Learning Theories and Learning Styles - Essay Example

? Learning theories and learning styles affiliation Learning theories and learning styles Learning styles Learning stylesare defined as different ways that people learn and enabled to incorporate learning materials. Apart from learning programs, learning styles are the most appropriate ways that people are able to learn and incorporate information and learning situations and be able to implements the information acquired effectively. In an argument by Leonard (2002) different people have different ways in which they find learning comfortable and appropriate. The author also points out that tutors and instructors should be able to develop curriculums that cater to the needs of the students in terms of learning styles they use while passing out information (Merriam, 2007). Learning theories Learning theories are described as frameworks that explain modes and ways in which information is processed, absorbed and retained when tutoring or receiving information. Before generating a learning theory, Brown & Ryoo (2008) argue that environmental cognitive and emotional influences should be effectively considered. The authors also point out that past experiences in a learner’s life should also be considered. All these factors are impactful when understanding the way in which views and understanding are changed or acquired as well enabling one to know the ways in which knowledge can be retained (Radin, 2009). When developing learning theories, De Jong (2010) argues that it is more advantageous to study the fluctuating factors in the learner than studying the environment. Additionally, the author sensitizes on the need to study the complexities in the human memory to generate effective and appropriate learning theories. Compare different learning styles Development of learning styles is based on the ability and preferences of different individuals. According to Keefe & Jenkins (2008) development of learning styles became a need since different learners displayed different forms in the way they understood and retained information. The authors further argue that the mode and way of teaching cannot be generalized to fit the preferences of all students. For this reason, educators and educational institutions have come up with learning curriculums that incorporate different learning styles. This enables learners to have a range of preferences from which they can choose what makes their educational experiences interesting and fruitful. There are 7 learning styles. They comprise of: Visual This particular learning style incorporates tangible tools in its learning systems. Learners preferring this style understand information when using pictures, images and spatial information. For instance, when teaching on the formation of landscapes, a tutor is advised to use images to explain the phenomenon. Jackson (2008) also gives an example on the application of the learning style by arguing that calculating the size of shapes and objects a tutor must use images and objects for a learner to effectively relate to the information. Aural This learning style incorporates the use of music and sound as learning tools. Aural learning styles are mostly used in educational institutions for the visually challenged (Radin, 2009). The tutor in this case makes a recording of a particular subjects or information. In some cases the tutor may use music to pass pieces of information to the learners. Verbal This style is also known as linguistics. In this case, the learner prefers the use of words either written or in speech. This is the most commonly used learning styles as many learners prefer the style due to its efficiency in understanding and record keeping abilities. Physical It is also known as kinesthetic. This particular learning system uses the sense of touch and the body to pass information. The style is most a preference to students who are visually and verbally impaired. Radin (2009) points out that the learning system mostly incorporates the use of hands. Logical (Mathematical) The learning system is referred to as mathematical since it incorporates the use of established systems, reasoning and logic when passing information. In an argument by Ritter & Schooler (2002) before a tutor can pass information to the learner, they must be able to prove their argument using an existing formulae of logic. The authors also point out that the information passed under this learning style must generate from calculated sources and can be proven beyond reasonable doubt. Social In some cases, learners may prefer learning in groups or with the help of peers. The requirements of this preference lead to the generation of this particular style. It is also referred to as interpersonal because learners prefer company of other people when learning (Radin, 2009). Solitary It also referred to as intrapersonal. Learners in this case prefer learning while in seclusion. They also prefer working alone and the use of self study. Explain the role of the learning curve and importance of transferring learning to the workplace A learning curve is a graphical representation of how learning increase with experience (Ritter & Schooler, 2002). In any organization setting, it is an obvious assumption there are practices and duties that are used on a daily basis. With time the staff allocated these duties have acquired enough and sufficient experience to undertake these duties. The rise in experience is achieved after a long period of time while acquiring information on a particular subject. In an argument by Grant (2004) the rate of increased learning is directly proportional to the level of experience one attains over a specific period of time. While representing this argument graphically, one must use the learning curve. The learning curve is used in two main ways (Principe, Neil, & Curt, 2000). Where a mass of information or knowledge is acquired over time When a similar duty or task is repeated for a series of times The learning curve is used in many fields where the progress of units or factors is analyzed over a specific period of time depending on the number of times used (Ritter & Schooler, 2002). The importance of transferring learning to the workplace In most workplaces, learning is a crucial tool in developing strategies and staff training specification (Jackson, 2008). Additionally, the use of learning is described as a way in which workplaces can easily change or incorporate new specifications and technologies. In an argument by Keefe & Jenkins (2008), regardless of the field a workplace is based on, there are changes that are expected. For the workplace to implement the specifications to handle the changes, learning activities should be generated for training purposes. Apart from training purposes, learning in the workplace increases the experience of the staffs. Learning the already existing procedures increases the level at which staff members increase their working effectiveness. De Jong (2010) points out that generating of a working experience can only be done through learning in workplace. In relating to the purpose of the learning curve, the level of experience is directly proportional to learning one does over the same period of time. From this argument, one may argue that learning in a workplace is crucial in creating effective working portfolios of the staff. This may positively influence the rate at which work is done in the particular workplace (Radin, 2009). Assess the contribution of learning theories and learning styles when planning and designing a learning event A learning event can be described as an education program or an organized curriculum. For instance, a learning event may be based on a particular event that is purposed to generate a learning outcome based on a particular subject (Jackson, 2008). For a learning event to successful, they must be participants. In this case, participants are the tutors and learners. These two parties need programs that guide them through the entire learning event. The most significant feature if a learning event that must be satisfied is the ability to benefit the learners (Grant, 2004). For all learners to be fulfilled and incorporated in the program, educators need to evaluate which learning styles to incorporate. Learning styles assess the availability and appropriateness of learning options. For instance, if a learning event comprises of visually impaired learners the tutor in this case should use the aural or verbal learning styles. In an argument by Keefe & Jenkins (2008) the significance of a learning style is measured by its ability to suit the learners need to access information required. The authors point out that for this to be possible learning styles should be used to cater to the needs and preferences of the learners. On the other hand, learning theories explain the way in which information provided in the learning event is processed, absorbed and retained by a learner. In this case, the tutor should ignore environmental factors and focus on the students in terms of understanding the human memory and the ability of students to acquire the required information (Grant, 2004). Application of learning theories in a learning event ensures that a tutor is able to assess the success of the event at different stages. Additionally, learning theories enable a tutor to generate the most appropriate learning styles that may suit the requirements of the learners (Radin, 2009). References Brown, B. & Ryoo, K. (2008). "Teaching Science as a Language: A "Content-First" Approach to Science Teaching". Journal of Research in Science Teaching 45 (5): 529–53. De Jong, T. (2010). "Cognitive Load Theory, Educational Research, and Instructional Design: Some Food for Thought". Instructional Science: An International Journal of the Learning Sciences: 38. Grant, R. (2004), Contemporary strategy analysis. London: Blackwell publishing. Jackson, J. (2008). Measurement issues concerning a personality model spanning temperament, character and experience. New York: Sage Publishers. Keefe, J. & Jenkins, M. (2008). Personalized instruction: The key to student achievement. Lanham, MD: Rowman & Littlefield Education. Leonard, D. (2002). Learning theories, A to Z. Westport, Conn: Oryx Press. Merriam, S. (2007). Learning in adulthood a comprehensive guide. San Francisco: Jossey-Bass Principe, J., Neil, E, & Curt, W. (2000). "Neural and Adaptive Systems: Fundamentals Through Simulations". New York: John Wiley & Sons. Radin, P. (2009). "Brain-Compatible Teaching and Learning: Implications for Teacher Education."Educ Horiz 88 (1). Ritter, F. & Schooler, L. (2002). The learning curve. International Encyclopedia of the Social and Behavioral Sciences: 8602-8605. Read More