Terry Wood

Learning technologies support not just content delivery but also flexible, reflective collaboration through asynchronous text-based discussions. This format allows students to engage at their convenience, reduces distractions.

This module helped me understand the power of collaborative learning and how social interaction can significantly enhance the learning experience. I learned that collaboration goes beyond just group projects—it can involve peer mentoring, co-creating course materials, and even students conducting their own research and analysis.

What stood out to me is that collaboration isn’t limited to students. It can occur among faculty, between mentors, or across all levels—faculty, mentors, and students—working together. Moving forward, I plan to incorporate more opportunities for meaningful collaboration in my teaching to encourage shared learning and deeper engagement.

This module highlighted the instructor’s role as an active facilitator in transformational learning. I’ve learned that meaningful growth happens when both instructors and students engage in exploring their beliefs, values, and assumptions.

I now see the importance of an instructor-learner-centered approach—where trust and care form the foundation for deeper learning. Moving forward, I plan to focus on building strong relationships with learners and creating opportunities for critical reflection and personal growth.

This module reinforced the importance of transformational learning, where students reflect on their beliefs, values, and assumptions. I’ve learned that instructors must be active facilitators—building trust, asking critical questions, and guiding reflection—to truly support student growth.

An instructor-learner-centered approach is more effective than a purely learner-centered one because it fosters meaningful relationships and deeper engagement.

I plan to apply this by creating assignments that encourage self-reflection, promoting open dialogue, and building a supportive environment where students feel safe to explore and grow.

This module taught me the value of active and constructivist learning environments that engage students through real-world problems, social interaction, and student choice. I learned how important it is to consider learners’ prior knowledge and to create interdisciplinary, student-centered experiences that promote deeper understanding and motivation.

I plan to apply these principles by designing lessons that are relevant and interactive, encouraging collaboration, offering students choices in their learning, and using ongoing assessment to support growth. My goal is to create a more engaging, meaningful, and reflective learning environment.

In this program, I learned that adult learning behaviors are shaped by personal, informational, and instructional preferences. A widely used model breaks learning styles into three categories: auditory, visual, and tactile/kinesthetic. Auditory learners prefer spoken information, visual learners need charts or images, and kinesthetic learners understand best through hands-on activities. Understanding these styles helped me reflect on my own learning and how to better communicate or teach others by meeting their individual needs.

One key takeaway from this module is the importance of clear communication and professionalism in student advisement. I learned how to deliver policy reminders in a way that’s respectful, firm, and constructive—balancing authority with empathy.