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Life-long Learning Starts In Classrooms

Abstract This paper presents the result of our experiment in a sophomore Circuit Analysis course using the learning-through-teaching method. The main goals of students teaching students are to have the student learn the material effectively and to promote life-long learning by cultivating self-learning. Details of how to make it a successful learning and teaching experience for the students are discussed. Topics discussed include: Why is self leaning important? How is a student teaching assignment organized? How are students motivated? How is the effectiveness of learning-through-teaching assessed? What are the common mistakes? Hopefully, the experience from the learning-through-teaching presented in this paper can provide useful information for others who are interested in this kind of cooperative learning practice.

1. Introduction Life-long learning is the self-directed development and increase in knowledge performed outside of school. This growth is generally viewed by industry and accreditation agencies (e.g., ABET) as important because it prevents skill obsolescence and encourages students and alumni to be more active and capable learners. The lack of a widely recognized method for college professors to encourage life-long learning makes such encouragement a widespread challenge. Without the development of an effective approach one can expect the current status quo of very limited learning outside of classes. This paper describes an experiment in promoting life-long learning by having the students teach portions of the material covered in class. The approach is explained and critiqued with the aim of promoting the further development of instruction in life-long learning.

The recent rapid development of technology makes life-long learning more important than ever; what is taught in the classroom today may be outdated in a few years. In today’s world, life-long learning is essential to be competent in a technological field. Some may think that life-long learning is mostly through on-job technical training but technical training is typically limited to 20-40 hours per year, insufficient to sustain competency. In fact, life-long learning can take many different forms other than on-the- job training, such as self-learning. Self-learning can be done everyday or whenever it is needed and can therefore keep up with the latest development in the technology world. To some extent, cultivating the self-learning ability is more important than the learning of the knowledge itself in higher education.

Self-learning is a more advanced form of learning. Typically, in elementary schools students accept everything the teacher tells them without asking why. In high school, the students are required to use more logical reasoning in addition to learning the knowledge. In college, undergraduate students are encouraged to do more independent study. In graduate school, the students are required to do more independent research work. However, many undergraduate students are still used to the learning style they use in high school and elementary school. They assume it is the teacher’s responsibility to teach them everything they need to learn. These students like the traditional teaching method of

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Zhan, W., & Beasley, R., & Goulart, A. E. (2008, June), Life Long Learning Starts In Classrooms Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--3218