One of the classical explanations of traditional learning is the Constructivist theory. Constructivism asserts that knowledge is constructed by events that an individual experiences. Knowledge and meaning in this case is created through the concepts of accommodation and assimilation where, new experiences are reframed into one’s mental capacity and incorporation of new events into old experiences respectively (Bada, 2015).
The systems of traditional learning were designed to filter out a majority of persons considered ‘not clever’ in comparison to other ‘clever’ learners who often got the upper hand. The future however dispels this notion with the advent of technology where interested learners do not necessarily attend classroom teaching for knowledge acquisition. Future learning will thus base on creativity, decision making skills, initiative and conceptual understanding as the curriculum changes to student specific. Learning will be by free choice based on field and projects in a personalized fashion without limitation on place and time.
In contrast, future learning features technological applications as e-learning in a more independent way whereas traditional learning is by classroom attendance dependent on teachers. Future learning will demand more technical skills as using electronic gadgets and less expensive as one’s package is limited to affordability levels unlike traditional learning where better education in elite schools is expensive. Both these kinds of education however need the personal effort for good results and certain basic technical skills to ease the learning process.
In the new era, children’s learning should be supported by bringing on board government, parents, NGOs, teachers and the learners themselves in evaluation programs to enable construct curriculums that are social, cultural, political, equitable and holistic in nature.
An ideal learning is where students are personally interested in the process that their educators. Various learning models need to be featured to capture learners from divergent backgrounds. Learning should also be personalized by modeling habits with a balanced criterion for success.
References
Bada, S. O., " Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research " Method in Education, 5(6), 66-70.
