I have developed a personal learning model, which includes several interchangeable aspects. First, I focus on gathering and researching data related to the matter. By doing that, I create a factual base for my following decisions. I also use the experience of people around me, which I obtain in two ways, depending on the situation: listening and observation, or direct learning. Furthermore, I study the methods and tactics used in similar cases before. As a result, my learning model provides me with various tools for learning and problem-solving in different circumstances.
However, different people might apply other learning models to achieve their goals. An approach, which can be called a “problem-solving model,” offers an alternative strategy to what I use. While I rely on a flexible selection of four interchangeable tactics, the problem-solving model provides a structured algorithm. That algorithm includes three key stages: problem identification, determination of solution, and practical application. In that regard, the problem-solving model resembles the problem-based learning approach (Arend, 2007, as cited in Anazifa & Djukri, 2017, p. 347). If a single use of the cycle was insufficient to solve the problem, another attempt is undertaken until a successful solution emerges.
I would argue that my learning model is tailored to my personal preferences, while the problem-solving model is more suitable for general use. The similarities lie only within the first step: both models start the process with problem identification. After that, I am more inclined to improvise rather than analyze in order to develop a solution. Therefore, the problem-solving model can give me insight into making my learning process more systematic and, as a result, even more efficient.
Anazifa, R. D., & Djukri, D. (2017). Project-based learning and problem-based learning: Are they effective to improve student’s thinking skills? Jurnal Pendidikan IPA Indonesia, 6(2), 346-355. Web.