Maximizing reflexivity and praxis by recognizing and counteracting the constraints imposed by stimulus-response learning

Abstract

The Task Force on Educating for Excellence in the MPA Degree acknowledged the essential role of active learning when it advocated the use of pedagogical strategies such as classroom exercises and collaborative projects with agencies. The extent to which these strategies foster reflexivity and praxis is limited by stimulus-response learning, i.e., students deciphering what the instructor wants and producing the appropriate responses/materials. To measure the students' preferences for stimulus-response learning, the authors developed a questionnaire that was distributed to students enrolled in MPA courses at a mid-western university. The findings suggest the students' strong preference for stimulus-response learning arises from a fixation on maximizing grades within the allotted time for studies. Given this finding, a program's success in cultivating reflexivity and praxis is impacted by the adoption of strategies that counteract the preference for stimulus-response learning and thereby encourage students to become more self-directed. Several of these strategies are discussed in the paper's final section.

Measuring Student Preferences for Stimulus-Response (Rote) Learning

“…Consequently, there is a tendency to blame the instructor for insufficient understanding of the material, i.e., the instructor has not explained the material in a way that students can understand or to their satisfaction. A student's academic success therefore is perceived as a function of the instructor's teaching skills instead of defining learning as the shared responsibility of instructors and students (Peters & Higbea, 2012).…”

“…Students, in more specific terms, are able to forego reading the assigned material with impunity (Brost & Bradley, 2006;Peters & Higbea, 2012). The pervasiveness of this perspective is suggested by the prevalence of aliteracy, i.e., the decision not to read even though one has the ability to do so.…”

“…The designation of what students ought to know also enables students to minimize the amount of time and effort they dedicate to comprehension (Sappington, Kinsey, & Munsayac, 2002). They may, in other words, read the text but not invest sufficient time to develop a deep understanding of the material (Boesen, Lithner, & Palm, 2010) and prepare to actively participate in course activities (Peters & Higbea, 2012). A final benefit is minimizing the amount of information students need to study, know, and apply for exams and other assessments (Boesen, Lithner, & Palm, 2010;Brost & Bradley, 2006;Clump & Doll, 2007;Lord, 2008;Ogilvie, 2009;Peters & Higbea, 2012).…”

“…They may, in other words, read the text but not invest sufficient time to develop a deep understanding of the material (Boesen, Lithner, & Palm, 2010) and prepare to actively participate in course activities (Peters & Higbea, 2012). A final benefit is minimizing the amount of information students need to study, know, and apply for exams and other assessments (Boesen, Lithner, & Palm, 2010;Brost & Bradley, 2006;Clump & Doll, 2007;Lord, 2008;Ogilvie, 2009;Peters & Higbea, 2012). Since lectures and PowerPoint slides highlight the subset of assigned readings the instructor deems to be important (Adams, 2006;Albers, 2009), and the definition is reinforced by course activities such as case studies, quizzes, and small group projects (Choudhury, Gouldsborough, & Grbriel, 2010;Uskul & Eaton, 2005), students are able to focus on the defined elements and virtually ignore the other material with impunity (Peters & Higbea, 2012).…”

“…Their allegiance is deepened by the use of grades to track primary school students and for higher education admissions. The educational process, in conjunction with pathways to academic success, therefore nurtures devotees to stimulus-response learning (Albanese, 2000;Albers, 2009;Ogilvie, 2009, Peters & Higbea, 2012Raidal & Volet, 2009). Due to these elements, college students have a deeply ingrained preference for instructors who differentiate between consequential and inconsequential material (Adams, 2006;Clump & Doll, 2007;Lord, 2008;Peters & Higbea, 2012).…”