In some settings, one way was better than the other, and vice versa, but it ultimately depended on the subject at hand. He felt there to be a large difference between knowledge and facts, and the ability to create knowledge is what should be emphasized. Bower said knowledge, then, is the same as student potential. If we have taught them to be competent in their potential, then Drossman's observation is correct. But the students need tools given them by professors, or college has accomplished nothing.
Students arrive with potential, they leave with potential.
Berg said that problem-oriented learning should be emphasized. Recalling her own undergraduate career, she explained that most of the facts she retained came from when she was actively involved in the problem-solving process, what she actively sought in her education. Kirsch said that there are many ways of learning, and that student involvement is one of the most effective. She wondered what the common denominator for all the different styles was that engaged the students in active learning. Carter said it was love, the enthusiasm of the instructor.