![]() ![]() ![]() In fall 2014, a total of 81 percent of those who passed their courses gained level T1 (satisfactory) in their studies. ![]() In January 2016, the pass-through rate of online studies was already over 70 percent.Ĭompared to fall 2014, approximately 70 percent of students gained better grades in their studies during fall 2015. In fall 2015, the corresponding number of passed online studies was 59 percent. In fall 2014 a total of 49 percent of students successfully passed their online studies provided to Riveria students. Higher pass-through rate in online courses With one of our customers, Riveria, we compare the study results of students from fall 2014 to fall 2015, after the adoption of phenomenon-based learning pedagogy.īelow are the 2 most remarkable improvements in study results enabled by phenomenon-based learning. Improvements in study results over one year It also helps learners to make connections across different disciplines. Phenomenon-based learning provides a more meaningful learning experience by actively engaging learners to solve problems that have a real-world context. The employee can discover how the knowledge from different areas are connected and apply to real life. On the other hand, engaging employees to solve real life problems, scenarios and events in the workplace encourages connected learning. In other words, learning lacks meaning and context. Quite often learners are taught the theories and concepts of different subjects but then cannot make the connections between them and how they relate to real life. Traditional instruction is also focused on isolated subjects that seem separate from each other. There is also no active engagement on the part of the student. As a result, learners are more focused on the memorization of facts instead of how to apply the knowledge to new problems or ideas. This means that instructors dictate knowledge to learners. ![]() Having employees discover the knowledge and skills needed to solve these work-related problems not only improves skills, but gives immediate relevance to how the skills can be applied to the job.Ī criticism of traditional instruction, a method used routinely in corporate learning, is that learning is passive. In the workplace, this could include challenges that the employee or employer wants to solve. Instead of passively learning abstract or disconnected concepts, phenomenon-based learning presents real life problems and asks learners to actively discover the knowledge and skills required to solve them. The goal of phenomenon-based learning is to prepare learners to solve problems in real life. The purpose and benefit of phenomenon-based learning This means that a topic must be a real-world issue or “ phenomena” and that learners need to apply different perspectives in order to study the topic. This type of learning shares similarities with project-based learning, problem-based learning and inquiry-based learning.Ī key difference, however, is that phenomenon-based learning must have a global context and an interdisciplinary approach. Instead, learners investigate and solve their own questions by applying what subjects are relevant to the problem.įor example, to understand and solve a question about climate change, knowledge from different subjects such as science, geography, mathematics, and history may be needed. No specific subject is taught, nor is there any preset learning objective. Phenomenon-based learning is a learner-centred, multidisciplinary instructional approach that is based on student inquiry and problem solving.
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