...Theories of learning A number of relatively complete and self consistent theories of learning have been advanced. These theories tries to provide a theoretical framework to broaden our knowledge in a unified manner the empirical data of learning. 1.) Connectionism or the S-R Bond Theory (Thorndike) - it assumes that thru conditioning, specific response comes to be linked with specific stimuli. 2.) Behaviorism (Watson) - According to this theory, learning is a process of building conditioned reflexes thru the substitution of one stimulus to another. 3.) Functionalism - This theory says that behavior and mental processes are adaptive or functional. 4.) Gestalt Theory - The Gestalt or Field theory of learning was advanced by Koffka in 1924 making use of insight as a basic principle. Laws of learning The exact nature of the learning process is still a subject for theoretical controversy. Psychologists have discovered a number of laws expressing empirical relations between learning and certain conditions. The law of effect (Thorndike) Response which are followed by satisfying after effects tend to be learned and repeated. - Law of Primacy (Watson): acts or impressions learned first will be better remembered than acts or impressions leaned later. - Law of Belongingness (Thorndike): Associations are easily formed if they belong. The Law of Readiness (Thorndike) Response preceded by readiness are more satisfying than otherwise...
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...------------------------------------------------- Constructivism Main article: Constructivism (learning theory) Constructivism is a revolution in educational psychology. Built on the work of Piaget and Bruner, constructivism emphasizes the importance of active involvement of learners in constructing knowledge for themselves...Constructivism emphasizes top-down processing: begin with complex problems and teach basic skills while solving these problems [13]. Constructivism explains why students do not learn deeply by listening to a teacher, or reading from a textbook. Learning sciences research is revealing the deeper underlying basis of how knowledge construction works. To design effective environments, one needs a very good understanding of what children know when they come to the classroom. This requires sophisticated research into children's cognitive development, and the learning sciences draws heavily on psychological studies of cognitive development (e.g., Siegler, 1998). The learning theories of John Dewey, Marie Montessori, and David Kolb serve as the foundation of constructivist learning theory.[14]Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, "learning involves constructing one's own knowledge from one's own experiences." Constructivist learning, therefore, is a very personal endeavor, whereby internalized concepts, rules, and general...
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...Oxford Centre for Staff and Learning Development OCSLD Learning and Teaching Briefing Papers Series Theories of learning There are many different theories of how people learn. What follows is a variety of them, and it is useful to consider their application to how your students learn and also how you teach in educational programmes. It is interesting to think about your own particular way of learning and to recognise that everyone does not learn the way you do. Burns (1995, p 99) ‘conceives of learning as a relatively permanent change in behaviour with behaviour including both observable activity and internal processes such as thinking, attitudes and emotions.’ It is clear that Burns includes motivation in this definition of learning. Burns considers that learning might not manifest itself in observable behaviour until some time after the educational program has taken place. Sensory stimulation theory Traditional sensory stimulation theory has as its basic premise that effective learning occurs when the senses are stimulated (Laird, 1985). Laird quotes research that found that the vast majority of knowledge held by adults (75%) is learned through seeing. Hearing is the next most effective (about 13%) and the other senses — touch, smell and taste — account for 12% of what we know. By stimulating the senses, especially the visual sense, learning can be enhanced. However, this theory says that if multi-senses are stimulated, greater learning takes place. Stimulation through...
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...Social Learning Theory Bertha Zhagui BUS375: Employee Training Instructor: Marissa Chavez July 8, 2013 The importance of training and cost of training are obvious. The question forcing the executives in organization is that how organization can make these training programs more effective. It means that individual makes the organizational performance better by utilizing their knowledge and skills consequently organization offers training for development of its employee performance to achieve required goals. This study highlights the importance and applications of learning theories and how these theories could prove to be of most effective in trainings. As training are only effective if it promote learning. Several theories relate to how people learn. Each theory relates to different aspects of the learning process. In my following paper I will discuss the Social Learning Theory, and will explain how this theory relates to my current workplace and how it would generate the same results in any other organizations. People are the critical component of the organizational system (Hayes, Wheelwright and Clark, 1998). Superior performance is ultimately based on the people in an organization, the right management principles, systems and procedures play an essential role. The capabilities that create a competitive advantage come from people, their skill, discipline, motivation, ability to solve problems and their capacity for learning (Tilley...
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...Summary of Peer-Reviewed Articles Adult learning theory is fully discussed and explained in the articles; “Adult Learning Theory: Applications to Non-Traditional College Students “(Kenner, Weinerman) and “Adult learning styles and on-line educational preference” (McGlone). The articles describe multiple aspects of how an adult learns compared to a child and what life experiences adults bring into their educational environment. Adult learning theory is based on the way to adult learners comprehend and learn as they are older adults and not children. This theory also studies how adults learn when studying online. Newer adult learners bring learning styles and life experiences that provide a more critical foundation. Online learning is now the new basis for adult learners. To understand how adult learning theory works, the teacher must first understand andragogy, which is an advanced field of psychology in which the age of the learner, is studied. An andragogy study is a process-focused approach and was not studied until the 1960s and 1970s. Before that, only pedagogy was studied, which is the way that children learn. Children and adults learn completely different. In recent research, it is shown that adults learn best with a self-paced learning environment, which means instruction from the teacher and all of the guidance done solely by the students. Most adult learners are more eager than traditional students to learn since this is normally their second chance at a good education...
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...There is no single explanation or all-encompassing theory that explains how adults learn. The adult learning process is complex, context bound, and highly personal. As a result, there is no single theory of learning that can be applied to all adults. Instead, the literature of the past century has yielded a variety of models, sets of assumptions and principles, theories, and explanations that make up the adult learning knowledge base. The more adult educators are familiar with this knowledge base, the more effective their practice can be, and the more responsive it can be to the needs of adult learners. This fact sheet reviews three major theories and discusses their implications for practice. What is Andragogy? In attempting to document differences between the ways adults and children learn, Malcolm Knowles (1980) popularized the concept of andragogy (“the art and science of helping adults learn”), contrasting it with pedagogy (“the art and science of teaching children”). He posited a set of assumptions about adult learners, namely, that the adult learner • Moves from dependency to increasing self-directedness as he/she matures and can direct his/her own learning; • Draws on his/her accumulated reservoir of life experiences to aid learning; • Is ready to learn when he/she assumes new social or life roles; • Is problem-centered and wants to apply new learning immediately; and • Is motivated to learn from internal, rather than external, factors. Inherent in these assumptions are...
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...Adult Learning Theory SD Liberty University Online INFT 101-B65 March 8, 2013 Summary The two articles on adult learning theory studied were “ALT: Application to Non-Traditional College Students” written by Cari Kenner and Jason Weinerman and “ALT for the Twenty-First Century” by Sharan B. Merriam. Both of these articles point out that having a passion for teaching is the most important thing. In “ALT: Application to Non-Traditional College Students”, the author begins by giving an example of one of the reasons many people take the route of not going to school and go straight into a job that will provide the training they need in order to be successful at it. It also gives one of the many reasons why an adult decides to go back to school. Many people, upon high school graduation lack the resources to continue to go to college and earn a degree (Weinerman & Kenner, 2011). This article focuses on what educators should do to help adult students be successful in completing a college degree. The authors say, “By understanding what makes adult learners different from traditional students, developmental educators can provide specific tools that help adult learners integrate into the college or university environment and increase their chances for success” (Weinerman & Kenner, 2011). The article goes on by talking about four principles that describe adult learners: self-direction, self-identity, ready to learn, and task motivated (Weinerman & Kenner, 2011). The second...
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...Article Summaries on Adult Learning Theories Maurrica Daun Doss Summary With review of two articles related to adult learning theories, there were several similarities and shared information that combined these articles together. It is very clear that there are different views and levels of adult learning theories. Starting from the basic concept of adult learning and fine tuning the theories down to adult students, it is evident that these theories are a major factor in continuing education. The first article on adult learning theories realized that psychological, convictional, and behavioral aspects are significant factors. The author covers these latest updates from an edition published in 2001 while stating that “what we might conclude about adult learning today will most likely be out of date by the time this volume is a year old” (Merriam, 2008, p. 94). The article highlights a few major updates from previous versions. Adult learning theory is being increasingly recognized more and more as multidimensional learning. Environments of adult learners are known factors to how new information is received. Depending on their external influences, translates into factors that cause adults to learn differently. Adults receive information and relate it to their own body, mind, and wellbeing. Keeping adult learners in context can ultimately help with learning styles. Adult learning seemed to be a cognitive process until recently. Using spirituality as a guide to learn...
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...Garner’s theory of learning and its impact on effectively managing the modern day classroom environment. Major approaches to human behavior and development are discussed relevant to biological, social-cultural, cognitive, and psychological development. Social learning is discussed relevant to its connection to an individual’s ability to perceive and comprehend the world and ultimately understand instruction. Category learning theory is discussed and will argue that individuals will understand information that they have been exposed to and can relate to. The theory of bodily-kinesthetic functioning is discussed and will attempt to define the abilities to control one’s body movements and to handle objects skillfully. A brief discussion on how technology has impacted learning will also be explored, in an effort to define how the instructional classroom and management techniques have evolved over the years. This paper also researches traits that encompass direct instruction designed to increase classroom management efficiency and enhance overall learning potential. I will take a look at the various theories, explore their benefits for individual growth and learning, classroom management, and customize my own theory of learning. Theory of Human Learning and Development Introduction There are numerous theories of learning that have been created, researched, and tested. It is imperative that teachers run their classrooms using a learning theory that...
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...Learning: Theories and Program Design 4-1 Objectives 1. 2. 3. After reading this chapter, you should be able to: Discuss the five types of learner outcomes. Explain the implications of learning theory for instructional design. Incorporate adult learning theory into the design of a training program. Describe how learners receive, process, store, retrieve, and act upon information. Be able to choose and prepare Training Programme (Site/ Idea/vision) . 4. 5. 4-2 Objectives (continued) 6. 7. Discuss the internal conditions (within the learner) and external conditions (learning environment) necessary for the trainee to learn each type of capability. Explain the four components of program design: Course parameters Objectives Lesson overview Detailed lesson plan 4-3 Introduction Training at the Culinary Institute of America (CIA) is designed to teach aspiring chefs how to prepare food (knowledge) as well as develop the necessary skills (e.g., chopping onions). These are types of learning outcomes. CIA’s training programs illustrate several conditions necessary for learning to occur: Opportunities to learn by observing an expert Practicing Receiving feedback 4-4 Introduction (continued) As CIA training illustrates, for learning to occur it is important to identify what is to be learned. Identify the learning outcomes. Understanding learning outcomes is crucial because they influence the characteristics...
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...Learning Personality Theories Learning Team C PSY/405 Theories of Personality January 23, 2012 Professor XXXXX Learning Personality Theories Personalities develop and learn from observing others, society, experiences, and the environment. Different theories have been created to explain how a person learns and develops. Three learning personality theories discussed here are the behavioral analysis theory, the social cognitive theory, and the cognitive social learning theory. The strengths and limitations of the three theories will be analyzed that will provide small, but noticeable edges on the other. A description of how each theory affects personality will be discussed. In closing, an explanation of how each learning theory proposes interpersonal relationships are influenced will be examined. Strengths and Limitations Behavioral Analysis Theory An advantage of the behavioral analysis theory is that it is based on observable evidence. This theory contains important concepts such as reinforcement, used as effective therapies to treat undesirable behaviors. Although proven to be an effective therapeutic theory it has many weaknesses. It does not account for learning that does not involve negative or positive reinforcement, nor does it explain adaptive behavior. Proponents of this theory also argue that this approach is too deterministic and cannot be accurate, as it does not account for free will or emotion (Feist & Feist, 2009). Social Cognitive Theory Much...
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...Most influential theories of learning Learning is defined as a process that brings together personal and environmental experiences and influences for acquiring, enriching or modifying one’s knowledge, skills, values, attitudes, behaviour and world views. Learning theories develop hypotheses that describe how this process takes place. The scientific study of learning started in earnest at the dawn of the 20th century. The major concepts and theories of learning include behaviourist theories, cognitive psychology, constructivism, social constructivism, experiential learning, multiple intelligence, and situated learning theory and community of practice. Behaviourism The behaviourist perspectives of learning originated in the early 1900s, and became dominant in early 20th century. The basic idea of behaviourism is that learning consists of a change in behaviour due to the acquisition, reinforcement and application of associations between stimuli from the environment and observable responses of the individual. Behaviourists are interested in measurable changes in behaviour. Thorndike, one major behaviourist theorist, put forward that (1) a response to a stimulus is reinforced when followed by a positive rewarding effect, and (2) a response to a stimulus becomes stronger by exercise and repetition. This view of learning is akin to the “drill-and-practice” programmes. Skinner, another influential behaviourist, proposed his variant of behaviourism called “operant conditioning”. In...
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...f Learning |Theories of learning |Capacity |Practice |Motivation |Understanding |Transfer |Forgetting | | | | | | | | | |Operant Conditioning by |Difference in capacity are not|A great deal of attention was |Skinner explained rive |The word “insight” does not |Induction (generalization) is |True forgetting appears to be | |Burrhus F. Skinner |of central importance. Skinner|given schedules of |(motivation) in terms of |occur in the indexes of |the basis of transfer. The |a slow process of decay with | | |argues the usefulness of a |reinforcement (e.g. interval |deprivation and reinforcement |Skinner’s books. Solving a |reinforcement of response |time. Other form of response | | |“trait” description in |versus ratio) and their |schedules. When a particular |problem means only the |increases the probability of |decrement are better subsumed | | |studying individual |effects on establishing and |Stimulus – Response (S - R) |appearance of a solution in |all responses...
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...Edward Lee Thorndike Assuming Thorndike's revised a law of effect to be valid, do you feel classroom practice in the United States is accordance with it? Child rearing practices? Explain. Thorndike's revised lot of the facts stated that reinforcement increases the strength of a connection, where as punishment does nothing to the strength of a connection (text). What this tells me is that when someone is stating their opinion and is encouraged or agreed-upon by others this exit him on to continue and gives them confidence in what they’re saying but if they do not get a positive response. When it comes to teachers in the class room, when the student gets an answer correct they tell them good job, when they get the answer wring they say good try but do not praise them like they would if they give them the correct answer. Some teach this way and some are very bunt to say not that is wrong. The same with parenting the parents are trying to always make their child feel good and at time they do not want to tell them that they are wrong in fear of hurting their feelings so they do not react at all. Discuss Thorndike's principle of belongingness and polarity. Thorndike's principles of belongingness and polarity basically states that when elements belong together it is easier to learn and retain them than elements that do not belong together (Pritchard,2009). For example, when a child or adult is reciting the alphabet they start with a and A with Z. If a child or adult was asked to...
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...Workplace Learning and Learning Theory Within the field of the education system and education research that traditionally has dealt with vocational training and labour market education, radical changes and development have taken place in recent years, and they have also found linguistic expression. On the one hand the focus has shifted from education and teaching to learning and/or competence development. On the other hand the interest in vocational training has moved in the direction of workplace learning or work-based learning, including also work-related learning activities outside of the workplace. The background of these changes is to be found broadly in the international and societal development expressed in terms such as “late modernity”, “globalisation” and “the knowledge society”. It is part of this development that human competence is becoming an increasingly decisive resource and parameter of competition. Additionally, the competence that is needed cannot be established and acquired through education in the more traditional sense – because there is a constant need for change and renewal and because its usability depends on its being linked to a number of personal characteristics such as flexibility, creativity, independence, the ability to cooperate, responsibility, service orientation etc. For this reason learning and competence development are more interesting focus points than education and teaching, and it has become vital to discover the extent to which this...
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