Research Articles Base: Learning Theories

Compare the contribution of two or more learning theories in enhancing a trainer’s understanding of the learning process

Compare the contribution of two or more learning theories in enhancing a trainer’s understanding of the learning process   Introduction             The people within an organisation are its human resource, regarded as the most important element in the success of the organisation. In order for every organisation to maximise the effectiveness of the enterprise, it must focus on the individual’s growth and development through various educational initiatives. Adult learning views an employee as an asset to the organisation whose value must be enhanced by educational furtherance. With that said, the paper will critically analyse an adult learning program by the name of Trainers’ Training. Such program will be analysed in lieu with two adult learning theories as Edward Lee Thorndike’s connectionism theory and Albert Bandura’s social cognitive learning. The analyses will be drawn from the principles of learning and criteria of good learning.     Trainers’ Training Seminar             As conducted, the Trainers’ Training workshop purports on clarifying the goal and building ownership across the team. Likewise, it aimed at determining the inhibitors toward performing effectively and removing or overcoming the challenges of unproductive teams. The consequences of being unable to mitigate the negative effects of such teams are also discussed. Put simply, the Trainers’ Training seminar that we engaged in disclosed the current strengths and weaknesses of teams and which of the practices affect the obtainment of team and organisational goals. A design intended to close the gap between desired and actual states of team performance, the seminar was able to develop a collective motivation necessary in accomplishing tasks, leading to sound results while also enhancing cohesiveness and collective performance.   Connectionism Theory             Thorndike et al (1928) formulated the theory of connectionism, arguing that learning consists of the formation or strengthening of a connection or a bond between a specific situation or stimulus and a specific response. The theory asserts that human activity is based on association between stimulus and response. As such, an activity has a stimulating situation which influences or affects the individual; a response which the individual makes towards the situation and a connection between the situation and the response. There are four laws to express the principles of connectionism. First is the law of belongingness. This law states that the strength of connection is increased if the paired stimuli is familiar or common or possess the quality of belongingness. Consequently, the law of effect discloses that when a connection between a stimulus and response is made and is followed by a satisfier or a satisfying result, the connection is strengthened. The third law which is the law of exercise envisages that connection is strengthened with use and weakened with disuse, making repetition or practice valuable in learning. The law of readiness, the fourth, clarifies than when a person is prepared to respond or act, giving the response is satisfying and being prevented from doing so is annoying. The importance of attention or motivation of learning is central to the fourth law.     Social Cognitive Learning             Bandura (1977) introduced a very important mechanism in social learning theory which is the modeling or observational learning. The role of watching others and imitating the things that they are doing is called observational learning. Modeling has been recognised as a significant influence on behaviour. Bandura’s four-step model is a group of interrelated processes as attention or acquisition processes, retention processes, behaviour production processes and reinforcement and motivational processes. In the first process, the individual attempts to recognise and differentiate among distinctive, significant features of model’s responses. Through observation, the observer notices the significant features of the modeled behaviour. Original observational inputs must be retained for the observer to reproduce the behaviour even without the continued presence of the model. The ability to make the response necessary to translate what have been learned from observation into behaviour is the next step. Once the behaviour has been modeled, reinforcement follows. For learning to be activated into overt performances, there must be positive incentives, however. As such, although all types of behaviour may be learned, whether they will be enacted depends on the perceived consequences of action.     Analyses               Principles of learning             As Delahaye (2005) puts it, any learning episode shall start at the learner’s current level of knowledge or perspective then gradually progress. As such, the Trainers’ Training process starts with forming where individuals are committed to their own objectives. These members will only invest their times only if they will realise that the Trainers’ Training process is worth it. If the collective objectives of the Trainers’ Training seminar will be seen as important as their individual objectives, not only 100% buy in will be achieved but also the commitment to finish and participate in the session. Based on Thorndike’s (1932) propositions, the individual team member’s association is because of connection which is determined by the attitude of the person whereby the participation to Trainers’ Training session is determined by the extent to which s/he will deem the session as beneficial.             The existence of the feeling of readiness to learn will determine the degree of satisfaction about a specific action or activity. Thorndike (1932) argues that the learner must have first the requisite maturation without the burden of being irritated. Applying the law of readiness to Trainers’ Training seminar, performing at some ineffective level is not enough reason to institute training. The view I am trying to put forward here is the fact that waiting until the capacity for benefiting from training is at higher level might be more suitable time. If the individual team members do not possess the pre-requisite maturation, the experience of trying to learn will be an annoying and frustrating undertaking. As such, the members of the team must not be forced beyond his or her level of knowledge, competence and expertise.              Learning new information is acceptable if it encompasses a simple to complex process. Space is also an important element. Although not a core part of connectionism theory, Thorndike et al (1928) also proposed the law of partial activity. Such law contends that choosing the elements if a learning situation that best meets one’s need is crucial. A process of selectivity in learning, this could relate that Trainers’ Training must not be a single event or is something that can be done by someone outside the team. Based on the law, the Trainers’ Training process must be offered in a spatial manner where it could target the individual where team composition is continually changing; the teams with static membership; a larger scale which operates between teams and the largest team scale which is the organisation as a whole. Bandura (1977), however, assert that expectations and awareness of contingencies play roles in cognitive learning. As such, not a single training design could be applicable to these team types thereby requiring a ladderised, spatial approach.             Active learning is the knowledge creation process of internalisation. Bandura (1977) asserts that this is central to the reinforcement and motivational processes where learning will not likely manifest itself unless sufficient incentives or social approval are present. Trainers’ Training, as we know it, brings people together physically, but more than that, it also aimed at encouraging positive and informal interactions between team members and instilling the ‘winning’ culture throughout the organisation. Active learning for Trainers’ Training then must focus the responsibility of learning on learners provided that there is the inexistence of specific incentives such as creating an incentive-pay plan to those who will actively participate in sessions.                Overlearning is best explained by the law of exercise whereby the more frequent the connection is used, the stronger the connection and the opposite effect when connection is not exercise. In order to promote learning within teams, practice must be accompanied by reward or by knowledge of results. For instance, striving for a win-win situation may not be practiced inside teams in a persistent manner. But if the team will going to practice the creation of win-win situations beyond the point of what the team has learned, the rate of forgetting or disuse will show a decline (Thorndike, 1932).             Delahaye (2005) points out that the diversity of processes in learning and the importance of the instruments, tools and devices used in the processes are likely to determine the amount of learning. Several Trainers’ Training methods can be used depending on the target group, subjects and objectives. Each method has its pros and cons, but it has also been proven that people learn best through experience, therefore, the method chosen for Trainers’ Training should be as participatory as possible. Supposedly, trainees are adults, having solved problems, having independent views, opinions and belief and broad view of life situations. As such, the cognitive factors of learning center on the attention to actions and developing verbal and visual representations of actions (Bandura, 1986).              Either informational or motivational, feedbacks intend to provide useful information for future decisions and development. Since cognition plays a role in learning (Bandura, 1977, 1986), learning through feedbacks in Trainers’ Training is evident by means of clarifying issues or correcting misconceptions or wrong perceptions about another team member, purporting keeping relationships healthy and growing and enhancing work behaviour. As part of social learning, the Trainers’ Training, coupled with feedbacking, could teach individual members to expand self-awareness, verify self-concept and increase one’s sensitivity of impact on others as well as strengthen relationships, enhance group productivity and efficiency and develop collective intelligence. Thorndike (1932) believes that intelligence is a function of the number of connections learned.             Effective transfer of learning happens when the learning task and transfer task are identical. As such, similarity, motivations, previous or past experience and similarity of stimulus affects the transfer of learning (Thorndike, 1932). As already mentioned, the facilitator of Trainers’ Training seminar must be someone from inside the organisation due to the fact that it will only lead to negative transfer of learning if an external consultant will facilitate the Trainers’ Training session. Through by which behaviours could be modeled considering Trainers’ Training, eliciting effect would only be credible if it will be modeled from someone the participants are acquainted with and they respect in return. Belonging to the same class of behaviour is critical in transfer of learning considering the Trainers’ Training seminar within the organisation setting. Bandura (1986) noted that the transfer of learning could be influenced by environment and cognition such as that although learning occurs from watching others, learning can occur without a change in behaviour.        Criteria of good learning             Trainers’ Training seminar, like other workshop or training, is an active process and that one learns through self-activity. The individual team members learn exactly the reactions s/he practices or s/he learns what s/he experiences. As such, the facilitator cannot learn for the participants of the seminar. Learning is perceived good when the learner has motive for learning. Burns (1995) noted that cognitivism focuses on an unobservable change in mental knowledge. Real learning takes place when a learning situation fills a need to satisfy a purpose. That’s why, the Trainers’ Training seminar has set its objectives so that the members will be properly guided on what they should expect and how they should align their individual learning to team learning. The laws of learning as readiness, exercise and effect attempt to state the more fundamental conditions favorable to the learning process. Applicably, it cannot be denied that the Trainers’ Training seminar is influenced in some measure by motivation, practice and reward as well as the importance of experience, meaning, problem-solving and development of insights (Burns, 2002)             The premise of learning is: purposeful and functional learning is well added by meaning and understanding derived from experience. The meaning attached to any situation comes from the experience related to it. Learning experiences delivered by the Trainers’ Training seminar must ensure understanding. Trainers’ Training, to be meaningful, must be life-like and of practical value to the learner. This calls for the use of proper training methodologies. Self-directed learning or adult learning implicates the particular focus on the function of reitefication and of reflectivity through these methods. Mezirow (1984) termed this as perspective transformation as one of the learning domains unique to adult learners. In making the Trainers’ Training learning experiences more meaningful, the transfer of learning which depends on identical elements that are comprehended must be a priority. The rule of transfer that we can apply to Trainers’ Training learning is to make learning functional in the real-life setting. Senge (1994) believes that learning is not very particular with the quantity of the information but as a process that enhances capacity. Notably, the failure of transfer is the failure of learning.              Learning is also effective if more senses are utilised by the learner. For the Trainers’ Training, the use of different senses could also add effectiveness in causing learning to be meaningful and functional perhaps though Trainers’ Training activities that will highlight the characteristics of a high-performance team. For instance, there should be activities intended each for participative leadership, shared responsibility and high communication among others. As Nonaka and Takeuchi argued (1995), organisational knowledge creation refers to the capability of the company to create new knowledge, disseminate through the organisation and embody it in products, services and systems. In addition, the use of different instructional devices or audio-visual aids will stimulate greater number of senses. Subsequently, good learning has provision for individual differences. Since people differ in learning potential, the rate of amount of learning varies from one category to one another. In Trainers’ Training seminars, the facilitator must treat the participant as a learner as he is but at the same time with reference to what he might become after the said seminar.             Provided that good learning utilises group processes, learning such as that of the Trainers’ Training seminar as a social process shall allow participants to integrate self with the environment. Such process calls for interaction between the facilitator and the participants and among the participant-cum-learners themselves. Integration is a process which operates in the unifying of separate items into perceptual whole, making knowledge as simultaneously an input, medium and output (Newell et al, 2002). As such, Trainers’ Training is best when differentiation and integration occurs in the process. Through integration, related experiences are organised into bends of greater meaningfulness. Developing generalisations and relationships through Trainers’ Training makes learning useful in future situations. As a result of democratic methods and procedures, the Trainers’ Training seminar must be geared to the capacity of participants to understand and assimilate such methods and procedures. The democratic procedures used in Trainers’ Training sessions stresses the individual worth and integrity of human personality. Moreover, a powerful motive is knowledge of results whereby the process, if not the participants of, Trainers’ Training must be appraised of the progress or results. The result of the Trainers’ Training seminar will reveal the specific points of strengths and weaknesses of the learning of the people. However, this might not be immediately achievable.      Reflections   Trainers’ Training must not be viewed as a commodity; the foundation of all Trainers’ Training is commitment to the shared goal. The choice of an adult learning intervention strategy must not only depend on the current state of teamwork but on the nature of the people. The Trainers’ Training seminar then must be regarded as an adult learning intervention that shall develop individual and relational schemes as well as in/out groups and cultural contexts. For instance, the development of individual skills and the establishment of familiarity with shared processes must be pursued. The improvement of unconscious dynamics and the engenderment of a sense of common purpose and commitment must be likewise accomplished. Tackling barriers and building teamwork ethos are other things to consider in developing a teamwork-based adult learning intervention.   As per the adult learning intervention the paper is considering, the Trainers’ Training process must be thoroughly drawn up and approved. The necessary first step is to make other members of the team understand the rationale behind conducting a Trainers’ Training seminar. The implementation of these processes is for avoiding mediocrity and underachievement, which from a personal viewpoint, process-wise, was achieved. Though the employment of the seminar is treated as an ad hoc, it is the most structured approach there is, considering the need to foster a teamworking culture. As a structured process, the Trainers’ Training seminar was not a one-time decision instead it is a process that undergone a critical decision-making on what improvements the organisation requires, and one which could be realistically expect the team to achieve. The common thing is that the shared experience of the people was able to drive them to be effective. Anyhow, there are specific areas that the Trainers’ Training session proved to be ineffective. A lack of buy in was experienced and that the adult learning intervention is made out of sequence. The commitment to Trainers’ Training activities is high; however, I have observed that the individual team members think that being committed to their own objectives means that they are also committed to the team, which is something not so true. As a matter of fact, the commitment to Trainers’ Training activities is never predicated to commitment to overall direction/goals of the team. In addition, improving interpersonal relationships requires that there must be a clearly defined structure, roles and responsibilities. However, even if there are clear-cut structures and roles and responsibilities, misaligned commitment could likely to influence the effectiveness of the Trainers’ Training seminar. The Trainers’ Training session was also taken from a very generic context that is why the session failed to add a real and lasting value to the learning of the participants. Personally, the Trainers’ Training session must be based on customary requirements of the team members/participants so that real ownership of the process could be achieved. It is of my best belief that the training needs analysis must be performed first and that the employees must be given a say as to what trainings/seminars/workshops are needed, actually. Am not saying that the HR staff and the top management who deliberated for what specific trainings lack credibility and are not competent enough, what I am trying to prove is that if organisational members including those in teams will be given full ownership to the process, their participation shall commence with decision-making, a proactive decision-making that is. In simpler terms, diagnosis is required to effective development of ADULT LEARNING intervention strategies, and that diagnosis must conform to a top-down decision-making.    One of the most essential elements of an effective ADULT LEARNING intervention strategy is its processual nature. The development process itself is a learning experience where learning and experiences come together. Toward the designing of an adult learning strategy there is the necessity to assess together and individually the know-how, expertise and competencies to conceptualise agreed upon adult learning practices and intervention strategies unique to the organisation and then apply learnings in a universally-accepted manner. To wit, cultivating an effective adult learning strategy is not a panacea but could be a starting point in further creation of sustainable learning organisation. This is a challenge of transforming passivity to activity and better yet proactivity. Having a learning environment is so important in achieving servanthood inside the organisation in every sense of the word. Servanthood that we are trying to consider here is the capability, and willingness, of every organisational member to contribute their individual learning to the organisational learning hence collective learning. Engaging in transformational learning, the accomplishment of the ultimate goal of creating organisational learning is also by itself a virtue which guides the organisation and the people in continually developing personally and professionally. Self-actualisation implies that the sense of ownership and knowledge are very important for organisational members. Though such ideology is true, a fact remains that people can never learn everything and that people can never learn all things academically. Establishing the organisational learning community through adult learning not only calls for competent and effective strategies but also requires the capability to instill onto the members the importance of interacting with their surrounding including workmates. Such undertaking points to three things: the role of adult learning strategies and the role of organisational members and the interplay between the two that benefits the organisation as a whole. This means that building organisational learning community is a mutual-helping and self-helping endeavor. Thereby, making life long learning evident in organisations.        Conclusion As the most important element of virtually every organisation, the people must be empowered through education and development. Adult learning strategies within organisations are critical, and must be efficient enough to maximise learning which could benefit not just the individuals but the organisation itself. The Trainers’ Training seminar is the adult learning program that the paper considers, and was analysed in lieu with connectionism theory and social cognitive learning. Principles of learning and criteria of good learning are utilised as the bases of analysis. Delahaye sets forth the principles of learning including starting with the known, readiness to learn, part and spaced learning, active learning, overlearning, multiple sense learning and meaningful material, feedback and transfer of learning. The criteria, on the other hand, are: utilisation of the theory of self-activity, purposeful, utilisation of the laws of learning, a process of understanding, transferability, depends on the senses utilised in the process, has provision for individual differences, utilisation of group processes, a process of integration, governed by democratic principles and includes evaluation.   Reference Bandura, A. (1977). Social Cognitive Learning. Englewood Cliffs, New Jersey, Prentice Hall. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, New Jersey, Prentice Hall. Burns, R. (1995). The adult learner at work: a comprehensive guide to the context, psychology and methods of learning for the workplace. Chatswood, N.S.W., Business and Professional Publishing   Burns, R. (2002). The adult learner at work: the challenges of lifelong education in the new millennium. Warriewood, N.S.W., Business Publishing.   Mezirow, J. (1984). A critical Theory of adult learning and education. Selected writings on philosophy and adult education. S. B. Mirriam. Malabar, Fla, R.E. Krieger: (p.123-139).   Newell, S., Robertson, M., Scarborough, H. and Swan, J. (2002). Managing knowledge work. New York, Palgrave.   Nonaka, I. and Takeuchi, H. (1995). The knowledge creating company. Oxford, Oxford University Press.   Senge, P. M. (1994). The Fifth discipline field-book: strategies and tools for building a learning organization. New York, Currency, Doubleday. Thorndike, E. (1932). The Fundamentals of Learning. New York, Teachers College Press. Thorndike, E. et al. (1928), Adult learning. New York, Macmillan.   Credit:ivythesis.typepad.com

Compare the contribution of two or more learning theories in enhancing a trainer’s understanding of the learning process

Compare the contribution of two or more learning theories in enhancing a trainer’s understanding of the learning process Intr...

Students’ Perception of Constructivist Learning in a Community College American History II Survey Course

Unit 1 – Introduction to Learning Theories Discussion Board Students’ Perception of Constructivist Learning in a Community College American History II Survey Course   Link: http://www.questia.com/read/5000913988               The study discovers the perception of the students of community college regarding the application of constructivism in their American History II survey course. Data were gathered from interviews of students who were enrolled in the said course at a Colorado community college. The result shows that the students see the constructivist classroom as more critical and independent, which enables them to develop in more cognitive and effective manner. As a result, they enjoyed their learning process. Because of the said result, it can be said that the constructivist theorist are correct regarding their beliefs that students develop their critical thinking and problem solving skills when they construct new knowledge that are based on their background experiences and multiple resources. This is because of the fact that students construct their knowledge as individuals or even as part of a given social unit, however, knowledge is not considered as a separate entity unto itself, thus knowledge cannot be independent of the knower. Therefore, it can be said that the theories focuses on the different learning approach which are considered as learner-centered.             Just like the authors/researchers of the study, I also agree that there are different benefits or advantages that can be gained by using the constructivist methods. First is that, it will push class participation from all of the students, at the same time, it enables the students to gain more self-confidence and discipline. This is because of the fact that it will given the students the sense of responsibility towards their own learning process, together with the learning process of the entire team. It will not only improve the learning process of the students towards a specific topic or subject, but it will also help the students to improve and develop their communication and social skills by participating and sharing information and knowledge to other people. It also enables them to connect their past experiences and knowledge to their present lessons or lectures. This approach is applicable for the active learners because they take advantage of the extra credit opportunities if offered, participates in class discussion frequently, takes responsibility of his/her own learning, attentive in class and take full responsibility of their own learning (Strategies for Success, n.d.).               On the other hand, like the rest of the learning theories, it also shows different flaws or disadvantages. This is because of the fact that each and every individual have different characteristics, traits, beliefs and cultures which can affect their learning process. Like what the researchers stated, education is not a one-size-fits-all proposition. This is because of the fact, that there are some students who belong to the group of passive learners. They are the group of students who are the opposite of active learners. They are those students who just sit in lectures because they have to be there, borrow and use lectures notes from someone who has already taken the class, read the assignment just to get them over with, not interested in participating to group discussion or recitation (Sexton-Radek & Paul, 2003 p. 13). They are those students who do not want to get attention from their tutor and from their classmates.             However, the result of the interviews shows that the said learning approach had helped most of the students, including those passive learners, because it enables them to decide on the topic that they are interested. Above all, it enables them to work on their own and be independent.   References Maypole, J. & Davies, T. G. (2001). ‘Students’ Perception of Constructivist Learning in a Community College American History II Survey Course.’ Community College Review. 29(2), 54 – 60. Retrieved March 27, 2009, from http://www.questia.com/read/5000913988     Sexton-Radek, K. & Paul, P. (2003). What Do I Do with My Major in Psychology. iUniverse.   Strategies for Success. Active Learning: What is an Active Learner? Retrieved March 27, 2009, from http://www.accd.edu/sac/history/keller/ACCDitg/SS AL.htm.     Credit:ivythesis.typepad.com

Students’ Perception of Constructivist Learning in a Community College American History II Survey Course

Unit 1 – Introduction to Learning Theories Discussion Board Students’ Perception of Constructivist Learning in a Community College Amer...

Learning Theories and Knowledge Transfer

March 30, 2009 Discussion Board Learning Theories and Knowledge Transfer             One of the vital issues to focus at when analyzing any learning theory is the aspect of transfer of learning. This is considered as an important factor. It is considered as a significant idea, that it is a field of research in its own right. Many of researchers and practitioners in the field of education work hard in order to understand how to increase the transfer of learning, which can help in order to teach for transfer (OTEC, n.d.). However, it is important to consider that different categories of learning theories have different characteristics and definition of the impact of knowledge transfer in the learning process.             In the theories of behaviorism, the topic regarding the transfer of knowledge focuses on the overt behaviors or those factors which can only be observed and measured, or focus on the belief that the mind can be considered as a black mind, which it only response to the different stimulus which can be observed in quantitative manner, and totally ignoring the possibility of thought processes occurring in the mind (Mergel, 1998). On the other hand, the theories of cognitivism believe that it is important to open the black box in order to be understood. This is because the theorists in this category believe that opening the black box of human mind is valuable and mandatory in order to understand how people learn. It is important to focus on the aspect of thinking, memory, knowing and problem-solving (Cognitivism at Learning-Theories.com, n.d.). Thus, it includes further entities in the learning development and transfer of knowledge of individual. Constructivist believes that both behaviorism and cognitivism were lacking in the factors and entities who are involved in the process of learning. This is because the said category of theories focuses not only on the different behavioral or observable factor and the huge impact of the society, but also pertains on the big participation of individuals’ selves. This theory believe that the transfer of knowledge happens because of the own initiative of the student.             It is important to consider that the first place to practice the transfer of learning is within the classroom, because it makes much easier to transfer skills and knowledge to the job. Transfer of learning is considered as a phenomenon of learning in more quickly manner and developing a deeper understanding of the task that people bring some knowledge or skills from their previous learning. Thus, in order to produce positive transfer of learning, it is important for the teacher to focus on proper planning and implementation of lessons and activities (Clark, 2000).             There are different activities and programs which can be done by the teachers in order to ensure positive transfer of knowledge or learning. It is important to take note that, positive transfer is most likely to occur when the learner identifies the common features among concepts, principles or skills; deliberately relate the information in memory; at the same time, sees the value of using what was learned in one situation in another (Schunk, 1996 cited from). This can be achieved by teaching subject matter in meaningful rather than repeating contexts; utilizing informed instruction; lecturing subject matter in context as similar as possible to those in which it will be employed; offering opportunities in order to practice employing the subject matter in a settings that represent the full range of eventual applications; offering opportunities for distributed practice after the information has been originally learned; and encourage positive attitudes toward subject matter, so that students will feel inclined in order to focus with, rather than avoid topics when they are encountered elsewhere (School of Education, n.d.).   References   Clark, D. (2000). Transfer of Learning. Retrieved March 30, 2009, from Skagit Water Shed website: http://www.skagitwatershed.org/~donclark/hrd/learning/transfer.html.   Cognitivism at Learning-Theories.com (2009). Learning Theories Knowledgable. Retrieved March 27, 2009, from Cognitivism at Learning-Theories.com website: http://www.learning-theories.com/cognitivism.html.   Mergel, B. (1998). Instructional Design & Learning Theory. University of Saskatchewam, Retrieved March 27, 2009, from USASK website: http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm   OTEC. Learning Theories and Transfer of Learning. Retrieved March 30, 2009, from OTEC website: http://otec.uoregon.edu/learning_theory.htm.   School of Education. Transfer of Learning. Retrieved March 30, 2009, from School of Education website: http://education.calumet.purdue.edu/vockell/edpsybook/Edpsy6/edpsy6_transfer.htm   Credit:ivythesis.typepad.com

Learning Theories and Knowledge Transfer

March 30, 2009 Discussion Board Learning Theories and Knowledge Transfer One of the vital issues to focus at when analyz...

Brief Description of Transformational Learning

Transformational Learning   Transformational learning is a theoretical educational term that refers to a process  whereby a learner re-evaluates past beliefs and experiences which had been assimilated based on the assumptions of others.[1] Its study began with the work of Jack Mezirow and is described as learning that results in deep changes in a learner and produces a significant shift that impacts the learner’s subsequent experiences.[2]   Transformational learning changes a learner’s perspective in three dimensions: the psychological, referring to the understanding of one’s self, the convictional, referring to the alteration in one’s set of beliefs, and the behavioral, referring to the revision of one’s lifestyle.[3] Crucial to transformational learning theory is the establishment and the clarification of the learner’s prior assumptions and the development of strategies to change them in conjunction with critical reflection on the validity of new concepts in order to have a changed perspective and become an autonomous learner.[4]   Perspective transformation usually occurs after a disorienting dilemma  arising from a crisis or major transition in life or from an accumulation of such factors over a period of time and can also result from something learned from sources such as that of a teacher. Significant for this type of learning is the basically rational changing of the learner’s frames of reference by critical reflection of his/her beliefs and consciously planning and executing actions that reflect such changes. Transformational learning is also seen by others as a spiritual or emotional change, as in the experience of undoing and transcending racist, sexist and other oppressive attitudes, in order to cope and make sense of the world.[5] Normally, people learn from instruction, study, observation and personal and other people’s experiences. They continue to learn and refine their learning as they get older, and I suppose most people have had transformational learning experiences at some point in their lives or are in the process of resolving issues in their minds.   I am no different. I would consider my changing from a Catholic into a free-thinker in matters of religious teaching and the concept of God as transformational learning. I subscribe to free thought in that until there is conclusive and dispassionate scientific evidence that is understandable and demonstrable in human terms on the validity of Catholic doctrine, it is just one of a number of faiths or belief systems that may or may not be true. It is entirely possible that only one faith is the true one, that all of these faiths and their different variations are equally true and also that none of these are true. The basic teachings of all faiths are excellent guidelines for living a moral and just life, but not being affiliated with a particular or of any faith for that matter, does not translate into having no moral principles.   I had a Catholic upbringing and believed in and practiced my faith until I finished high school, after which I gradually doubted the infallibility of all of the church’s pronouncements. I had what is termed by Mezirow as a disorienting dilemma, which is the first phase in transformational learning. I had come to realize that I do not perceive the presence of a personal God in my life or in the lives of other people. What I had was having faith on something that I was instructed to have faith to without something tangible to support it. Perhaps, faith is a distinct quality or a special gift that church members possess, which I respect very much, but simply do not have.   The Christianization of the Philippines by Spain was an accident of history and the manner in which the Spaniards colonized and administered the Philippines contradicted the Catholic precepts they taught. In my view, this negates the moral ascendancy of the introduced religion over other beliefs.   After my transformational learning, I am still guided by the church’s moral teachings, but have ceased going to church, praying and participating in Catholic proceedings unless they are practically required by circumstances.   		 		 		 		[1] “Transformative Learning”, 		Wikipedia, 12 April 2011, <http://en.wikipedia.org/wiki/Transformative_learning> 		[accessed 20 May 2011] 		 		 		 		[2] Sunny Cooper, “Jack Mezirow 		Transformational Learning”, Theories of Learning in Educational 		Psychology, <http://www.lifecircles-inc.com/Learningtheories/humanist/mezirow.html> 		[accessed 20 May 2011] 		 		 		 		[3] “Transformative Learning” 		 		 		 		[4] Michael Tsao et al, 		“Transformative Learning”, 7 January 2008, <http://projects.coe.uga.edu/epltt/index.php?title=Transformative_Learning>  		[accessed 20 May 2011] 		 		 		 		[5] “Transformative Learning” Credit:ivythesis.typepad.com

Brief Description of Transformational Learning

Transformational Learning Transformational learning is a theoretical educational term that refers to a process whereby a learner re...

Vygotsky’s Theory of Constructivism and it’s Social Relevance

THE THEORY OF CONSTRUCTIVISM AND ITS SOCIAL RELEVANCE          Lev Vygotsky is a Russian Psychologist, a Linguistic; he holds a law degree in Moscow University and a prolific author of various books of theory including Mind and Society, Thought and Language (1934), Psychology of Art (1925) among others. He died in 1934 at the age of 37 because of tuberculosis. He is the one who developed one of the most critically recognized theories of Constructivism where according to Vygotsky it is the philosophy of learning that through our experiences, people construct their own process of learning that is gained to the society and the world we live.       Constructivism in his concept is that people continue to learn if they continue to participate and interact in the activities of the society and everything that you hear, see and feel will be equated to your mind. Speech is a vital importance of learning and writing and communication is its basic tool and the society should collaborate and help each other to form and share their own part. His idea deals with sharing objectives and facts as a basic learning tool especially among children and it can be best described in the following theories of constructivism. Constructivism has been developed because during their time sharing and cooperation is highly encourage and Vygotsky’s theory is the manifestation that is highly influenced in this condition.         Cultural mediation and internalization – This theory is an adopted behavior of a child to the society particularly adults and parents should be the one to share their knowledge that what they have also belongs to the society and what the society have they also belong through this premise a child came to learn and receive the blessings of the society through which their mental and personality perception is derived.       The more knowledgeable other (MKO) – That adult should the sources of knowledge for children as long as a person have something to share they can be considered an adult that’s why children can be an adult if they can contribute to knowledge. No matter what they can share if they share in wholeheartedly then is should be the beginning of more knowledge.           Thought and Language as a tool – According to Vygotsky that language is the basic tools how children can express their ideas and it is also through language of how they can be developed. During their infancy they can learn symbols and later on they begin to utter until they are conscious about languages that they have gained. Their inner thoughts can be release “thinking out loud’ through their language.       Zone of Proximity (ZPT) – He believes that the talent and skills of a child should not be limited it can be highly developed if given an importance in the society or if shared by people around them especially their parents for example if a child knows how to draw but he doesn’t know how to color then he should be taught to use the color to improve his skills. The proper sharing of adult is therefore important. Over time if children are taught more and more and then they will improve even more.            Psychology of Play – that child is important and playful and this is their world, child can develop an abstract meaning that separates their perception of the world and only the imagination of the child can interpret their existence. He claimed that a child may be dependent during their infancy that if left alone they would cry and be angry, but if given a toy they would play. Children can learn to develop their own world through playing. They can pretend and make believe and later on realized things as a normal being when they grow the reliance on the material thing such as toys diminishes and loses its value but being a child let them play.          He also stressed that learning is searching for meaning and meaning requires understanding and any individual can create their own tools of learning. This is what is does in his childhood to create learning tools he use to write his own ideas in papers that later on becomes a book. The society and the process or learning should always be in relation and it should not separate so that people and children cha benefit from their experiences and their experiences as their guide. Vygotsky’s literary approach almost always leads to humanitarian endeavor.       In relevance of Vygotsky’s theory to the society in these present times he has promoted goodwill and valuable changes of character to humanity, the impact of his theory and practices should be highly promoted and exercised. Probably it should be included in the curriculum of most schools and university in our present society so that the development of sharing and cooperation can be manifested in our life too, and it should start in our children so that they can pass on the goodwill of this theory in the next generation to come.     Credit:ivythesis.typepad.com

Vygotsky’s Theory of Constructivism and it’s Social Relevance

THE THEORY OF CONSTRUCTIVISM AND ITS SOCIAL RELEVANCE Lev Vygotsky is a Russian Psychologist, a Linguistic; he holds a law d...

Compare and Contrast the Views of Cognitive, Behaviourist and Social Learning Theorists

THEORIES OF LEARNING AND ITS DIFFERENCES         In education and philosophy there are various theories of learning of how people may perceive themselves to come up into such conclusion and reaction to a certain ideas or activity is based on these theories. These theories are experiences and occurrences that will served as a basis of learning when and where it should take place, the theories involved are subjected to people and animal and their behavior no matter how simple or complex it may seem there can be a conceptual frameworks that can serve as a pattern of learning.       There are numerous theories in learning but it may all be categorized into three main classifications in learning so we are going to focus on the three of the most popular; 1. The theory of Behaviorism developed by: B.F. Skinner that focuses mainly on learning through changes in behavior and conditioning 2. The theory of Cognitive thinking by: bode is learning through active and organized processing of the mind and lastly 3. The theory of Social constructivism developed by: Jean Piaget. Through which learning is acquired through socialization and experiences.              The Theory of Behaviorism – this theory is concerned in behavior of how people act, move, communicate, and listen etc. more than thinking or feeling. The theory is more focus on stimulus response as their idea in learning; John Watson and Ivan Pavlov conclude that we can learn with our behavior “classical conditioning”. B. F. Skinner also developed the theory of “operant conditioning” that our behavior was because of the consequences of the past. Example is the experiment of the baby male elephant in Africa who was tied on a big tree, the elephant tried to force himself to get out of the strap in his body but because of his weakness he just could not resist the pressure until he has given up. Until such time the owner of the animal has released him but he would not go, the elephant stayed on the tree. The elephant still believed that he is still tied. Skinner presumed that we can learn through consequence in our behavior that teaches us our action and it is not our feelings or thoughts or object just like in the theory of cognitive gestalt theory by bode through which he denied such learning theory.       The theory of Cognitive Thinking – This theory is concerned with developmental stages of human and animal. Bode believed that the cognition of a person can be developed as they grow he believed that learning is perceived through figurative approach and it is the highest form of learning, the representation of objects and its transformation can be retain in our mind that’s how we learn. Cognitive thinking is also a theory of accommodation and assimilation of facts.       This theory believed that the brain is programmed to assimilate through evolution and the product of it will be accommodated by our mind and so we can learn. The one could not exist without the other. Example is the infant learn to use their senses or sight, hearing, listening as they grow at six month they understand the world around them by nine months they learn to imitate and by one year he can follow objects, learn to speak and associate themselves through objects. Bode criticize the theory of behaviorism as overt learning pattern.       The Theory of Socialism – is the theory that perceived learning through interaction and socialization. Albert Bandura a psychiatrist believed in Piaget’s theory that this is the most important theory of learning than any other traditional learning theory known as modeling he believed that learning can be acquired by people by watching other people. They can learn through observation a good example is that of the family when the parents are acting violently their children would also learn to act violently because there is a live model, a symbolic model, they simply imitate but this theory believe that learning does not necessarily mean a change in behavior just like in the theory of behaviorism but the socialism theory believes that it is the modeling process that change them. Albert Bandura believed that all learning theory is entirely included in it and schools, parents and teachers must rely on it to be able to teach a child better.       In summary education and learning is acquired through consistency of motivation or conditioning, we can also acquired learning as we grow and most of all we are accustomed to the society to adapt our knowledge and education that is gained in our family and in school which belong in our society. Through this we can conclude that all learning theories have made an important view point in learning and they are all right. The theories of learning should not create a conflict but they are complimentary to each other, all of them are practically useful and equally valid as a theory in learning.                Credit:ivythesis.typepad.com

Compare and Contrast the Views of Cognitive, Behaviourist and Social Learning Theorists

THEORIES OF LEARNING AND ITS DIFFERENCES In education and philosophy there are various theories of learning of how people may pe...

Theories of Learning Needs Assessment

THEORIES OF LEARNING         There are many theories of learning that has been adopted and performed in many schools and universities. These are universal and highly popular because of its traditional method and systematic approach in learning pattern. These theories are even more enhanced and developed by critical analysis and diversified curriculum through which educational institution are highly accountable of. The series and practices of learning theories are not limited to its origin but must be practically applied in life. Students who graduated from any schools should have thoughts and knowledge much more than books and classroom but the personal foundation and inner strength that they have found in learning that should manifest in their behavior.       The system of education nowadays is focused on commercialized ideas, in today’s world education system is based on business practices, thus the quality of education can be sometimes dependent on the capacity of the people to pay the tuition. Private schools are mostly relevant in utilizing high quality of education system but only for the few elite individual who can pay such amount are qualified. This highly commercialized form of education has become the basic principles of most educational institution.        A person who has knowledge in something doesn’t guarantee a proof that he is an educated man, while a person who never experience school doesn’t necessary mean he is less educated.  Therefore learning process continues outside the school. The real and the best teacher we can lean upon is the experience we have gathered in life. As the common sayings “Experience is the best teacher” because it can teach us more than theoretical principles but real life understanding and situation that can be applied on its real form but in itself is a theory called experiential learning.       If we are going to measure the relevance of learning theories we can go on and on through what theories and practices are most effective but we should not dwell into that since we can highly understand that it all boils down to limited thinking pattern but the real thing is how can we adopt the things we learn practically in our life and that is the real purpose of learning.         If we are going to discuss about basic theories in learning we can discus from sun-up to sun down that people can learn through experience, people can learn through observation, they can learn through abstract and experimentation or in stimulus responses of their senses etc. The fact remains there are many people still suffering from lack of education and they are waiting for people who can help them.       Sometimes these people are afraid to socialize since they felt that they are different and people will laugh at them in the end. What I am trying to emphasize here is that the Non Profit Organization do not necessarily comply with the quality of training method that is an industry standard but their ideas in helping the poor and poverty stricken areas is definitely a big help in spreading education no matter how limited the resources they have had. Their basic principles are guided not for profit but for the delivery of education for those people who are in need.       International organizations like United Nation International Children’s Emergency Fund (UNICEF), Smile Foundation for children, AIMS education foundation and many other non-profit organizations that focused on education find it easier to teach children using their limited resources to fulfill their mission in spreading education all over the world. There are many countries that required many educational institution and teachers who can teach beyond classroom because of economic difficulties that they are facing they should not focus much on revenue if they have something to give.      Efren Peñaflorinda who started a pushcart classroom to bring education to street children and people who are less fortunate have joined his class and learn so much. Efren would visit the place of poverty driven areas with his push cart and gather children, give them books and something to eat so that they will never be involved in drugs and gang membership but basically learn to read and write. These children are very happy and eager to learn. Efren has become a 2009 CNN Hero of the year because of his unselfish motivation to give education freely to those who’s in need. And this kind of motivation cannot rival any form or theories and methods but love and respect to humanity is the best form of teaching principles could ever had.                 Credit:ivythesis.typepad.com

Theories of Learning Needs Assessment

THEORIES OF LEARNING There are many theories of learning that has been adopted and performed in many schools and universities. The...