The Importance of Theories of Learning - Essay Example

Theories of Learning “Learning is the process of acquiring knowledge or skill through study, experience or teaching. It is a process that depends on experience and leads to long-term changes in behavior potential. Behavior potential describes the possible behavior of an individual (not actual behavior) in a given situation in order to achieve a goal” (Wikepedia 2006) In 1999, Smith published the importance of theories of learning in a well-rounded development of a learner as an individual. Smith (1999) revealed the British and Irish educational policy makers and education practitioners’ lack of attention on the theory of learning’s relevance and importance resulting to an outmoded educational system and a diminished well being. Learning Classification Smith’s paper on Learning Theory made a distinct classification of “learning” and classified it as a product and a process (Smith 1999). Learning as a Product Learning as a product is a change in behaviour, an outcome in a learning approach or the end product of some processes that can be recognized or seen (Smith 1999). Smith highlights the virtue of change as a crucial aspect of learning and admits different depth or nature of the changes involved. In 1999, Smith cited the 1979 Säljö’s research that measures adult students’ understanding of learning and their responses were categorized into five by asking a number of adult students what they understood by learning. Their responses fell into five main categories: “Learning as a quantitative increase in knowledge. Learning is acquiring information or ‘knowing a lot’. Learning as memorising. Learning is storing information that can be reproduced. Learning as acquiring facts, skills, and methods that can be retained and used when necessary. Learning as making sense or abstracting meaning. Learning involves relating parts of the subject matter to each other and to the real world. Learning as interpreting and understanding reality in a different way. Learning involves comprehending the world by reinterpreting knowledge. (quoted in Ramsden 1992: 26)” (Smith 1999). Smith explained that 4 & 5 concepts differ qualitatively with concept 1 to 3. The first three concepts on learning were less complex. The results showed that learning was external to the learner, something that just happens or what you do in order to understand the real world. Learning as a Process In 2003, Allan Roger’s critique paper entitled “What is the difference?  A new critique of adult learning and teaching” formulated an approached resulting to a full appreciation of learning as a process. Roger formulated the two contrasting approaches: task-conscious or acquisition learning and learning-conscious or formalized learning. Task-conscious or acquisition learning. “Going on all the time” is what best describe acquisition learning. Roger described this mode of learning as concrete, immediate and confined to a specific activity; it is not concerned with general principles (2003, p.18). The example of this type is learning with parents or with home management. 2003, Rogers admitted that some sectors described this type of learning as unconscious or implicit, however, he cautioned them by way of suggestion that it might be better to speak of it as having a consciousness of the task (p. 21). In other words, whilst the learner may not be conscious of learning, they are usually aware of the specific task on hand. Learning-conscious or formalized learning. Rogers described this type as the process of facilitating learning; an educative learning rather than the accumulation of experience (2003, p. 27).This learning provides a consciousness to learn as when people are aware that the task they are engaged in entails learning. Learning itself is the task involving guided episodes of learning (Rogers 2003: 27). The Different Theories of Learning Behaviourist Orientation to Learning In 1999, Smith published a paper entitled: “The behaviourist Orientation to Learning” which considers John B. Watson the first behaviourist who theorized that inner experience cannot be observed nor subjected to a study. Watson (Smith 1999) tested his theory through laboratory experiment resulting to the generation of the stimulus-response model. The result confirmed Watson’s theory that when the environment provides a stimulus, an individual develop specific responses in the set-up. With Watson’s theory, three key assumptions were developed and these are: observable behaviour is the study’s focus and not the internal thought process; environment shapes one’s behavior; and the observance of the principle of contiguity how close in time two events must be for a bond to be formed and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process (Smith 1999). In 1999, Smith’s paper “Behaviourist Orientation to Learning” provided four key principles on the behaviorist theory’s applicability to learning in consonance with Harley’s 1998 findings in his paper “Learning and Studying. “The four key principles are: Activity is important ('Learning by doing' is to be applauded); Repetition, generalization and discrimination are important notions (Frequent practice - and practice in varied contexts - is necessary for learning to take place); Reinforcement is the cardinal motivator (Positive reinforcers like rewards and successes are preferable to negative events like punishments and failures); and Learning is helped when objectives are clear (Those who look to behaviourism in teaching will generally frame their activities by behavioural objectives) (Smith 1999). Cognitive Orientation to Learning Funderstanding’s website wrote that it was a Swiss biologist and psychologist Jean Piaget (1896-1980) who pioneered the Cognitive Theory in learning through his influential model of child development and learning. Piaget's theory is focused on children’s cognitive structure development or developing a mental "maps," schemes, or network concepts for understanding and responding to physical experiences within their environment (Funderstanding 2006). Piaget attests to increases in sophistication in child's cognitive structure from a few innate reflexes to highly complex mental activities. In 2006, Funderstanding’s website outlines the four developmental stages of Piaget’s theory. These four stages are: “1. Sensorimotor stage (birth - 2 years old)--The children, through physical interaction with their environment, builds a set of concepts about reality and how it works. 2. Preoperational stage (ages 2-7)--The child is not yet able to conceptualize abstractly and needs concrete physical situations. 3. Concrete operations (ages 7-11)--As physical experience accumulates, the child starts to conceptualize, creating logical structures that explain his or her physical experiences. Abstract problem solving is also possible at this stage. For example, arithmetic equations can be solved with numbers, not just with objects. 4. Formal operations (beginning at ages 11-15)--By this point, the child's cognitive structures are similar with those of an adult and include conceptual reasoning” (Funderstanding 2006) Piaget’s Cognitive Theory outlined several principles for building cognitive structures and summarized that in all the children’s development stages, their environmental experiences will be based on their constructed mental maps. Piaget further argued his theory that if children’s experiences are repetitions, it fits easily--or is assimilated--into their cognitive structure so that they maintain mental "equilibrium." Finally, the children loses equilibrium with new or different experiences because it alters their cognitive structure to accommodate the new conditions resulting for children to erect more and more adequate cognitive structures (Funderstanding 2006). Piaget’s theory made an impact on the areas of curriculum and instruction. In curriculum, the educators and policy makers on education should create a development plan appropriate for the curriculum resulting to an enhanced students’ logical and conceptual approach. In instruction, a teacher must emphasize the critical role that experiences--or interactions with the surrounding environment--play in student learning such as importance of the fundamental concepts role in establishing cognitive structures. Neuroscience Neuroscience, as a theory is still "young" and is undergoing rapid, controversial development, is one of the theories of learning posted on Funderstanding’s websites (www.funderstanding.com) which deals with the study of the human nervous system, the brain, and the biological basis of consciousness, perception, memory, and learning (Funderstanding 2006). Brain being the major organ of the nervous system and nervous system in general is the physical foundation of the human learning process. The “Neuroscience,” as a theory links the cognitive behavior’s observations with actual physical processes that support such behavior. Neuroscience as a learning theory outlined the following highlight in brain research that will serve as a guide to better understanding of learning. These were: The brain has a triad structure; the brain is not a computer; and the brain changes with use, throughout our lifetime. The triad structure of the brain are the lower or reptilian brain that controls basic sensory motor functions; the mammalian or limbic brain that controls emotions, memory, and biorhythms; and the neocortex or thinking brain that controls cognition, reasoning, language, and higher intelligence. The connection of the brain neurons’ structure is loose, flexible, "webbed," overlapping, and redundant which is completely in contrast to a linear or parallel like processing in a computer. Simply stated, brain act as a self-organizing system. Mental concentration and effort alters the physical structure of the brain resulting to brain changes in its uses in one’s lifetime. The alteration of physical changes that occurred in the human brain was due to the created new paths of nerve cells (neurons) connected by branches called dendrites resulting to the changes experienced by human being. The changes which occurred proved the complexities of our human brain which consist about 10 billion neurons in the brain and about 1,000 trillion connections (Funderstanding 2006). In the light of the scientific findings on the complexities and uses of the nervous system and of the human brain it made a novel contribution to the development of education. Educator used Neuroscience as a learning theory to conceptualize and organize curriculum development around real experiences coupled with an integrated shole ideas. Aside from curriculum development, educator focuses on promotion of complex thinking and brain “growth.” When educators take neuroscience into account, they organize a curriculum around real experiences and integrated, "whole" ideas. Plus, they focus on instruction that promotes complex thinking and the "growth" of the brain. Neuroscience proponents advocate continued learning and intellectual development throughout adulthood. Observational Learning Observational learning or social learning theory, takes place when the observer’s behavior changes after viewing the behavior of a model. An observer's behavior can be affected by the positive or negative consequences--called vicarious reinforcement or vicarious punishment-- of a model's behavior (Funderstanding 2006). In 2006, Funderstanding provides several guiding principles that operate behind the observational learning or social learning theory. Some of these guiding principles are: “1. The observer will imitate the model's behavior if the model possesses characteristics that the observer finds attractive or desirable; 2. The observer will react to the way the model is treated and mimic the model's behavior; 3. A distinction exists between an observer's "acquiring" a behavior and "performing" a behavior; 4. Learning by observation involves four separate processes: attention, retention, production and motivation; 5. Attention and retention account for acquisition or learning of a model's behavior; production and motivation control the performance; and 6. Human development reflects the complex interaction of the person, the person's behavior, and the environment. The relationship between these elements is called reciprocal determinism. A person's cognitive abilities, physical characteristics, personality, beliefs, attitudes, and so on influence both his and her behavior and environment” (Funderstanding 2006). This learning theory helps educators who specialize on curriculum development to observe and model the behavior that will result to a positive reinforcement. With regards to instruction, collaborative learning should be encouraged for it is in this area where learning takes place in the socio environmental context. Finally, to assess learning in this type, educators must provide incentive and environmental support in order for learning to take place as a result of a changed behavior (Funderstanding 2006). Learning Theory of MY Style Behaviourist Orientation to Learning is my preferred learning style which I am comfortable with being a student. I believe that environment plays an important role in learning for it provides a stimulus necessary to attain educational objectives. Watson theorized in (Smith 1999) that environment shapes one’s behavior as well as in my case as a student. When a classroom was designed by a teacher or professor to enhance and captivate learner’s attention then the teacher’s effort will redound to a sound environment for a learning process. Reinforcement plays an important role to motivate students’ attitudes and behavior for learning, the absence of which will result to a learning environment’s failure to maximize learning outcomes and poor result. In my case, in order to achieve the desired end of learning through the behaviourist learning theory is to have an activity responsive and appropriate to the educational goals or learning outcomes. Learning by doing will open learner’s eye to various methods or processes in order to accomplish the given task as it provides skills development needed. Retention will have a profound effect on the learners when they perform activities related to the task. Finally, environment and motivation play an important role in obtaining learning outcomes. Reference Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Hartley, J. (1998) Learning and Studying. A research perspective, London: Routledge.  Rogers, A. (2003). What is the difference?  a new critique of adult learning and teaching, Leicester:  NIACE Säljö, R. (1979) 'Learning in the learner's perspective. I. Some common-sense conceptions', Reports from the Institute of Education, University of Gothenburg, 76. Smith, M. K. (1999) 'Learning theory', the encyclopedia of informal education. Available from www.infed.org/biblio/b-learn.htm [cited on March 26, 2006]. Smith, M. K. (1999) 'The behaviourist orientation to learning,' the encyclopedia of informal education. Available from www.infed.org/biblio/learning-behavourist.htm [Cited on March 30, 2006]. Watson, J. B. (1913) 'Psychology as the behavourist views it', Psychological review 20: 158. www.en.wikipedia.org/wiki/Learning www.fundertsanding.com/learning_theories.cfm Read More