexter and Riedel (2006), “online, resource-based learning environments hold tremendous potential for learning in both traditional and nontraditional settings” (p. 26).  In counseling curriculum, this type of resource-based learning can be extremely useful since counselors do not have set class time to work with students on a regular basis.  Therefore, a compilation of various online resources can be made available for students to access whenever they feel the need. This can be particularly useful when it comes to the college search and application process.  Not only can students access the information whenever they need to, but they can also pick and choose relevant information to access as well.  This can help cater the exploration to the student’s individual needs.

Additional Reading

According to So & Kong (2008), there are four aspects to resource-based learning environments.  The first is a wide variety of resources and types of resources.   Also, students should have access to real or virtual “contexts or settings that can be externally directed, learner generated, or negotiated” (p. 156).  This allows students to further their understanding and to manipulate the learning environment.  The third piece is access to tools that allow students to understand the importance or relevance of the topic and the resources they choose to explore.  The fourth piece to this type of learning environment is supports that can be pulled back slowly to allow for students to gain independence as they explore (So & Kong, 2008).

Comparison

When determining appropriate resources, it is important to remember that there needs to be accountability with students accessing the information.  According to Courtad (2012), when students in her study were given a website as a resource, they admitted that they did not access the site throughout the project.   While online resources can offer benefits, it is important to include other types of resources so that students can access all kinds of information.

While Greenhow, Dexter and Riedel feel that online resource-based learning environments can be beneficial, they also acknowledge that these resources need to pass strict scrutiny before they can be successful with the students.  It is important to look at how students will use it, how long they will look at it, and how they can access it before a teacher can assume it will be a positive addition to the resources they provide (2006).

Resources

Building Information Literacy. (1999, January 1). Retrieved from http://www.edu.pe.ca/bil/bil.asp?ch1.s2.gdtx

Courtad, C. A. (2012). Educators: Are Web-Based Resources an Effective Means for Increasing Knowledge in Higher Education?. Assistive Technology Outcomes And Benefits, 8(1), 15-31.

Greenhow, C., Dexter, S., & Riedel, E. (2006). Methods for Evaluating Online, Resource-Based Learning Environments for Teachers. Journal Of Computing In Teacher Education, 23(1), 21-28.

Robinson, K. (2011, November 9). Sir Ken Robinson: Bring on the learning revolution! Retrieved from https://www.youtube.com/watch?v=iMjf9a8rOkU&feature=youtu.be

So, W.M.W. and Kong, S.C. (2008). Interaction of students’ academic background and support levels in a resource-based learning environment on Earth’s movement. Interactive Learning Environments, v18 n2 p153-176 Jun 2010.