Think back to your early days in school. Do you have a favorite teacher that stands out in your memory? Now, why did you choose that teacher? What made him or her so memorable?
When I ask my graduate students these questions, I receive answers ranging from “because she cared” to “because he believed in me.” I rarely hear “because s/he was excellent in his or her subject matter.” These answers don’t disparage the importance of expertise, but they do emphasize the importance of human values, communication, and relationships.
Now, more than ever, we face educational debates that pit “traditional” values and teaching methods against innovation. What is most important to remember in this debate, however, is that our interactions—our emotions, feelings of belonging, and sense of community—are essential to any teaching model or delivery. Students and teachers must form a safe learning community in order to explore and grapple with complex questions and to engage in a dialogue about social change.
As we find the balance of tradition versus change, we must remember that traditions are part of the formation of our identity—both as individuals and as communities. Change and innovation do not necessitate abandoning tradition. Think about what it means to you to be Cabrinian, of the traditions you experienced as a student or an alumnus/a that helped influence you. Our traditions make us who we are and are a vital part of creating a sense of belonging and community. These traditions are essential in guiding us into the future. They cannot, however, stand as barriers.
The needs of our communities and students are changing, and we must embrace innovation while drawing strength from our traditions, such as our commitment to Education of the Heart. In order to deliver a distinctive Cabrini education that not only prepares students to be successful in this era of rapid technological changes, but also to be committed to social justice and engaged citizens of the world, we might need to employ creative practices, such as hybrid or online models, that, while innovative, remain grounded in tradition.
My research explores tradition versus innovation in pedagogy. As neuroscientists learn more about brain function, we can use this information to drive various aspects of learning, such as the relationship between emotions and cognition. And, with this information, we can create environments that support varying needs of a diversifying student population.
In working with graduate students, my colleagues and I learned that the type of assignment in a course drove student preference for delivery method. For example, for less complex work, students reported a higher preference (emotional connection) to learning through group work (97 percent) over instructor lecture (59 percent) or individual learning (53 percent). When asked to rank their preference, however, with regard to more complex assignments, students indicated a preference to learn with an instructor.
When the same students ranked their preference with regard to online learning, the results indicated that students perceived online learning similar to individual learning. They reported higher anxiety and feeling less confident when they thought about learning online as compared to learning in groups, with an instructor, or even learning alone.
This important finding highlights the tension between traditional approaches to teaching and learning versus evolving delivery methods. It also provides insight that can help us to address barriers, making the student experience less stressful and more conducive to learning and critical thinking.
I use my research to inform work with adult learners, creating a unique learning environment that meets their needs and potential anxieties while still fulfilling the traditional side of the Cabrini mission. For example, online instructors will want to create activities to build community and to lower student anxiety, especially at the beginning of the course. Such activities could include team building and clear instruction on the use of the new technology. We often use ice breakers and introductions during traditional classes in order to form relationships and build community. It is equally important to find creative ways to mirror that experience in hybrid and online courses.
Though there is a great deal more research that needs to be done, I feel confident that the challenges in balancing tradition and innovation do not come from technology, nor are they about new learning theories. It is about finding new strategies for working with various learning delivery methods to maintain the traditional needs of all students—a sense of community and connection. Facilitators should be aware of the goals they are trying to achieve and what strategies can best support the learning process. It is also important to stay sensitive to adult learners who may find technology challenging. We can enhance their learning experience and reduce anxiety by guiding them to reflect on how they best learn online and by guiding them toward developing understanding rather than simply acquiring knowledge.
Alia Sheety, PhD, Associate Professor of Educational Policy and Leadership, can be reached at alia.sheety@cabrini.edu or 610.902.1082.