Reflections

During the Learning Theories class, the course examined various aspects of the foundations for learning strategies.  I was struck by the extensiveness and thoroughness of the study of learning.  According to Dr. Ormrod, psychology has been studying learning for more than 100 years (Ormrod, 2001).  I found it interesting that the psychological approach to learning evolved from how a person thinks to how a person learns (Ormrod, 2001).  Particularly noteworthy is the study of the brain’s information processing capabilities.  Information processing involves cognitive processes and has been influenced by advances in communications and computer technology (Laureate Education, 2008). 

With each passing week, I found myself reflecting on past learning experiences and how instructional practices have evolved.   With each theory presented, I was able to think back to an educational experience directly correlating to it.   For example, I can remember that during my elementary school days, corporal punishment was fully in effect.  Those students who chose not to follow instructions or display disruptive behavior were paddled by the Principal.  I quickly learned to stay on task and do the class work assigned.  This educational experience is called negative reinforcement and is referenced in the behaviorism learning theory, which is concerned with observable and measurable aspects of human behavior.  Negative reinforcement increases the probability of a response that removes or prevents an adverse condition (Standridge, 2002).   

I found that connecting my experiences to the theories gave me a deeper understanding and better appreciation for the learning process/theory.  Such is the case with adult learning theories, which I found to be especially interesting as well.   In addition to being an adult facilitator, I’m also an adult student.  As a result, the resource materials were very relevant to me and I stored them in my “toolkit of resources.”  Andragogy, the art and science of helping adults learn, was developed by Malcom Knowles.  He described an adult learner as someone who:

  *Has an independent self-concept and who can direct his or her own learning.

  *Has accumulated a reservoir of life experiences that is a rich resource for learning.

  *Has learning needs closely related to changing social roles.

  *Is problem-centered and interested in immediate application of knowledge.

  *Is motivated to learn by internal rather than external factors (Conlan, Grabowski, & Smith, 2003).

As an adult learner I certainly identified with these descriptions.  As a facilitator, it is important that I remember these descriptions as I instructor other adult learners.

I have learned that through the use of various learning theories, educational technology applications are used to complement learning styles.  Social constructivism is a prime example. Within the precepts of social constructivism, knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation.  Each person has a different interpretation and construction of knowledge process. The learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a situation (Learning Theories Knowledgebase, 2011).   With the introduction of social mediums such as on-line discussion boards, facebook, web blogs, Youtube, and cell phones, learners are able to use any type of learning style to engage in information sharing and also entertainment.  As a result, the learning process is reinforced through social constructivism.

            Reinforcing social constructivism through the use of technological applications, in turn, is a source of motivation for learners. There are four dimensions of motivation that are derived from synthesis of research on human motivation: (A) – attention, ( R ) – relevance, (C) – confidence, and (S) – satisfaction, or ARCS (Keller, 1999).   Hence, motivation of learners enhances the learning environment and in the process, reinforces the social constructivism learning theory.

In closing, the Learning Theories course has heightened my awareness about various learning theories.  As a result, I have a better understanding of learning styles and can incorporate strategies to help students learn more efficiently. I’ve been armed with numerous resources that will enable me to be more effective and productive in my position as an Instructional Design Specialist.

References

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult Learning: From Emerging Perspectives on Learning, Teaching and Technology. Retrieved January 31, 2011, from Department of Educational Psychology and Instructional Technology, University of Georgia: http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Keller, J. M. (1999). Using the ARCS Motivational Process in Computer-Based Instruction and Distance Education. New Directions for Teaching and Learning , pp. 39-47.

Laureate Education, I. (2008). Learning Theories and Instruction. Upper Saddle River: Pearson Custom Publishing.

Learning Theories Knowledgebase (2011, February). Constructivism at Learning-Theories.com. Retrieved February 12th, 2011 from http://www.learning-theories.com/constructivism.html

Lieb, S. (1991). Principles of Adult Learning. Retrieved February 16, 2011, from Faculty Development at Honolulu Community College: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm

Morrison, G. R., Moss, S. M., Kalman, H. K., & Kemp, J. E. (2001). Designing Effective Instruction, 6th Edition. Hoboken, NJ: John Wiley & Sons, Inc.

Ormrod, J. (2001). An Introduction to Learning.

Ormrod, J. (2009). Motivation in Learning.

Standridge, M. (2002). From Emerging Perspectives on Learning, Teaching and Technology. Retrieved January 19, 2011, from Department of Educational Psychology and Instructional Technology, University of Georgia: http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism