Theories, principles and models of learning.
Introduction
According to Matthew and Julio (2020) learning is a progressive change in behaviour that results from experiential practice (Olson & Ramirez, 2020). Several learning theories are associated with teaching practices that explain how learning and teaching processes should occur. For a teacher to develop holistically, they need to understand better the underlying learning processes that contribute to the teaching practice. Understanding how knowledge is impacted allows teachers to identify the methodological delivery of their subject content and match it to the theoretical frameworks of learning. A comprehensive understanding of the various learning theories helps teachers improve their practice, thereby improving the learner’s experience. The five main theories associated with learning experiences are; behaviourism, cognitivism, constructivism, humanism, and connectivism learning theories. This essay will explain the fundamentals underlying each learning theory with respect to the learning experiences they offer.
Behaviourism learning theory: Changes in what learners do.
Behaviourism theory suggests that learning involves the formation of associations between stimuli and responses. Behaviourism emphasises the idea that learners develop new behaviours as a result of their interaction with the environment and that the innate and inherited factors of the learners have an insignificant impact on their behaviour. In an empirical study by J.B Watson and B.F Skinner, the two philosophers stress the need to use operational definitions by using observable and verifiable behaviour rather than using internal human variables like thinking and emotions (Kimble, 2011). Their argument concludes that all behaviour, no matter how complex, can be explained by the simple stimulus and response association.
Positive reinforcement is a vital part of behavioural learning theory. Teachers often use behaviourism to lead learners on how to react and respond to certain stimuli. Learners are motivated by objective-based rewards in their learning experiences (Danley, et al., 2014). A learner who receives rewards for a good test score is more likely to learn effectively than those who receive no award for their excellent scores. Positive reinforcement correlates to the learner’s continued excellence based on the learner’s response to a positive stimulus. For positive reinforcement to be a successful behavioural learning theory strategy, repetition and consistency should be observed. Teachers should strive to strike a balance of repeating a learning experience and providing the right positive reinforcement to motivate the learners to continue in certain learning behaviour. Teachers can consistently praise and credit learners to motivate them in future similar learning scenarios. On the other hand, negative punishment can discourage undesirable behaviour, thereby shaping learners’ behaviour.
Cognitive learning theories.
It is the aspect of learning that focuses on how learners process absorbs and process information. Cognitive learning theory is highly dependent on metacognition, which is the awareness of one’s brain thoughts and thought processes. Jean Piaget’s work on cognitive learning theory provides insights into different learners’ comprehension abilities and how cognitive learning experiences may vary from one learner to another (Yilmaz, 2011). In his study, he stresses the acquisition of knowledge and skills using the learners’ mental structures, thereby processing the information individually. Cognitive learning is an internal mental phenomenon that depends on what learners say and do. Although cognitive learning is based on the learner’s internal mental processes, it recognises the role of external environmental conditions that influence learning processes. The explanations and demonstrations from teachers serve as vital environmental inputs for learners.
Teachers are expected to organise their teaching materials to make it easier for learners to acquire and process the information in their mind easily. There are various learning tools that teachers can exploit to improve learners’ cognitive learning abilities by helping them explore learning concepts from different mindsets. As Albert Bandura suggests, observational and experiential learning is a cognitive learning process that defines the learner’s mental processes (Mamchur, 2017). Teachers should provide mental and involving exercises to their learners meant to provoke their thought processes since they learn best in doing exercises. Learning exercises helps learners to accommodate information into their minds and process the information as they try to solve problems in their learning experiences. Additionally, courses and topics should be divided into different subparts that learners can easily process in their minds. Small subsets should be arranged so that they reinforce each other to improve the learners’ thought processes.
Constructivism theories of learning.
The idea behind the constructivism theory of learning dictates that learners actively construct their own knowledge using their personal experiences in learning. Henceforth, everyone’s individual experiences make learning unique and personal. The background, past experiences, and previous knowledge of learners influence their learning experiences. Vygotsky, Brunner and John Dewey, the founders of constructivism theory, believed that knowledge is not passively gained but instead built continuously up from the experiences of the learner (Univeristy College of Dublin, 2010). Constructivism learning is an individualised and personal endeavor where a person’s internalised rules, concept and general principles are consequently applied in their practical real-world learning process.
Constructivism theory of learning outlines how teachers can create a unique and individualised learning experience for learners. It is the teacher’s role to create a collaborative environment where learners are actively involved in their learning processes. In this way, teachers act as facilitators to the learning experience rather than being actual instructors. Teachers are tasked with the responsibility of knowing the pre-existing conceptions and understanding of the learners and then work towards incorporating knowledge within those areas. A successful constructivist learning experience involves a shared knowledge between learners and teachers and a shared authority between learners and teachers where teachers act as guides and facilitators (Molly, 2015). Teachers are encouraged to have a dialogue with their learners to help them construct on their pre-existing knowledge. As a result, constructivism learning experiences involve small groups of learners who work within collaborative and interactive activities with open dialogues.
Humanism Theory of Learning.
Developed by Abraham Maslow, Carl Rodgers, and James Bungental in the early 1900s, humanism learning theory focuses on the human growth potential, suggesting that learners are bound to experience significant development if they are confident in taking responsibility for their learning experiences (Kwak et al., 2011). The teacher is expected to respect the feelings of the learner and facilitate their learning experiences. The humanistic learning theory harnessed the concept that if learners are upset, sad, or distressed, they are less likely to focus on their learning experiences. Learners should be empowered and made responsible for their own learning experiences. To achieve this, teachers are expected to create an environment where the learners’ problems are solved, thereby empowering them to explore different learning activities without the fear of failure.
The humanistic approach to learning focuses on engagement. Teachers should provide motivation and exciting learning activities meant to engage the learners more in learning activities. The learning activities should, in turn, focus on the learner’s needs and the pursuits to the learner’s human development. As Susan and Ian (2012) explain in his study, the humanistic learning theory is based on human activities and personal experiences. Learning is affected by the incidental social interactions and observations which occur through imitation and modeling as the learner observes their teachers and peers. The teacher’s behaviour has a huge influence on the learners regardless of whether the behaviour is good or bad. Teachers should set up an excellent example for their learners for a successful humanistic approach to learning. Additionally, they can create a safe learning environment where learners set realistic goals, and the teachers help them achieve those goals by designing safe pathways for students to reach those goals.
Connectivism learning theory
Connectivism is a pedagogical paradigm shift developed on the basic idea that people process information by forming a complementary connection. The theory has gained popularity with the onset of the rapidly growing digital and technological age, which has sparked an advancement in learning processes. Siemens, the developer of the new connectivism learning theory explains that information is a network that is continually being acquired and updated through a network of learners who can distinguish opposing facts and figures. According to Ertmer and Timothey (2012), connectivism releases the learner from cognitive activities of acquiring knowledge through study, experience and guidance. It allows learners to incorporate the use of electronic devices in learning processes.
Much of the learning activities can happen across peer networks on the online cyberspace. In connectivist learning, the teacher is expected to direct learners to the technology space’s relevant information. Learners are also encouraged to seek out information independently and express a personal experience of their learning processes. A connected community where learning information is shared provides a platform where learners can scale their learning capabilities by sharing ideas (Kop, 2008). The Massive Open Online Course (MOOC) phenomenon is derived from connectivist theory where open web software and systems are used to facilitate online learning and sharing.
Inclusive teaching practices.
The main principle that governs inclusive learning is the ability for learning processes to be malleable and transformable concerning the learner’s needs and preferences. In this way, learners who have already articulated their particular needs and preferences, whether explicitly or implicitly, are offered a learning content that they can easily interact with to understand and process. A successful inclusive learning programme is facilitated by accepting, understanding, and attending to learners’ differences and diversity (Ricci, 2013). Learners have varying physical, social, emotional, cognitive, and academic properties. An inclusive teaching programme should create an environment where all participants are engaged and respected irrespective of their varying and distinct properties.
Creating an inclusive environment is one-way teachers can encourage inclusivity in learning (Molbaek, 2018). To start with, teachers should know their learners’ individual perspectives, experiences, skills, and ideas in respect to their course. Clear communication between teachers and learners can help to create a clear understanding of each other’s tastes and preferences. There should be a set of ground rules meant to encourage respectful interactions in the contribution and questioning of ideas within a learning experience. The teacher should communicate high standards and confidence to their learners which includes offering the required support designed to help learners achieve their learning objectives. A high accord should be placed on the learners’ comments and questions by using verbal anon verbal cues to encourage learner participation and challenge them to think critically, thereby forming an independent mindset.
Encouraging a growth mindset helps teachers create an inclusive learning experience for the learners. It teaches the learners that it is okay to make mistakes as long as they provoke them into more profound learning activities. An encouraging growth learning programme provides an opportunity for learners to grow and improve their learning programmes. A growth mindset discourages the possibilities of stereotypes in learning experiences (Rissanen et al., 2019). It encourages learners to push their learning thresholds continuously and achieving new targets in their learning experiences. Research shows that the learner’s beliefs about the nature of their intelligently can meaningfully affect their response to academic challenges
The mindset framework illustrates how learners feel, think, and act in response to challenging experiences. An involving learning environment enables the teacher to influence their learners’ behaviours regardless of their limiting original mindset. A teacher is expected to use personal examples or examples of learners to expose learners to complex learning programmes. An interactive learning environment also gives room for critical feedback, which helps the teacher to identify the inadequate areas of their learning programmes, thereby improving accordingly. Through communication, a teacher is able to increase the competence of their learners on a specific skill by providing examples and demonstrations.
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