Most Influential Theories Used in Learning - Essay Example

?Most Influential Theories used in Learning Most influential theories used in learning Learning is one of the processes used in bringing together environmental and personal experiences and influences for enriching, modifying or acquiring one’s skills, values, knowledge, attitudes, world views and behaviors. These learning theories build up hypotheses used in describing how the given process takes place. The logical study of learning began in intense at the start of the 20th century. The major theories and concepts of learning include cognitive psychology, behaviorist theories, social constructivism, constructivism, and multiple intelligence, community of practice, situated learning theory and experiential learning. Behaviorism The behaviorist learning perspectives started off in the early 1900s. They later became dominant at the beginning of the 20th century. The main idea used in behaviorism is the fact that learning consists of behavior changes due to the reinforcement, application and acquisition of associations among stimuli achieved for the environment and recognizable responses of a person. Many behaviorists are attracted in measurable changes seen in a person’s behavior. Thorndike, a most important behaviorist theorist, asserts that a response to an incentive is toughened when followed by positive rewarding effects (United Nations Educational, Scientific and Cultural Organization, 2013). He goes on to assert that response to incentives become stronger by repetition and exercise. This learning view explained is akin to the programs of drill and practice. Skinner, one of the most influential behaviorists, projected his variant of behaviorism referred to operant conditioning. In his views, gratifying the right parts found on the more difficult behavior reinforces it and supports its recurrence. As a result, reinforcers have power over the occurrence of the preferred partial behaviors. Many people understand learning as a successive or the step by step approximation of the proposed partial behaviors by using punishments and rewards. In Skinner’s theory, the best known application is programmed instruction. This shows how the right sequences of the partial behaviors needed to be learned are specified by complicated task analysis (United Nations Educational, Scientific and Cultural Organization, 2013). Cognitive psychology Cognitive psychology was instigated in the late 1950s. This psychology has made a contribution to move away from behaviorism. The individual is no longer seen as responses collections to external incentives, as the behaviorist understand. Cognitive psychology views these individuals as information processors. Additionally, cognitive psychology paid more concentration to difficult mental phenomena unnoticed by behaviorists and was inclined by the coming out of computers as information processing devices, which later became analogous to the mind of individuals. In cognitive psychology, individuals understand learning as gaining of knowledge. The person learning is the information processor that takes in information, carries out cognitive operations on the information and stocks the information in memory. Therefore, the preferred instructional methods used in cognitive psychology are reading and lecturing textbooks. At its most greatness, the person learning is a passive knowledge recipient by the instructor (United Nations Educational, Scientific and Cultural Organization, 2013). Constructivism Constructivism was established in the 1970s and 1980s. It gave rise to the ideas that people learning are not passive receivers of information. These learners actively build their knowledge by interacting with the environment and by reorganizing their mental structures. The individuals learning are seen as sense-makers, not only recording any information issued but also interpreting it. These learning views made people change from acquisition of knowledge to construction of knowledge metaphors. The growing evidence supporting the learning constructive nature was supported and was in line with the previous works done by influential theorists such as Jerome Bruner and Jean Piaget. While constructivism has different versions, a factor seen as universal is the learner-centered approach. This is whereby an instructor becomes a cognitive guide in learning done by the learner. This instructor is not seen as a knowledge transmitter (Phillips, 1995). Social learning theory One of the best known social learning theories has been created by Albert Bandura who works in both behavioral and cognitive frameworks that are embracing memory, attention and motivations. Albert’s theory of learning states that individuals learn in a given social context. He goes on to assert that learning is enabled by using concepts such as observational, imitation, learning and modeling (Boyle, 1997). Albert puts forward reciprocal determinism which is holding the view that the behavior of an individual, personal qualities and environment all influence each other’s reciprocally. He goes on to argue that a lot of children learn from watching others and also from the model behavior. The model behaviors are processes that involve retention, attention, motivation and reproduction. The significance of affirmative role modeling on learning is well documented. Socio-constructivism During the end of the 20th century, the constructive view of learning was additionally altered by the growth of the perspective of situated learning and cognition that highlighted the important roles of context, specifically social interaction. Condemnation against the information-processing constructivist approaches to learning and cognition were stronger as Vygotsky’s pioneer work as well as ethnographic and anthropological researches by scholars like Lave and Rogoff came to the front and collected support (Roblyer, 1996). The fundamental nature of this criticism was that the information-processing constructivism saw learning and cognition as processes taking place in mind in isolation from the interactions and surroundings with it. Knowledge was well thought-out as independent and self-sufficient of the circumstances whereby it finds itself. In the current views, learning and cognition are recognized as interactions between a situation and an individual. Knowledge is regarded as situated and is the context, culture and activity’s product whereby it is created and utilized. This led to new learning metaphor such as social negotiation and participation (Roblyer, 1996). Experiential learning The theories of experiential learning build on constructivist and social learning theories but place knowledge at the center of the learning process. They plan in understanding the ways whereby experiences both first hand or second hand, motivates the learners and promotes their learning. So, learning is all about experiences that are meaningful in the day to day life that makes changes in people’s behavior and knowledge. A prominent supporter of these theories is Carl Rodgers. He suggests that experiential learning is said to be self-initiated learning (Roblyer, 1996). This is because a lot of people have natural inclinations to get information and they learn when they are involved fully in the process of learning. Rodgers issued the following insights: learners tend to be firm when threatened; learning is more likely to take place and last when it is self-implemented; significant learning takes place in places where there are no threats to the learners; learning can be made possible only without teaching other people directly. Roger goes on to support a vibrant, continuous change process where fresh learning results in and influences learning environments (Boyle, 1997). Multiple intelligences Challenging the assumptions in various learning theories that learning is a worldwide human process whereby every person experiences according to the similar principles, Howard Gardner detailed multiple intelligences theory in 1983. This theory challenged the intelligence understanding as controlled by single general abilities. Howard argues that the intelligence level of each individual entails much distinct intelligence (Roblyer, 1996). These intelligences may be: spatial; interpersonal; linguistic; interpersonal; musical; logical-mathematical; and bodily-kinesthetic. The works of Howard are speculative. His theory is valued teachers in widening their theoretical frameworks beyond the usual confines of curriculum, testing and Skilling. By Howard recognizing multiple intelligences, it is one of the means used in getting educational objectives rather than a learning objective in and of itself. Situated learning theory and community of practice Community of practice and situated learning theory draw various ideas of the learning theories stated above. They are created by Etienne Wenger and Jean Lave. Situated learning theory identifies that learning must be situated. It goes on to emphasize the negotiated and relational knowledge character and learning as well as the connected nature of learning activities for the people involved (Boyle, 1997). This theory states that learning takes place effectively within communities. Interactions that take place in a community of practice such as problem solving, relations, building trusts, understanding and cooperation have the ability in fostering community social capitals. These social capitals enhance the well-being of the community members. Thomas supports the idea stating that learning is efficient when it is conducted in communities. 21st century learning Investigation of 21st century skills has emerged from the concerns on transforming objectives and daily learning practices in meeting the 21st century new demands that are characterized as technology and knowledge driven. The present discussion on 21st century skills leads other learning environments and classrooms to support the developments of the main subject knowledge as well as critical and systems thinking, new media literacy’s, and interpersonal and self-directional skills. For instance, the partnership for 21st century skills states mathematics, history, geography, civics and English as the key subjects (Chen, 1995). The 21st century themes described is: civic literacy, environmental literacy, health literacy, global awareness, entrepreneurial literacy and financial business. Innovation and learning skills are: problem solving and critical thinking, collaboration and communication, innovation and creativity. Technological and media skills such as media and ICT literacy; career and life skills such as cross cultural and social skills, accountability and productivity, responsibility and leadership. A main method supporting the education of such knowledge and skills is thematic projects and group learning that involves inquiry based collaborative works addressing real world questions and issues (Chen, 1995). References United Nations Educational, Scientific and Cultural Organization, 2013. Most Influential theories of learning. [online] (n.d) Available at: < http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/technical-notes/influential-theories-of-learning/> [ Accessed 17 April. 2013]. Phillips, D.C., 1995. The good, the bad, and the ugly: The many faces of constructivism. Educational researcher, 24 (7), 5-12 Boyle, T., 1997. Design for multimedia learning, 56-65, Hertfordshire: Prentice Hall Europe. Roblyer, M.D., 1996. The constructivist/objectivist debate, implications for instructional technology research, learning and leading with technology, 324-335, Cambridge: Belknap Press. Chen, Q., 1995. Effects of learners’ characteristics and instructional guidance on computer assisted learning, Watson: D. & Tinsley. Read More