Implications of discovery learning research for the design of flexible learning

1. Examination of the nature of discovery learning leading to a systematic framework for analysing research in this area.
2. Use of the framework to organise research into the learning effects of discovery learning.
3. Develop an educational interactions Flexible Learning model, based on Moore's three distance education interactions paradigm.
4. Relate the discovery learning framework and the research results to the design of Flexible Learning programs, which will facilitate the appropriate educational interactions.

• The investigation into the nature of discovery learning led to the formulation of an eight-category taxonomy of discovery learning.
• Research in this taxonomy suggested a critical link between the cognitive load posed by the learning task and the amount of structure and assistance provided to the learner in a study program. When too large a cognitive load was placed on the students, the learning was ineffective. The task cognitive load was found to depend critically on the element interactivity (complexity) of the task and the existing task schema of the students. A simple, effective test of the existing schema was found in the program.
• The examination of the current paradigms of distance education suggested an educational interactions framework for Flexible Learning which involves the learners, the instructor and the content.
• The discovery learning taxonomy and the research results suggest important design implications for Flexible Learning programs in the context of the educational interactions paradigm.

The research results suggest that discovery and autonomy in learning have their place, but may not be universally beneficial if applied indiscriminately, rather they should be applied strategically for an optimum learning effect.

To discover how autonomy and discovery in learning can be usefully fitted into learning programs, the learning cognitive load, involving issues such as the element interactivity of the learning content, the students prior schema and the structure of the instruction, need to be carefully examined. Based on this analysis suitably staged educational programs may be devised, involving variety of educational interactions making up a Flexible Learning program.

Key conclusions

• Discovery learning research and learning programs may be compared using an eight-fold taxonomy.
• This taxonomy allows similar discovery learning programs to be researched and compared.
• Research on discovery learning suggests it may have differential effects on students' cognitive load, and therefore on learning.
• Analysis of the relevant aspects of the learning programs, participants, tasks, etc., may be used to devise better targeted Flexible Learning programs.
• The designers of the Flexible Learning programs using the above research could utilise the educational interactions paradigm based on Moore's distance education interactions model.