An Examination of Learning Theories - Assignment Example

n Eхаminаtiоn оf Lеаrning Thеоriеs Student's name Student number Workshop tutor Introduction Learning is all about acquiring knowledge. According to Ramsden (1992), learning is the result of what different people understand, conceptualize and experience the world around them. The primary focus of education is gaining knowledge or capability by using experience. Learning takes place in different contexts including in the workplace, in our families, and in educational institutions among other settings. In his study, Ramsden came up with the various findings on student’s views on what entails learning. In the educational context, student view knowledge as the quantitative increase in knowledge achieved through the acquisition of information. It involves memorizing to store information that has the capacity of being reproduced. To students, learning is acquiring skills, facts as well as techniques that have the ability to be retained as well as put into use when necessary. It is all about making sense by relating the different parts of the subject matter to each other as well as the real world. It is the interpretation and an understanding of the reality differently. It involves the comprehension of the world through the analysis of knowledge. Based on these results, learning is something that one can explain in many ways. Many theorists came up with different learning theories that can help one understand what it entails learning in various contexts. In this assignment, an emphasis is placed on how learning theories can help individuals in understanding how knowledge occurs in the educational context. The task aims at presenting a detailed examination and comparison of different theories of learning including social learning theory, social development theory, cognitive theories, constructivism theories and the human paradigm of education. Social Theories of learning One of the theorists of social learning was Albert Bandura, who emphasized the importance of making observations and modeling of attitudes, behaviors, as well as emotional reactions of other people. Bandura (1971) says that people cannot rely on personal actions for the purpose of learning but on the actions of others. Human behavior develops by observing different models of behaving from other people to form an idea of how to perform new actions. The gained knowledge serves as a guide for action. The social learning theory describes human behavior as a result of continuous reciprocating interaction between behavioral, environmental as well as cognitive influences (Bandura, 1971). The process of learning involves various components that underlie the observational learning including attention, retention, motor reproduction and motivation (Mclnerney & Mclnerney, 2006). Through observation, a person can acquire vast and integrated units of behavior without having to do trial and error in learning those behaviors. In the classroom, students apply the social learning theory by observing what the teacher does. They also see other students doing tasks and gain knowledge from those observations. In constructing learning, Mclnerney & Mclnerney (2006) says that social behaviors have implications for teaching and learning. The use of classroom reinforcement, direct instruction, applied behavior and behavioral goals help teachers instill cognitive elements to students. Additionally, the teacher-controlled instruction as a form of teaching supports the social cognitive theory of learning. Here, learning is explored through modeling, disinhibition, facilitation, and elicitation. Since it comprises of attention, memory as well as motivation, the social teaching theory covers the two frameworks of cognitive and behavioral. Like the social learning theory, these two frameworks emphasize the need for carefully listening to gain knowledge and having the zeal to understand what a person observes. The social learning theory is also similar to Vygotsky theory of social development that emphasizes the central role of social interaction as a tool for learning (Vygotsky, 1978). Social Development Theory It was introduced by Lev Vygotsky and emphasizes on social interaction as a primary theme that plays a fundamental role in cognition development. According to Vygotsky (1978), the cultural evolution of a child occurs twice, at the social level as well as at the individual level. At the social level, it occurs between people and at the individual level, it occurs inside the child. Those functions also apply to voluntary attention, logical memory and concept formation. The higher functions initiate as real relationships between the individuals. Vygotsky’s social development theory also emphasizes on the aspect of learning through cognitive development which depends on the zone of proximal development (ZPD). The ZPD is when people engage in social behavior, and its full development depends on full social interaction. Skills attainable through adult guidance or peer collaboration usually exceeds when one is alone. Harland (2003) denotes that Vygotsky’s theory of cognitive development influence is teaching on problem-based learning. It enhances the capability of students to increase their understanding through collaborative learning. Teachers can apply this theory to improve their professional practice as well as teaching in problem-based learning. The cognitive development of students occurs through the application of diagnostic teaching, learning, and provision of instruction environment centered on authentic activities. It also happens by supporting them in peer education for developing their autonomy in collaborative learning. The theory of social development complements the social learning theory since social interaction is the basis of learning. Because Vygotsky focused on cognitive development, his theory relates to the constructivism and cognitive learning theories. Cognitive Theories of Learning Woolfolk & Margetts (2010) describes that views learners as sources if goals, plans, memories, ideas and emotions required in learning. The cognitive theories emphasize on the cognitive model of processing information and its manipulation in various storage systems. Piaget came up with the first primary theory of cognitive development known as the theories of development (Barrouillet, 2015). Piaget said that the process of learning or cognitive development is through adapting to the environment. A person’s behavior resembles the mental schemes used by the individual in representing the world and designating their actions. Adaptation is attainable by the drive of balancing the mental systems and the environment. Through assimilation and accommodation, a person adapts to the environment in a more complex way (Huitt & Hummel, 2003). Piaget believed that through abstract reasoning, human beings come to learn new things. In educational institutions, students apply this theory by assimilating and accommodating to the institutional environment. They balance their mental schemes with the environment to gain new knowledge in the classroom. The theory of cognitive development is comparable to that of Vygotsky social development theory that emphasized on social interaction as a primary source of cognition as well as behavior. Cognitive learning occurs through continuous social interactions. The difference is that Piaget was more concerned with the biological impact of reasoning in human beings that create their capacity to learn. Another cognitive theory of learning is the cognitive load theory of learning created by Sweller in 1988. It asserts that learning occurs under particular conditions works together with the human cognitive architecture (Sweller, 1988). The long-term memory has schemes that form the knowledge base in learning. To learn, there is the need for a change in the schematic structures of the long-term memory to make the learner e more familiar with the material. For example, the use of a combination of diagrams instead of combining text, pictures and diagrams in teaching helps students reduce their cognitive load. It is easy to learn using one tool than a combination (Sweller, 1999). According to Jong (2010), the cognitive load theory plays a primary role in educational research today whereby learning happens through experimental studies. The theory recognizes the limited working memory of humans whereby too much capacity will hamper learning. Designing instructional systems that suit the learning needs of the students will play a significant role in enhancing their learning capabilities. Compared to behavioral views, cognitive views differ in their assumptions about what students learn. In cognitive view, students learn knowledge and a change in that knowledge leads to a change in behavior. In the behavioral view, students learn behavior. The two views have the similarity of suggesting that reinforcement is an important aspect in learning. However, the learning will be for different purposes. Behaviorists maintain that the use of support is to strengthen responses. The cognitive theorists see strengthening as a source of feedback of the likeliness of what will happen when there is a repeat or change of behavior (Woolfolk & Margetts, 2010). Constructivist Theories of learning Katherine & Kalina (2009) denote that active learning in the classroom happens when teachers and students have an optimal communication that depends on the use of constructivist strategies, practices, and tools. The available types of constructivism in the class are explainable using the Piaget individual constructivism and Vygotsky’s social constructivism theory. These two approaches emphasize on the similarities of using inquiry teaching methods as well as the creation of concept by students to build on the existing relevant and meaningful knowledge. The differences are that the cognitive constructivism uses the language development theory whereby thinking comes before language. On the other hand, in the social constructivism theory, language usually precedes thinking. Teachers must have an understanding of the different tools and strategies of communication. It will help students develop individual learning methods including interactive social activities and discovery learning that are necessary in developing peer collaboration. The Humanistic Paradigm The humanistic orientation of education has a primary concern for human growth. Maslow’s and Rodgers views on human nature demonstrate the human model of learning. People’s intellectual growth in intellectual development is the basis of this theory. Maslow emphasized on expressive as well as intrinsic learning while Rodgers emphasized on student-centered education (DeCarvalho, 1991). Maslow (1970) drew on humanistic psychology adopted in the humanistic paradigm of education. Tennant (1997) notes that the theory is concerned with the self that seeks to personal freedom, motivations, feelings and choice. A person aims at fulfilling the highest self-actualization needs. Through motivation, one can move from one level of need to the others. According to Maslow (1968), the humanistic psychologies have implications on education. Learning is associated with self-actualization because it contributes to psychological strength (Merriam & Caffarella, 1991). Achieving self-actualization in learning is related to other goals of gaining accomplishment as well as controlling impulses. Such notion exerts a powerful hold over the education of adults. People want to control their destiny, explore unlimited possibilities for their development. The humanistic paradigm compares to the cognitive view of learning because it draws into humanistic thoughts on education to emphasize on meeting cognitive needs. It is different because of the affective needs seeking that enable one to become self-actualized and autonomous after achieving the education. Learning is also self-directed. Conclusion Theories have been used to explain how students achieve learning. The assignment has discussed and compared five types of learning theories including social learning theory, social development theory, cognitive theories, constructivism theories and human paradigm of education. These approaches compare and contracts in their various methods of learning and the achievable type of education. They present underlying themes in learning including cognition, constructivism, social interaction, human growth, and development. Their differences and similarities enable a person to understand their objective in learning and how they influence active learning in the classroom. References Bandura, A. (1971). Social Learning Theory. New York: General Learning Press. Barrouillet, P. (2015). Theories of cognitive development: From Piaget to today. Developmental Review 38: 1–12 DeCarvalho, R. (1991). The Humanistic Paradigm in Education. Foundations of the Human Sciences. The Humanistic Psychologists, 19(1):88-104. Harland, T. (2003). Vygotsky's Zone of Proximal Development and Problem-based Learning: Linking a theoretical concept with practice through action research, Teaching in Higher Education, 8(2): 263-272. Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Jong, T. (2010). Cognitive Load Theory, Educational Research, and Instructional Design: Some Food for Thought. Instructional Science, 38:105-134. Katherine, P., & Kalina, C. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education, 130(2): 241-250. * Tennant, M. (1997) Psychology and Adult Learning, London: Routledge. Maslow, A. (1968). Some Educational Implications of the Humanistic Psychologies, Harvard Educational Review, 38(4):685-696. * Maslow (1970) Motivation and Personality, 2nd Edition. New York: Harper and Row. Mclnerney, D., & Mclnerney, V. (2006). Educational Psychology: Constructing Learning. 4th Edition, Pearson Education Australia. * Merriam, S., & Caffarella, P. (1991).  Learning in Adulthood. A comprehensive guide, San Francisco: Jossey-Bass. * Ramsden, P. (1992). Learning to Teach in Higher Education. London: Routledge.  * Sweller, J. (1988). Cognitive load during problem solving: Effects on learning, Cognitive Science, 12:257-285. *Sweller, J. (1999). Instructional Design in Technical Areas. Camberwell, Victoria, Australia: Australian Council for Educational Research. * Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press. Woolfolk, A., & Margetts, K. (2010). Educational Psychology, 2nd Edition, Pearson Australia Read More