The debate between Direct Instruction vs Discovery Learning is not new. It has been around. However, the amazing part is, it still rages on. Should we let the trainers and designers take control of the learning process or should we transfer the steering wheels to the learners? There is no easy answer.
According to Beal, this is an example of direct instruction: “stop and think before responding to identify the stage of the change process — denial, resistance, acceptance even if grudging or
I believe a third option is in order:
I usually use the embedded model. This means that in a Story-Based eLearning lesson, I design an event so that the learners need to access a reference guide to find the answers to the problem they are solving in the event.
An example event might be:
Compare that to Beal’s “stop and think before responding to identify the stage of the change process – denial, resistance, acceptance even if grudging or full commitment?
We keep on creating events to help learners discover the content in real life.
You can always provide a link to show learners the key ideas. My suggestion would be to rewrite the content in a way that relates to your scenario.
For example: (as an Insight)
Why does Gigi suspect Joe’s views? What are the consequences if Gigi continues to deny, resist and not accept her tasks/role/etc. as demanded by the situation? On the other hand what would be the benefits if Gigi opens her mind to accept and commit?
Observe, that your content is still integrated within the insight. But it is in a story form and related to the decisions that your learners can relate to.
While the debate between Direct Instruction and Discovery Learning rages on, I believe we can come up with a third option where we provide instructions to the learners while keeping the learning process as a discovery scenario. Embedding insight into the content designed in a form of a story, makes it natural for the learners to relate to.
A. Faye Borthick and Donald R. Jones. The Motivation for Collaborative Discovery Learning Online and Its Application in an Information Systems Assurance Course. Georgia State University
Paul A. Kirschner , John Sweller & Richard E. Clark. Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based,Experiential, and Inquiry-Based Teaching. Educational Psychologist
William W. Cobern, et.al. Experimental Comparison of Inquiry and Direct Instruction in Science
Jean Piaget, Wikipedia
Ray Jimenez, PhD
“Helping Learners Learn Their Way”