What is it that we want Students to Learn: Process Or Content?

Abstract

This paper addresses pedagogical assumptions underlying a good deal of experiential learning approaches. Both the predominantly applied character of business courses generally and the nature of experience-based learning seem to lead to an inherent emphasis on the learning of process as opposed to content. After reviewing the content" versus process arguments, the paper suggests a pedagogic model, based on problem-solving research, in which the issue is not whether to emphasize one at the expense of the other, but instead how to integrate the two for more efficient and effective learning. The role of content as a foundation for efficient communication and for conditions of application of processes is discussed. Based on research in instructional and cognitive psychology, both the “content” and process" concepts are refined and enriched, and the degree to which each should be emphasized is related to the instructional level and course objectives, and to the individual student’s motivation and capacity for "self-monitoring. The paper suggests that instructors, especially those relying heavily on experiential learning programs, should consciously develop internally consistent pedagogic strategies for individual courses.