Does Spoon-feeding Impede Independent Learning?
Abu Samah, Siti Akmar and Jusoff, Kamaruzaman and Silong, Abu Daud (2009) Does Spoon-feeding Impede Independent Learning? Canadian Social Science, 5 (3). pp. 82-90. ISSN 1712-8056
Official URL: http://cscanada.net/index.php/css/article/view/364
Spoon-feeding is a common term which literally means feeding one with a spoon or metaphorically means giving no opportunity for one to think or act for himself. It can also refer to behavioural treatment given to someone that so pampers and compromises self–development. Pedagogically, this behavioural setback may impede independent learning and can deter creativity and innovativeness among the learners in general, and undergraduates in particular. On the other hand, with the advent of on-line learning materials taking centre stage in tertiary education, the ever ready materials at the click of the key serves like manna from heaven for many students at present. Providing learning materials on-line or in class may save time, cost and effort for both facilitators and learners. However, such provision may result in the inhibition of the development of independent thinking and learning. From several literature, educators have varying views about spoon-feeding and this is what the paper attempts to explore. Being educators for more than two decades, the authors believe that independent learning should be proposed via creative teaching and learning and this too will be explored in the paper through weekly teaching-learning activities conducted throughout the semester. Although this act of spoon-feeding in learning has been a choice in providing lecture notes and learning materials to the students, undergraduates can be trained to generate their own learning materials using technology and innovation through creative and committed teaching by the facilitators themselves.
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