Learning theory (education) | Wikipedia audio article

Learning theories are conceptual frameworks
that describe how students absorb, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences,
as well as prior experience, all play a part in how understanding, or a world view, is
acquired or changed and knowledge and skills retained.Behaviorists look at learning as
an aspect of conditioning and advocate a system of rewards and targets in education. Educators who embrace cognitive theory believe
that the definition of learning as a change in behavior is too narrow, and study the learner
rather than their environment—and in particular the complexities of human memory. Those who advocate constructivism believe
that a learner’s ability to learn relies largely on what they already know and understand,
and the acquisition of knowledge should be an individually tailored process of construction. Transformative learning theory focuses on
the often-necessary change required in a learner’s preconceptions and world view. Geographical learning theory focuses on the
ways that contexts and environments shape the learning process. Outside the realm of educational psychology,
techniques to directly observe the functioning of the brain during the learning process,
such as event-related potential and functional magnetic resonance imaging, are used in educational
neuroscience. The theory of multiple intelligences, where
learning is seen as the interaction between dozens of different functional areas in the
brain each with their own individual strengths and weaknesses in any particular human learner,
has also been proposed, but empirical research has found the theory to be unsupported by
evidence.==Educational philosophy=====
Classical theorists=======Plato====Plato (428 BC–347 BC) proposed the question:
How does an individual learn something new when the topic is brand new to that person? This question may seem trivial; however, think
of a human like a computer. The question would then become: How does a
computer take in any factual information without previous programming? Plato answered his own question by stating
that knowledge is present at birth and all information learned by a person is merely
a recollection of something the soul has already learned previously, which is called the Theory
of Recollection or Platonic epistemology. This answer could be further justified by
a paradox: If a person knows something, they don’t need to question it, and if a person
does not know something, they don’t know to question it. Plato says that if one did not previously
know something, then they cannot learn it. He describes learning as a passive process,
where information and knowledge are ironed into the soul over time. However, Plato’s theory elicits even more
questions about knowledge: If we can only learn something when we already had the knowledge
impressed onto our souls, then how did our souls gain that knowledge in the first place? Plato’s theory can seem convoluted; however,
his classical theory can still help us understand knowledge today.====Locke====John Locke (1632–1704) offered an answer
to Plato’s question as well. John Locke offered the “blank slate” theory
where humans are born into the world with no innate knowledge. He recognized that something had to be present,
however. This something, to John Locke, seemed to be
“mental powers”. Locke viewed these powers as a biological
ability the baby is born with, similar to how a baby knows how to biologically function
when born. So as soon as the baby enters the world, it
immediately has experiences with its surroundings and all of those experiences are being transcribed
to the baby’s “slate”. All of the experiences then eventually culminate
into complex and abstract ideas. This theory can still help teachers understand
their students’ learning today.==Educational psychology=====
Behavior analysis===The term “behaviorism” was coined by John
Watson (1878–1959). Watson believed the behaviorist view is a
purely objective experimental branch of natural science with a goal to predict and control
behavior. In an article in the Psychological Review,
he stated that, “Its theoretical goal is the prediction and control of behavior. Introspection forms no essential part of its
methods, nor is the scientific value of its data dependent upon the readiness with which
they lend themselves to interpretation in terms of consciousness.”Methodological behaviorism
is based on the theory of only explaining public events, or observable behavior. B.F. Skinner introduced another type of behaviorism
called radical behaviorism, or the conceptual analysis of behavior, which is based on the
theory of also explaining private events; particularly, thinking and feelings. Radical behaviorism forms the conceptual piece
of behavior analysis. In behavior analysis, learning is the acquisition
of a new behavior through conditioning and social learning.====Learning and conditioning====
There are three types of conditioning and learning: Classical conditioning, where the behavior
becomes a reflex response to an antecedent stimulus. Operant conditioning, where antecedent stimuli
results from the consequences that follow the behavior through a reward (reinforcement)
or a punishment. Social learning theory, where an observation
of behavior is followed by modeling.Ivan Pavlov discovered classical conditioning. He observed that if dogs come to associate
the delivery of food with a white lab coat or the ringing of a bell, they produce saliva,
even when there is no sight or smell of food. Classical conditioning considers this form
of learning the same, whether in dogs or in humans. Operant conditioning reinforces this behavior
with a reward or a punishment. A reward increases the likelihood of the behavior
recurring, a punishment decreases its likelihood. Social learning theory observes behavior and
is followed with modeling. These three learning theories form the basis
of applied behavior analysis, the application of behavior analysis, which uses analyzed
antecedents, functional analysis, replacement behavior strategies, and often data collection
and reinforcement to change behavior. The old practice was called behavior modification,
which only used assumed antecedents and consequences to change behavior without acknowledging the
conceptual analysis; analyzing the function of behavior and teaching of new behaviors
that would serve the same function was never relevant in behavior modification. Behaviorists view the learning process as
a change in behavior, and arrange the environment to elicit desired responses through such devices
as behavioral objectives, Competency-based learning, and skill development and training. Educational approaches such as Early Intensive
Behavioral Intervention, curriculum-based measurement, and direct instruction have emerged
from this model.====Transfer of learning====
Transfer of learning is the idea that what one learns in school somehow carries over
to situations different from that particular time and that particular setting. Transfer was amongst the first phenomena tested
in educational psychology. Edward Lee Thorndike was a pioneer in transfer
research. He found that though transfer is extremely
important for learning, it is a rarely occurring phenomenon. In fact, he held an experiment where he had
the subjects estimate the size of a specific shape and then he would switch the shape. He found that the prior information did not
help the subjects; instead it impeded their learning.One explanation of why transfer does
not occur often involves surface structure and deep structure. The surface structure is the way a problem
is framed. The deep structure is the steps for the solution. For example, when a math story problem changes
contexts from asking how much it costs to reseed a lawn to how much it costs to varnish
a table, they have different surface structures, but the steps for getting the answers are
the same. However, many people are more influenced by
the surface structure. In reality, the surface structure is unimportant. Nonetheless, people are concerned with it
because they believe that it provides background knowledge on how to do the problem. Consequently, this interferes with their understanding
of the deep structure of the problem. Even if somebody tries to concentrate on the
deep structure, transfer still may be unsuccessful because the deep structure is not usually
obvious. Therefore, surface structure gets in the way
of people’s ability to see the deep structure of the problem and transfer the knowledge
they have learned to come up with a solution to a new problem.Current learning pedagogies
focus on conveying rote knowledge, independent of the context that gives it meaning. Because of this, students often struggle to
transfer this stand-alone information into other aspects of their education. Students need much more than abstract concepts
and self-contained knowledge; they need to be exposed to learning that is practiced in
the context of authentic activity and culture. Critics of situated cognition, however, would
argue that by discrediting stand-alone information, the transfer of knowledge across contextual
boundaries becomes impossible. There must be a balance between situating
knowledge while also grasping the deep structure of material, or the understanding of how one
arrives to know such information.Some theorists argue that transfer does not even occur at
all. They believe that students transform what
they have learned into the new context. They say that transfer is too much of a passive
notion. They believe students, instead, transform
their knowledge in an active way. Students don’t simply carry over knowledge
from the classroom, but they construct the knowledge in a way that they can understand
it themselves.The learner changes the information they have learned to make it best adapt to
the changing contexts that they use the knowledge in. This transformation process can occur when
a learner feels motivated to use the knowledge—however, if the student does not find the transformation
necessary, it is less likely that the knowledge will ever transform====
Techniques and benefits of transfer of learning====
There are many different conditions that influence transfer of learning in the classroom. These conditions include features of the task,
features of the learner, features of the organization and social context of the activity. The features of the task include practicing
through simulations, problem-based learning, and knowledge and skills for implementing
new plans. The features of learners include their ability
to reflect on past experiences, their ability to participate in group discussions, practice
skills, and participate in written discussions. All the unique features contribute to a student’s
ability to use transfer of learning. There are structural techniques that can aid
learning transfer in the classroom. These structural strategies include hugging
and bridging.Hugging uses the technique of simulating an activity to encourage reflexive
learning. An example of the hugging strategy is when
a student practices teaching a lesson or when a student role plays with another student. These examples encourage critical thinking
that engages the student and helps them understand what they are learning—one of the goals
of transfer of learning and desirable difficulties. Bridging is when instruction encourages thinking
abstractly by helping to identify connections between ideas and to analyze those connections. An example is when a teacher lets the student
analyze their past test results and the way they got those results. This includes amount of study time and study
strategies. Looking at their past study strategies can
help them come up with strategies to improve performance. These are some of the ideas important to successful
to hugging and bridging practices.There are many benefits of transfer of learning in the
classroom. One of the main benefits is the ability to
quickly learn a new task. This has many real-life applications such
as language and speech processing. Transfer of learning is also very useful in
teaching students to use higher cognitive thinking by applying their background knowledge
to new situations.===Cognitivism=======
Gestalt theory====Cognitive theories grew out of Gestalt psychology. Gestalt psychology was developed in Germany
in the early 1900s by Wolfgang Kohler and was brought to America in the 1920s. The German word Gestalt is roughly equivalent
to the English configuration or organization and emphasizes the whole of human experience. Over the years, the Gestalt psychologists
provided demonstrations and described principles to explain the way we organize our sensations
into perceptions. Max Wertheimer, one of the founding fathers
of Gestalt Theory, observed that sometimes we interpret motion when there is no motion
at all. For example: a powered sign used at a convenience
store to indicate that the store is open or closed might be seen as a sign with “flashing
lights”. However, the lights are not actually flashing. The lights have been programmed to blink rapidly
at their own individual pace. Perceived as a whole, the sign flashes. Perceived individually, the lights turn off
and on at designated times. Another example of this would be a brick house:
As a whole, it is viewed as a standing structure. However, it is actually composed of many smaller
parts, which are individual bricks. People tend to see things from a holistic
point of view rather than breaking it down into sub units. In Gestalt theory, psychologists say that
instead of obtaining knowledge from what’s in front of us, we often learn by making sense
of the relationship between what’s new and old. Because we have a unique perspective of the
world, humans have the ability to generate their own learning experiences and interpret
information that may or may not be the same for someone else. Gestalt psychologists criticize behaviorists
for being too dependent on overt behavior to explain learning. They propose looking at the patterns rather
than isolated events. Gestalt views of learning have been incorporated
into what have come to be labeled cognitive theories. Two key assumptions underlie this cognitive
approach: that the memory system is an active organized processor of information and that
prior knowledge plays an important role in learning. Gestalt theorists believe that for learning
to occur, prior knowledge must exist on the topic. When the learner applies their prior knowledge
to the advanced topic, the learner can understand the meaning in the advanced topic, and learning
can occur Cognitive theories look beyond behavior to consider how human memory works to promote
learning, and an understanding of short term memory and long term memory is important to
educators influenced by cognitive theory. They view learning as an internal mental process
(including insight, information processing, memory and perception) where the educator
focuses on building intelligence and cognitive development. The individual learner is more important than
the environment.====Other cognitive theories====
Once memory theories like the Atkinson-Shiffrin memory model and Baddeley’s working memory
model were established as a theoretical framework in cognitive psychology, new cognitive frameworks
of learning began to emerge during the 1970s, 80s, and 90s. Today, researchers are concentrating on topics
like cognitive load and information processing theory. These theories of learning play a role in
influencing instructional design. Cognitive theory is used to explain such topics
as social role acquisition, intelligence and memory as related to age. In the late twentieth century, situated cognition
emerged as a theory that recognized current learning as primarily the transfer of decontextualized
and formal knowledge. Bredo (1994) depicts situated cognition as
“shifting the focus from individual in environment to individual and environment”. In other words, individual cognition should
be considered as intimately related with the context of social interactions and culturally
constructed meaning. Learning through this perspective, in which
known and doing become inseparable, becomes both applicable and whole. Much of the education students receive is
limited to the culture of schools, without consideration for authentic cultures outside
of education. Curricula framed by situated cognition can
bring knowledge to life by embedding the learned material within the culture students are familiar
with. For example, formal and abstract syntax of
math problems can be transformed by placing a traditional math problem within a practical
story problem. This presents an opportunity to meet that
appropriate balance between situated and transferable knowledge. Lampert (1987) successfully did this by having
students explore mathematical concepts that are continuous with their background knowledge. She does so by using money, which all students
are familiar with, and then develops the lesson to include more complex stories that allow
for students to see various solutions as well as create their own. In this way, knowledge becomes active, evolving
as students participate and negotiate their way through new situations.===Constructivism===Founded by Jean Piaget, constructivism emphasizes
the importance of the active involvement of learners in constructing knowledge for themselves. Students are thought to use background knowledge
and concepts to assist them in their acquisition of novel information. On approaching such new information, the learner
faces a loss of equilibrium with their previous understanding, and this demands a change in
cognitive structure. This change effectively combines previous
and novel information to form an improved cognitive schema. Constructivism can be both subjectively and
contextually based. Under the theory of radical constructivism,
coined by Ernst von Glasersfeld, understanding relies on one’s subjective interpretation
of experience as opposed to objective “reality”. Similarly, William Cobern’s idea of contextual
constructivism encompasses the effects of culture and society on experience.Constructivism
asks why students do not learn deeply by listening to a teacher, or reading from a textbook. To design effective teaching environments,
it believes one needs a good understanding of what children already know when they come
into the classroom. The curriculum should be designed in a way
that builds on the pupil’s background knowledge and is allowed to develop with them. Begin with complex problems and teach basic
skills while solving these problems. The learning theories of John Dewey, Maria
Montessori, and David A. Kolb serve as the foundation of the application of constructivist
learning theory in the classroom. Constructivism has many varieties such as
active learning, discovery learning, and knowledge building, but all versions promote a student’s
free exploration within a given framework or structure. The teacher acts as a facilitator who encourages
students to discover principles for themselves and to construct knowledge by working answering
open-ended questions and solving real-world problems. To do this, a teacher should encourage curiosity
and discussion among his/her students as well as promoting their autonomy. In scientific areas in the classroom, constructivist
teachers provide raw data and physical materials for the students to work with and analyze.===Transformative learning theory===Transformative learning theory seeks to explain
how humans revise and reinterpret meaning. Transformative learning is the cognitive process
of effecting change in a frame of reference. A frame of reference defines our view of the
world. The emotions are often involved. Adults have a tendency to reject any ideas
that do not correspond to their particular values, associations and concepts.Our frames
of reference are composed of two dimensions: habits of mind and points of view. Habits of mind, such as ethnocentrism, are
harder to change than points of view. Habits of mind influence our point of view
and the resulting thoughts or feelings associated with them, but points of view may change over
time as a result of influences such as reflection, appropriation and feedback. Transformative learning takes place by discussing
with others the “reasons presented in support of competing interpretations, by critically
examining evidence, arguments, and alternative points of view”. When circumstances permit, transformative
learners move toward a frame of reference that is more inclusive, discriminating, self-reflective,
and integrative of experience.==Educational neuroscience==American Universities such as Harvard, Johns
Hopkins, and University of Southern California began offering majors and degrees dedicated
to educational neuroscience or neuroeducation in the first decade of the twenty-first century. Such studies seek to link an understanding
of brain processes with classroom instruction and experiences. Neuroeducation analyzes biological changes
in the brain from processing new information. It looks at what environmental, emotional,
and social situations best help the brain store and retain new information via the linking
of neurons—and best keep the dendrites from being reabsorbed, losing the information. The 1990s were designated “The Decade of the
Brain”, and advances took place in neuroscience at an especially rapid pace. The three dominant methods for measuring brain
activities are event-related potential, functional magnetic resonance imaging and magnetoencephalography
(MEG).The integration and application to education of what we know about the brain was strengthened
in 2000 when the American Federation of Teachers stated: “It is vital that we identify what
science tells us about how people learn in order to improve the education curriculum.” What is exciting about this new field in education
is that modern brain imaging techniques now make it possible, in some sense, to watch
the brain as it learns, and the question then arises: can the results of neuro-scientific
studies of brains as they are learning usefully inform practice in this area? The neuroscience field is young. Researchers expected that new technologies
and ways of observing will produce new scientific evidence that helps refine the paradigms of
what students need and how they learn best. In particular, it may bring more informed
strategies for teaching students with learning disabilities.===Formal and mental discipline===
All individuals have the ability to develop mental discipline and the skill of mindfulness,
the two go hand in hand. Mental discipline is huge in shaping what
people do, say, think and feel. It’s critical in terms of the processing of
information and involves the ability to recognize and respond appropriately to new things and
information people come across, or have recently been taught. Mindfulness is important to the process of
learning in many aspects. Being mindful means to be present with and
engaged in whatever you are doing at a specific moment in time. Being mindful can aid in helping us to more
critically think, feel and understand the new information we are in the process of absorbing. The formal discipline approach seeks to develop
causation between the advancement of the mind by exercising it through exposure to abstract
school subjects such as science, language and mathematics. With student’s repetitive exposure to these
particular subjects, some scholars feel that the acquisition of knowledge pertaining to
science, language and math is of “secondary importance”, and believe that the strengthening
and further development of the mind that this curriculum provides holds far greater significance
to the progressing learner in the long haul. D.C. Phillips and Jonas F. Soltis provide
some skepticism to this notion. Their skepticism stems largely in part from
feeling that the relationship between formal discipline and the overall advancement of
the mind is not as strong as some would say. They illustrate their skepticism by opining
that it is foolish to blindly assume that people are better off in life, or at performing
certain tasks, because of taking particular, yet unrelated courses.==Multiple intelligences==The existence of multiple intelligences is
proposed by psychologist Howard Gardner, who suggests that different kinds of intelligence
exists in human beings. It is a theory that has been fashionable in
continuous professional development (CPD) training courses for teachers. However, the theory of multiple intelligences
is often cited as an example of pseudoscience because it lacks empirical evidence or falsifiability.==Multimedia learning==Multimedia learning refers to the use of visual
and auditory teaching materials that may include video, computer and other information technology. Multimedia learning theory focuses on the
principles that determine the effective use of multimedia in learning, with emphasis on
using both the visual and auditory channels for information processing. The auditory channel deals with information
that is heard, and the visual channel processes information that is seen. The visual channel holds less information
than the auditory channel. If both the visual and auditory channels are
presented with information, more knowledge is retained. However, if too much information is delivered
it is inadequately processed, and long term memory is not acquired. Multimedia learning seeks to give instructors
the ability to stimulate both the visual and auditory channels of the learner, resulting
in better progress.===Using online games for learning===Many educators and researchers believe that
information technology could bring innovation on traditional educational instructions. Teachers and technologists are searching for
new and innovative ways to design learner-centered learning environments effectively, trying
to engage learners more in the learning process. Claims have been made that online games have
the potential to teach, train and educate and they are effective means for learning
skills and attitudes that are not so easy to learn by rote memorization. There has been a lot of research done in identifying
the learning effectiveness in game based learning. Learner characteristics and cognitive learning
outcomes have been identified as the key factors in research on the implementation of games
in educational settings. In the process of learning a language through
an online game, there is a strong relationship between the learner’s prior knowledge of that
language and their cognitive learning outcomes. For the people with prior knowledge of the
language, the learning effectiveness of the games is much more than those with none or
less knowledge of the language.==Other learning theories==
Other learning theories have also been developed for more specific purposes. For example, andragogy is the art and science
to help adults learn. Connectivism is a recent theory of networked
learning, which focuses on learning as making connections. The Learning as a Network (LaaN) theory builds
upon connectivism, complexity theory, and double-loop learning. It starts from the learner and views learning
as the continuous creation of a personal knowledge network (PKN).===Learning style theories===Learning style theories propose that individuals
learn in different ways, that there are distinct learning styles and that knowledge of a learner’s
preferred learning style leads to faster and more satisfactory improvement. However, the current research has not been
able to find solid scientific evidence to support the main premises of learning styles
theory.===Informal and post-modern theories===
In theories that make use of cognitive restructuring, an informal curriculum promotes the use of
prior knowledge to help students gain a broad understanding of concepts. New knowledge cannot be told to students,
it believes, but rather the students’ current knowledge must be challenged. In this way, students adjust their ideas to
more closely resemble actual theories or concepts. By using this method students gain the broad
understanding they’re taught and later are more willing to learn and keep the specifics
of the concept or theory. This theory further aligns with the idea that
teaching the concepts and the language of a subject should be split into multiple steps.Other
informal learning theories look at the sources of motivation for learning. Intrinsic motivation may create a more self-regulated
learner, yet schools undermine intrinsic motivation. Critics argue that the average student learning
in isolation performs significantly less well than those learning with collaboration and
mediation. Students learn through talk, discussion, and
argumentation.==Educational anthropology=====
Philosophical anthropology===According to Theodora Polito, “every well-constructed
theory of education [has] at [its] center a philosophical anthropology,” which is “a
philosophical reflection on some basic problems of mankind.” Philosophical anthropology is an exploration
of human nature and humanity. Aristotle, an early influence on the field,
deemed human nature to be “rational animality,” wherein humans are closely related to other
animals but still set apart by their ability to form rational thought. Philosophical anthropology expanded upon these
ideas by clarifying that rationality is, “determined by the biological and social conditions in
which the lives of human beings are embedded.” Fully developed learning theories address
some of the “basic problems of mankind” by examining these biological and social conditions
to understand and manipulate the rationality of humanity in the context of learning.Philosophical
anthropology is evident in behaviorism, which requires an understanding of humanity and
human nature in order to assert that the similarities between humans and other animals are critical
and influential to the process of learning. Situated cognition focuses on how humans interact
with each other and their environments, which would be considered the “social conditions”
explored within the field of philosophical anthropology. Transformative learning theories operate with
the assumption that humans are rational creatures capable of examining and redefining perspectives,
something that is heavily considered within philosophical anthropology. An awareness and understanding of philosophical
anthropology contributes to a greater comprehension and practice of any learning theory. In some cases, philosophy can be used to further
explore and define uncertain terms within the field of education. Philosophy can also be a vehicle to explore
the purpose of education, which can greatly influence an educational theory.==Criticism==
Critics of learning theories that seek to displace traditional educational practices
claim that there is no need for such theories; that the attempt to comprehend the process
of learning through the construction of theories creates problems and inhibits personal freedom.==See also==
Andragogical learning theory Cognitivism (learning theory)
Connectivism (learning theory) Constructivism (learning theory)
Cultural-historical psychology Evidence-based education
Instructional theory Instructional design
Kinesthetic learning Learning by teaching
Learning environment Learning space
Science, technology, society and environment educationAbout accelerating the learning processCognitive
acceleration Spaced repetition
Incremental readingAbout the mechanisms of memory and learningNeural networks in the
brain Sleep and learning
Latent learning Memory consolidation
Short-term memory versus working memory Long-term memory
Desirable difficulties Declarative memory versus procedural memory
The cerebellum and motor learningAbout learning theories related to classroom learning
Contemporary Educational Psychology/Chapter 2: The Learning Process

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