Reflection on Learning Using Theory - Essay Example

The more one knows, they assume, the more learned they are. From this definition, it is clear that learning is a process and not a mere event. The process occurs progressively and the result of the process is behavior change. Several learning theories have been postulated to help explain this process. These theories are categorized into behavior theories, cognitive theories, motivational and humanism theories, constructive theories, and design-based theories (Jonassen and Land, 2012). For example, the most famous behavior learning theories are operant theory and classical conditioning theory. Some of the motivational theories include Maslow’s hierarchy of needs and the experiential learning theory by Kolb (Ormrod and Davis, 2004).

According to behavior learning theories, learning as a process involves acquiring new behaviors using conditioning. In classical conditioning learning, for example, the behavior of the learner becomes like a reflex response acquired from repeated exposure to the stimulus being learned. In operant conditioning learning theory, punishment or reward is used to reinforce behavior (Iwarsson, 2014). On the other hand, for cognitive learning theories, learning occurs due to the incorporation of patterns into memory, insight, and perception. In addition, motivational learning theories classify learning as occurring in stages that are progressive and with each higher stage making learning easier, and therefore the learner is motivated to learn (Klein and Mowrer, 2014).
As explained above, learning occurs as a process. According to the learning theory explained by Maslow, there are four stages in learning. These are presented by the figures below:

Unconscious incompetence
This stage encompasses blissful ignorance before the learner can begin learning. In this stage, the learner does not know that he does not know how to act or do what is being learned.

Conscious incompetence
The learner in this stage is advanced and knows that he does not know. This stage is difficult for the learner as self-judgment and self-demoralization become apparent. The learner is tempted to surrender the learning.
Conscious competence
Learning for the learner is easier and more desirable as the learner knows that he knows how to act or do what is required by what’s being learned. The conscious aspect though still possess some discomfort to the learner as he cannot approve of the competence of what is not conscious.

Unconscious competence
The skill or attitude learned becomes part of the natural actions of the learner at this stage. This marks the final part of the learning process. The learner does not have to think about the information of the skill learned to practice it (Petkus, 2000).
Reflecting on learning is an important part of learning for every learner. It serves to assess the level of learning and evaluate the experiences learned as well as the loopholes during the learning. Kolb’s cycle of learning has been an important part of personal reflection as a learner (Boud et al., 2013). The cycle has four main stages. The cycle is shown below:

(Vince, 1998)
The concrete experience phase is the doing phase. This phase derives from all the experiences learned during the learning process. It is in this phase that that experience is gained. This may be done through reading books, performing a laboratory experience, or watching demonstrations from the teacher.
The reflective observation phase involves reviewing personal experiences. During this stage, judgment and analysis of events, discussions, and occurrences are done. This reflection helps make the memory of new events easier. The learner asks what went well and what went wrong in the learning experience. But the answer to knowing if the learning was good or bad can only be found in a systematic application of one or several of the learning theories applied by the learner. The learning theories in this instance, therefore, serve to provide feedback on the nature and quality of learning done by the learner (Vince, 1998).

The abstract conceptualization phase involves concluding. The learner in this stage concludes after comparing the learning experience with the set standards of the theoretical framework. This stage allows the learner to conclude the learning process. The learner, therefore, leans from the experience.
The active experimentation phase entails trying out and planning changes based on what is learned in the abstract conceptualization phase. This marks the end and beginning of the cycle where the changes made are then put through the cycle for evaluation and further improvement (Stice, 1987).

Learning can also be presented graphically in terms of style. There are four learning styles: active, sensational, visual, and sequential styles. Active learners retain information by doing something with it while sensational learners use facts and established methods to solve problems and learn. Visual learners remember best through visual aids like pictures while sequential learners learn progressively in a linear manner following the above steps. Read More