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Hansman (2001) argues that she obtained a master’s degree in secondary education and was appointed to teach writing. However, her background was in music and computer programing. As a result, the university proposed a series of workshops she had to attend. The workshops were lecture-style classes with the guidelines that the English Department wished her to use for teaching and assessment purposes.  By the end of the workshops, according to the university, she was ready to teach adults and traditional-aged university students.

I had a similar experience in the Dominican Republic prior to landing in Canada. I was serving as an elementary Music teacher and Social Studies teacher. All of a sudden I found myself teaching basic English to Adult Learners as part of an English Immersion program.

I participated in a transmission learning activity. I also had to attend a series of workshops that were going to prepare me to face the classroom. However, after I started teaching I found that the guidelines I was given were just guidelines and that I had to find a way to change my teaching and assessment style because it did not match with the instruction.

After a survey conducted with the learners, I discovered that most of the learners were interested in taking the Basic English course to be able to obtain a job where English communication skills were required. As a result, I incorporated Scenario-based learning (SBL)in a way that the learners were the main participants and I was acting as a facilitator.

I think it is important to pay attention to the level of interest students show while attending a class or course. For example, after I made adjustments to my teaching style and started to become a facilitator instead of a lecturer, my students started to develop more interest in the class.

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In my experience, my last course, Foundations of Adult Education, was a great example of transmission learning. My idea of adult education was quite vague and in the course, I learned about philosophies and theories of education. I did have a few learning experiences in the past, however, after learning about the theoretical part of education, I was able to have a clear idea of my own ‘theory’ of education - which is heavily influenced by the humanistic approach. Reflecting on my past experience, I believe this provides a solid foundation for further exploration in my journey of becoming a professional in the adult education scene and many more experiential models to come. I believe transmission learning is quite useful in foundation courses and it provides a base for social constructivism.

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Both Hansman and Clair talked about how to be responsible educators. Hansman (2001) mentioned she listened to recommendations from others about how to teach. St. Clair (2015) mentioned educators should let learners know what they could expect and could not expect in the specific courses.

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It is my understanding the transmission model of teaching involves the teacher as the “sage on the stage”, and the learners sitting and taking in the information that is conveyed to them orally.

Whereas the experiential model involves the teacher as more of the “guide on the side”, and the learners interacting with each other, tools, and their environment to learn.

I attended university for the first time from 2004-2008. At that time, in my specific program, the model of teaching was largely based on the transmission model. Learners spent most of their course time in lecture halls listening to the professor lecture and taking notes. Personally, this was what I had always known learning to be, it was what I was used to and how I had learned to learn. So, for me it was useful and effective. The only exception was if your course also had a seminar component. In that case, you would have a chance to meet with a small group of classmates and discuss relevant topics with each other. At the time, I did not enjoy the experiential part of learning – seminars. However, I was much younger then, and I would much prefer that learning environment now.
I have been most likely to encounter experiential learning throughout my vocational training. The career I have been in for most of my adult life is one that requires constant upskilling and mentoring. These are typically achieved by completing the tasks in a real world or simulated environment. Since my work results in unpredictable and sometimes risky interactions with individuals, social constructivism is incredibly effective in this situation. It allows my colleagues and I to learn how to work effectively with each other and with the varying personalities we may encounter.

I have a question for anyone to answer… is completing a discussion post based on the material you’ve read considered experiential learning or part of the experiential model of teaching? I ask because when typing up this discussion post I wondered if I was currently involved in the transmission model or experiential model.

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When I was completing my BA, there was a lot of theory.  I learned about theories of Child Development and theories of language development and had to memorize the phonetic alphabet and a transmission model was the only way to really do this.  Especially when there are over 100 people in a lecture.  however, by my fourth year in Linguistics and I was now observing children and transcribing their speech, I began to use it in a more experiential way.  In this situation, the transmission model prepared and provided the base needed to then apply it.  Hansman (2001) says that "learning is seen as
something that happens inside the brain, separated from the experience and
the context of the learning situation."  I feel this situation is a good example of this because the chapter also references the concept of learning that it is learned in one context to be applied to others.

Hansman (2001) discusses situated cognition and the belief that learning is social in nature and what shapes learning is the interactions, the tools, the activity and the social context of the activity.  What I teach currently at this moment is 'Creative Expressions' to adults who are learning to become Early Childhood Educators.  There is some theory in my lectures about how creative skills are developed and theories behind it, but the goal of my class is to have these future educators be able to go and facilitate these with children.  I feel the very best way to prepare them for this is to have them actively do this in my class through an experiential model.  They practice facilitating art experiences with each other and I facilitate an art experience every class.  The participate in the experience, and then we discuss afterwards what their thoughts are on the experience they just did.  How did they find the activity, what was fun, what was frustrating, did they learn something new, etc... The things they experienced are the same things that the children experience, and that viewpoint is invaluable in this type of program.

Hansman, C. A. (2001). Context-based adult learning. New Directions for Adult and Continuing Education, 89, 43–52.

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Hansman (2001) describes transmission learning as a model of teaching in which the instructor "tells the students the facts they need to know, with the expectation that they would remember them long enough to use them correctly" (p. 45). In this model, the instructor is seen as an authority figure who has all the knowledge and is responsible for transmitting it to the students. There is an emphasis placed on passive learning, where students are expected to absorb the information without necessarily connecting it to their own experiences or contexts. The best example of this type of learning is formal classroom learning where the teacher transmits knowledge in a lecture format, with the use of visual aids, but assumes that the student will take the notes and memorize the information. They typically would not connect the learning material to personal experiences or ask that the material be relayed back to them in an engaging way.

Hansman (2001) argues that experiential model of learning is an excellent example of context-based learning, highlighting the important of connecting new and prior learning experiences. Experiential learning models emphasize the importance of hands-on learning, problem solving and using personal experiences to enhance learning. In my experience with experiential learning this works best with technical and tangible learning/training. For example, courses and workshops where you learn how to decorate a cake or arrange floral arrangements. Alternatively, experiential learning is likely to occur for on-site training such as apprenticeship programs.

Both transmission learning and experiential models have their place and strengths in adult education. The best approach would be dependent on the learners' needs, goals, and the subject matter being taught. Overall, the key is to create a learning environment that is relevant, engaging, and meaningful to adult learners. Transmission learning may be more useful for younger learners who need to learn things like vocabulary, or basic mathematical formulas. There may also be situations where learners may simply prefer a more structured and formal approach to learning. social constructivism and experiential learning models are typically preferred by adult learners. Adult learners are motivated by connecting new knowledge to prior experiences, and when they feel the content is relevant. They also tend to be more autonomous, self-directed, and prefer learning environments that are more learner-centered and interactive.

Hansman, C. A. (2001). Context-based adult learning. New Directions for Adult and Continuing Education, 89, 43–52.

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When I think about transmission learning, I think about my first Bachelor’s degree—cramming in the Gibson library at Brock and coming home late after reviewing my lectures and readings, mentally and physically tired. It was when I started my career that I was able to better understand what I had previously learned as I was doing the pieces of my role and connecting to theory of what I learned.

The transmissive phase can be seen as formal learning—spending time listening, learning, reading, writing on theory and understanding history where facilitators use teaching tools to help portray the message (Hansman, 2001). I look back at my bachelor’s degree and my post graduate certificate because this is what I tie it to—constant reading, listening, and asking questions to clarify. I found this stage to be helpful in intensive heavy courses, like employment law or history. Images, texts, and graphs, as someone who is a visual and audio learner, I need to see things and hear the story behind it. Take for example history—I love learning about history; being able to step on to a battlefield with a tour guide who discusses what happened and how the troops came in will have a greater impact on me understanding then listening to a podcast.

In comparison, the experiential learning allows us to learn the task independently (Hansman, 2001 p. 46). I think of my co-op that I need to complete for my post graduate certificate in HR; while completing the co-op, I was able to connect the dots that I learned in theory and apply them in a practical day to day session. I like to think of experiential learning as the non-formal/self-directed learning as described by Merriam et al; someone would learn something without realizing it, like going to a museum (Merriam et al., 2013 p.19).

I think a combination of transmission and experiential learning will be beneficial and effective to the audience, if the facilitator knows how to do it. Adding social constructivism, where adults can be social and collaborate, learning will be better understood, reinforced, and shared between peers. The facilitator should understand that technology, family, work, and money play a major role in someone’s decision to attend school or a course; the material itself should also be engaging and understanding to someone. Allowing adults to share experiences, understanding, or even a group where people can help work through a problem will resonate with the students and how they remember the material. A mixture of these 3 will be beneficial to push adult education in the future.

Hansman, C.A. (2001). Context-Based Adult Learning. New Directions for Adult and Continuing Education, 89. 43-52.

Merriam, S.B. and Bierema, L.L. (2013). Adult Learning: Linking theory and practice. John Wiley & Sons, Incorporated. 1-23.

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I have been a participant in both transmission models of learning and experiential models of learning in my current teaching role as a professor of massage therapy. I find the theory-based lectures are more rooted in transmission-based learning which Wilson, L. O. (n.d.) describes as when information is taught to others through telling, demonstrations, and guidance (para. 1). This is a more passive style of learning for the students, as they are fed the information they need to know to participate in upcoming labs and clinical placements. We then shift to a lab-based portion of the course, where the students are exposed to experiential learning. Applying what they have learned during their weekly lecture on a ‘simulated patient’ or classmate.

I find transmission-based learning is essential in this program of study, as it has to do with human anatomy and the musculoskeletal system, as well as massage techniques to safely apply. Without gaining that prior knowledge, it would not be possible to let the students engage in the experiential portion of learning in the same way. The instructors are still involved in the clinical placements, but as the students progress through the program, the involvement of instructor changes and becomes more passive.

Hansman, C. A. (2001) highlights the key phases of cognitive apprenticeships in this article as being “modeling, approximating, fading, self-directed learning, and generalizing” (p. 47). I can see how my interactions with students in the massage program can relate directly to this type of learning scaffolding, particularly when they are in the upper years of the program and begin working with the public. As students become more proficient in their massage techniques and in their assessment of the patient, the teachers and clinical instructors tend to take more of a back seat, allowing the students to engage in more self-directed learning and generalizing rather than continuing to model the behaviours to them like we would in semester one. I believe this is very important, particularly in a hands-on field like this, to allow the learner the space to implement things they have learned and allowing them to make slight corrections along the way in order to best digest the content.

References:

Hansman, C. A. (2001). Context-based adult learning. New Directions for Adult and Continuing Education, 89, 43–52.

Owen Wilson, L. (n.d.). The Four Types of Learning. Thesecondprinciple.com. Retrieved May 5, 2023, from https://thesecondprinciple.com/optimal-learning/types-of-learning/

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Brenda Reardon - Schooling and Education

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Brenda Reardon - Schooling and Education

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Reading about the different types of learning had me ponder my own learning experiences and how I experienced each one. For example, I attended a university for nursing, which is a program that offers both transmission learning and experiential learning. Sitting in lectures for hours with 200 other students passively listening to my professor speak, taking notes to try and remember the endless amount of information, so I could then go home and study the material to remember it, so when I attended the practical part of my nurse training for my experiential learning I could then apply the information I learned in theory based teaching.

Another example of the transmission model can be seen in the motorcycle riding training program. The course consists of two parts, the classroom, and the on-bike part. The classroom portion is inside for 3 hours of theory-based teaching and the on-bike session is 14 hours outside consisting both of 30% theory-based and the rest of experiential learning (hands-on).

When it comes to transmission learning or experiential model, the subject should determine the model used. For example, learning the types of medical drugs and their uses for patients in a medical setting is best learned through transmission because the knowledge must come first before a trained professional can administer drugs safely to a patient. The experiential model would work best in the labs where nurses put their theory based knowledge into practice.

Hansman, C. A. (2001). Context-Based Adult Learning. New Directions for Adult and Continuing Education, 2001(89), 43–52. https://doi.org/10.1002/ace.7

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Reflecting on our job as dental hygiene clinicians, we also perform the function of an educator at the same time, the learning environment combines experiential learning with transformational learning. Transformative learning constructs knowledge based on experiences to provide general knowledge. For instance, We first provide our clients with theoretical instruction regarding oral health, dental plaque, their habits and diet, and then after they have a broad understanding, we demonstrate it to them using a camera and screen or a mirror in their mouth and we depend on their cooperation to keep their teeth healthy. ” adult education as a field has always valued learning from experience and collaboration” Hansman (2001, p.44)

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Based on what I read in this week’s articles, transmissive learning sounds quite passive. It is listening to a lecture or reading about a subject. Experiential learning is learning by doing, while situated learning adds another level of depth to that model because it is learning by doing together. The basis of the theory is that learning among peers adds a lot of value to a learner’s experiences. Although I agree with Hansman and St. Clair that experiential learning is a very effective teaching model, there are certainly times when transmission learning is valuable.

In my workplace, we use a provincial database that is quite complex. The first several days of training when I started were simply watching the trainers navigate the program. While a little boring, this was essential to my learning and built a foundation that helped me master other parts of the job. Once the navigation portion of the training was complete, the program moved on to using more experiential models. We were given scenarios and had to enter the client’s information accurately, or have to look at the client’s information and determine their eligibility for our program. After the formal classroom learning portion of training was complete, we moved on to job shadowing where we were immersed in a situated learning environment and learned from our mentors and peers. Combined, this training program does a great job of preparing new staff for their new role.

Hansman, C. A. (2001). Context-based adult learning. New Directions for Adult and Continuing Education, 89, 43–52.

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The transmission model is frequently encountered when the sender conveys information to a large audience. A prime example is taking an asynchronous online course, where our professor must share information with a large audience of students, for example, using the Padlet platform. I have never heard of such a platform until enrolling in this program. Therefore, the professor is seen as the primary source of knowledge. While we, the students, are seen as the passive receivers of information. According to Hansman (2001, p.49), "It is imperative for adult educators to understand that learning can take place in many settings. Therefore, educators must design programs that will help to incorporate tools, context, and social interactions with others."

On the other hand, Experiential models focus on the role of perceptions, emotions, and context in shaping communication outcomes. As a result, in experiential models, "the learning is in the doing or the experience" Hansman (2001, p.46)

In addition, Social constructivism is hugely influential because it helps to encourage us as learners to take on an active role in our learning, which often leads to greater motivation and engagement. Moreover, social constructivism recognizes the imperative of context and culture in shaping our understanding of the world, which often helps us as learners to develop a cultural perspective.

Reference

Hansman, C. A. (2001). Context-based adult learning. New Directions for Adult and Continuing Education, 89, 43–52.

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When thinking of transmission learning as explained by Hansman (2001), there was information that was to be taught to persons with very little experience in the field. It involves much teaching and then some form of memorization along with the understanding that comes along with it.  Thinking back to my first forays in post high school studies would what sounded most close to transmission learning. Sitting in a lecture hall with all the other students and learning from the subject matter expert. I am suddenly reminded about Biochemistry, how many levels of knowledge and memorization and as the information was relayed, we were expected to know and apply it going forward.

Personally this continued into the next years, when I started the paramedic program, come in and learn information for the first 4 months with very little practical knowledge. Then the experiential phase began. Going into a hospital setting, going onto the road and learning how to do the skills with hands on when practicing with partners, when learning with patients. How to do an assessment, how to auscultate, how to do IV's and blood draws.

All of these practical skills are rooted in theory. There needs to be a theoretical portion that explains WHY we do what we do and how it helps the patient and how to best employ the techniques. These techniques then have to be physically practiced in order for people to fully understand the model of what is going on and at this point the combined nature of learning comes to bear fruit

Hansman, C.A. (2001). Context-based adult learning. New Directions for Adult and Continuing Education, 89, 43-52

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Reflecting on my first journey in adult education, the learning environment heavily utilized both, but at different stages.  Initially, transmission learning was the primary mode used to build a foundation of knowledge- a starting point.  As a graduated high school student all those years ago, I did not know anything about the oral cavity except to brush and floss, so entering a dental program was like learning a new language.  As the program progressed, clinical components were applied, piecing theory and practical together, which still involved a transmission learning model.  The theory content did lighten to make room for the practical component in which the experiential models were more appropriate.  I would watch my instructors perform a skill; I would complete it on mannikin and then on the client.  As Hansman (2001) describes, experiential learning is completing a task sequentially.

My experience working in a post-secondary institute shows that the core education models rely on cognitive apprenticeships.  I can visualize the steps Hansman (2001) includes from modeling as the observation by learners, having them try the skills in a safe environment with feedback, and eventually having decreased supervision.  Perhaps my own experience, but it is because of this learning process and doing that social cognitivism is more effective in this capacity.

Hansman, C.A. (2001). Context-based adult learning. New Directions for Adult and Continuing Education, 89. 43-52.

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Both transmission learning and experiential learning are useful approaches to learning, with varying degrees of effectiveness depending on the context, content and learner. When one thinks about the educational systems with which they have the most experience, they are often recalling their experiences with transmission learning, wherein the teacher is the subject matter expert who delivers content to learners (St. Clair, 2015). Transmission learning does have certain deficiencies; author Hansman notes that transmission learning can place the learner in “a state of passive attentiveness and decreasing interest and awareness” (Hansman, 2001, p. 43). I find it ironic that St. Clair uses the example of a table of verbs as transmission learning, because as a former French Immersion student, I immediately thought of the drills I learned and endless lists I recited in order to memorialize various French verbs in my mind. That said, this type of learning was reinforced and complemented by using the verbs in active practice, or experiential learning.

By contrast, experiential learning is hands-on learning that is conducted through the use of activities and experiences. One often thinks of on-the-job workplace training. As a child, I participated in 4-H, an extra-curricular group to teach youth about agriculture and a variety of life skills. The motto of 4-H is ‘Learn to do by doing’, which is a great example of experiential learning.

Third, social constructivism is formed based on collaborative interactions between learners. This helps reinforce learning, and can provide opportunities for learners to develop shared experiences that reinforce learning. This methodology also promotes problem solving, and collaborative team work skills. Like experiential learning, my interpretation is that social constructivism is learner focused versus instructor focus. Uniquely, social constructivism allows learners to be educators themselves!

In my perspective, I think a combination of transmission learning and experiential learning can be more effective than the use of a unique approach. Without transmission learning, hands-on learning lacks content and context related to theory, and conversely, without active practice, transmission learning can become boring and easily forgotten.

Hansman, C. A. (2001). Context-based adult learning. New Directions for Adult and Continuing Education, 89, 43–52.

St. Clair, R. (2015). Creating courses for adults: Design for learning. San Francisco: Jossey-Bass.

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Transmission learning, as I see it is the basis of new knowledge. At some point the information needs to be shared in order for experiential learning to happen. Hansman (2001, p. 45) states, "learning is not something that happens, or is just inside the head, but instead is shaped bythe context, culture, and tools in the learning situation." As knowledge is offered learners need to be able to apply it to fully understand it even when the result isn't necessarily a physical skill. We can sit through a math lecture, for example, but the full scope of learning is not complete until we can perform the calculations. My experience in past education has included a lot more traditional forms of transmission learning via in person lectures and online videos as well as experiential learning like chemistry labs and computer courses. However, as education has evolved over the last 10 years since my first time in university, I see a pedagogy that is enriched with many forms of learning tied together.
Through my experience as a student as well as an instructor I can appreciate the four key values of teaching as laid out by St. Clair (2015, p. 19) which include encouraging active learning, allowing students to have some control over their learning, building connections with their own experiences and encouraging collaboration with other learners. Active learning is engaging with the content, using interactive components such as H5P in Brightspace or asking students to read and answer questions from a text would fall under this category. Allowing students to produce their assignments in alternate ways allows them to have control over their learning, I had a professor last semester who allowed us creative freedom with our assignments,
there were suggestions of essays or videos but ultimately, we had the choice in how we would submit our work. Building connections is essentially what we have been asked to do with this post by engaging in transmission learning through the readings and producing experiential knowledge by reflecting on our own lives and experiences. Lastly encouraging collaboration with others is something I have experienced through the many group projects I have done over my educational career, but more subtly it also can be experienced through these types of posts and responses with our classmates. I do not believe that one form is more useful than the other, rather, we need both forms to create a well-rounded learning environment, "As Antoine de Saint-Exupéry said, "Perfection is achieved, not when there is nothing more to add, but when there is nothing left to take away" (St. Clair, 2015, p. 15).
St. Clair, R. (2015). Creating courses for adults: Design for
learning. San Francisco: Jossey-Bass.
Hansman, C. A. (2001). Context-based adult learning. New Directions for Adult and Continuing Education, 89, 43–52.

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Fernanda Bianconi - Schooling & Education

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Fernanda Bianconi - Schooling & Education

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In any learning environment, knowledge needs to be learned and skills must be developed. Upon reflection on transmission and experiential learning, I can see where both models can be effective. Transmission learning “focuses on the content and the information, with an emphasis on "getting it across" to the learners” (St. Clair, p. 14). Transmission learning, therefore, can be seen as the most traditional form of learning. The teacher is the “expert” on a specific topic and is responsible for presenting the information to students. I experienced this teaching model in my first undergrad program (early 90s). These were the classes where the professor stood in front of 1,500 people and recited theory with very little interaction with students. This style of instruction is beneficial to theory-based learning, where students gain a new understanding of a specific topic. Experiential learning, on the other hand, “emphasizes doing the task in order to learn it” (Hansman, p. 46). This style of learning comes from internships/placements, research, hands-on labs etc. where students are directly involved in their learning.  On the other hand, social constructivism focuses on collaborative learning – students working together and learning from each other.  For instance, working on the dreaded “group assignment.” Despite some resistance from students to this model, communication, teamwork, and collaboration skills are developed on top of acquiring knowledge.

In my experience, the teaching model an instructor uses depends on the content and learning objectives of the course. I strongly believe that the experiential model is the most effective as it engages students in their learning, encourages creativity, fosters reflective learning, and allows them to connect theory and knowledge learned in the classroom through internships/placements.

References:

Hansman, C. A. (2001). Context-based adult learning. New Directions for Adult and Continuing Education, 89, 43–52.

St. Clair, R. (2015). Creating courses for adults: Design for learning. San Francisco: Jossey-Bass.

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What I have grown to understand the difference between transmission and experiential learning to be is between “passive” and “active” learning. Experiential learning is learning through an activity or task (Hansman 2001). It is active, with participation, using your hands and often trial and error. Transmission learning on the other hand is passive. Hansman 2001 describes learning this way as “being in a state of passive attentiveness and decreasing interest and awareness” (p. 43). I’m not sure I can say that transmission learning is every the ideal way to learn. It almost seems in my opinion to often to occur out of inexperience the instructor. I think though that there is a small place for this learning if its done in conjunction with experiential or other active forms of learning. For example, possibly beginning a lesson with transmission learning but then pivoting to application and active methods of learning. This I think speaks to the Hansman 2001 article where they mention that “adult learning does not occur in a vacuum” (p.45), that learning isn’t passive but an active process.

Hansman, C. A. (2001). Context-based adult learning. New Directions for Adult and Continuing Education, 89, 43–52.

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In the past, I used to assist with pre-employment activities, we would assist through workshops such as resume writing. Employees would run the workshop and demonstrate what components are necessary to add to a resume. Students would participate in the class, learn some fundamentals then would return home complete their resumes on their own, and come back to get more assistance or proofreading. These workshops would provide demonstrations and guidance as clients worked on their resumes to ensure they understood the concepts, for when they needed to use the same knowledge in the future. When running these sessions, as an instructor, the room would get talkative, we would often tell the students to focus on the teachings of the day and to discuss with their friend or partner after the class had ended. However, as time went on and when we would leave the workshop sessions, we would hear students speaking to one another about concepts, applying them to individual circumstances, and helping one another brainstorm by talking about some of the theories and practices they had learned. At the end of the class, students would pool the information they had gained and then discuss new ways to apply it. Eventually, we learned from what we were hearing in the discussions after class and applied more of a discussion period for students to brainstorm and theorize with classmates to interact as a group and collaborate. Hansman (2001) speaks about how learning can happen both in the classroom and outside of the classroom in interactions and discussions, Whereas I feel students benefited from the use of both models in tandem, I can understand where certain models may be more successful in different learning environments at times when students need to learn tactile skills, they would learn best through demonstrative or tactile learning, however, when you are teaching students theories social constructivism gives more opportunity to use and adapt the theory to apply it in different ways.

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Earlier in my life, I studied to become a Chef. As I worked through this week's readings, I immediately recognized the practice of transmissive and experiential learning, social constructivism and cognitive apprenticeship within that curriculum. All phases were helpful within that program, though the importance of each was highlighted at different stages.

In the transmissive phase, we spent much time on theory and history. Within the classroom, we were listeners, indoctrinated with ideas, guidelines, rules and opinions that seemed abstract that we were expected to apply into practice (Hansman, 2001). It was effective because I committed the theory to memory, but those lessons took time to be valuable and essential.

The experiential phase allowed us some instruction with time to practice independently. The results were mostly emulative, but it was effective in that I could learn mechanics and good habits.

The best part of this curriculum, where I learned my trade, was in the social, situated cognition phases. Spending lab time with other students and learning from their experiences effectively brought context and created cohesion with all the different learning in the program.  The subsequent apprenticeship phase allowed me to lay my educational experiences over practical work with guidance from a more experienced Journeyman.

Finally, the community of practice formed by our cohort allowed for supportive reflection, problem-solving and extension of learning as we developed our specialties and prepared for our Red Seal examinations.

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Reflecting on my post-secondary experience, I realize how much I have learned through transmission and experiential learning theories.

St. Clair (2015) describes part of transmission learning is the information that "[i]nstructors must be experts in the content, and there is a specific, approved version of the content that must be passed on to the learners." (p. 14). There are certainly times when transmission learning was more effective for me. In some courses, I found myself required to have a printout of my professor's PowerPoint so that I could take notes throughout their lecture.

When I think of experiential learning, I picture hands-on experiences that involve active participation. This learning style worked best for me in my clinical course in post-secondary. Sometimes I worked independently on my clinical skills. Other times I was partnered with a peer and could mentor or be mentored.

When reading about how Hansman's work experience did not make her feel prepared when hired to teach a writing program, I reminisced about how I felt very similar in my work experience, wondering what would allow me to feel ready when mentoring students chairside?

According to Hansman (2001), learning to teach happens both in and outside the classroom, including interactions with students, trying new assignments, and observing another professor's class.

In my learning journey, I have appreciated the sociocultural learning theory. Learning from a coworker's knowledge and vice versa is rewarding and helpful during my process.

References

Hansman, C. A. (2001). Context-based adult learning. New Directions for Adult and Continuing Education, 89, 43–52.

St. Clair, R. (2015). Creating courses for adults: Design for learning. San Francisco: Jossey-Bass. (pp. 1–23).

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When I reflect on the two learning environments, I immediately consider my learning experiences within the dental field. Dental has been a big part of my life. Not only was I once a student in the program, but now I have gone 'full circle' and am teaching adult learners in the program with the professors that once taught me. Of course, a majority of the information is learned in the classroom in a formal setting with lectures and demonstrations. However, it is integral to have the experiential learning component, where the information learned can be applied to real clients in the community, in which you learn through experience and hands-on learning. I believe that transmission learning is the stepping stone to experiential learning. Dental, in particular, consists of an enormous amount of information, therefore without the basics learned in the classroom, you would be lost with where to start in the real world. This goes for anything you learn. For example, when you are first learning how to drive a car; you learn about the signs on the street, and what they indicate. You learn the parts of the vehicle, the gas and the brake. Then, once you've learned the basics, you can go off and start practicing to drive the car with an instructor (experiential learning). I think that both styles of learning are equally important, as they go hand-in-hand. However, I think in order to master a skill, the best way is to become familiar with the skill, through continuous practice and experience, or as Hansman explains it, learning by doing. I then reflect on scaling. We can explain to a student how to scale, which angles to achieve in order to be safe, how to keep the tip of the instrument adapted to the tooth, etc., but a student can best succeed through continuous practice of that skill, in order to become successful.

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When I think about my experience with transmission learning, I am inclined to think about the formal schooling that I experienced before starting my career. Most of it involved lectures and memorizing information for exams. The most concrete example of experiential and transmission learning that I can think of was my training to become a Montessori teacher. For this, we had an intensive 6 months in class (transmission learning) and then we had a complete year, 5 days a week as a student teacher in a classroom (experiential learning). I learned a lot during the in-class sections but when I was completing my teaching time everything I had learned was put into practice… and I learned most of what I truly needed to know to be a teacher.

I feel that I learn better through the experiential model but, it would have been impossible to learn as much as I did during my teaching block without the 6 months of solid knowledge that I had garnered before it. I think both models work to serve different purposes.

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Beyond public school, I was hard-pressed to think about a time when I was a learner in a transmission model of education but then I thought about storytelling and the powerful lessons I’ve learned through this mode of learning. In particular, sitting in lectures that involve learning from lived experience, especially when it differs from my own. Some of the most compelling learning I’ve experienced are stories told by Indigenous peoples and people living with disabilities. These stories have allowed me to move further in my learning to understand how these lived experiences and world views impact my students and collaborators.

When I left high school I attended cooking school and during that two-year program, we spent a small amount of time on theory and lectures and the bulk of our time learning through doing through an experiential mode of learning. In this program, our training followed quite closely what Hansman describes as a cognitive apprenticeship (2001, p. 47). First, we would watch a process being modelled by our instructors and then try our own hands at it (often quite badly in our first year of the program). There was much coaching or scaffolding that faded away over our two years together until in the last few months of the program we took on the responsibility of running our own menus and teams, teaching the newer students some of what we had learned, which reflects the latter aspects of the cognitive apprenticeship, I believe. I would never have learned how to cook from listening to lectures and hearing other cooks talk about how they cook, or even just from reading books and watching videos.

Hansman, C. A. (2001). Context-based adult learning. New Directions for Adult and Continuing Education, 89, 43–52.

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