LEARNING THEORIESLEARNING THEORIES

Behaviorist theoriesBehaviorist theories

Behavior was defined as a muscle movement Behavior was defined as a muscle movement a result of a series of condition reflexes, and all a result of a series of condition reflexes, and all emotion and thought is a result of behavior emotion and thought is a result of behavior learned through conditioning (subject can learn learned through conditioning (subject can learn by conditioning). People or animals could learn by conditioning). People or animals could learn to respond in a particular way if certain to respond in a particular way if certain conditions exist . appropriate responses could conditions exist . appropriate responses could be developed through " trail and error learning" be developed through " trail and error learning" or " stimulus and response"or " stimulus and response"

CONTINUECONTINUE…………

-Stimulus and response bonds are strengthened -Stimulus and response bonds are strengthened by reinforcement like reward and punishment.by reinforcement like reward and punishment.

- Behaviorism is concerned with the - Behaviorism is concerned with the

observable actions (behaviors) of people observable actions (behaviors) of people

in the learning process. You can only in the learning process. You can only

know if your student has learned if they know if your student has learned if they

can demonstrate new knowledge or can demonstrate new knowledge or

skills.skills.

Humanistic theoryHumanistic theory

it take a person-centered view of nursing it take a person-centered view of nursing by using manipulation to bring about by using manipulation to bring about learning.learning.

Humanists believe that it is the student Humanists believe that it is the student who should determined what is to be who should determined what is to be learned, and that learning should relate learned, and that learning should relate to their own experiences.to their own experiences.

ALSO Humanists believe that teacher as a ALSO Humanists believe that teacher as a facilitator of learning not as a foundation of facilitator of learning not as a foundation of all knowledge to their students.all knowledge to their students.

(A person can learn a great deal if they (A person can learn a great deal if they reflect on their experiences)e.g. if a person reflect on their experiences)e.g. if a person wishes to be a nurse they put themselves wishes to be a nurse they put themselves into a position which will enable them to into a position which will enable them to achieve that aim i.e. they enroll on a achieve that aim i.e. they enroll on a nursing courses.nursing courses.

Social learning theory: if people want to Social learning theory: if people want to be accepted into a group they have to be accepted into a group they have to learn its norms and values, and adopt learn its norms and values, and adopt them as their own.them as their own.

There are several key components of this There are several key components of this theory theory people learn as they are in constant people learn as they are in constant

interaction with their environment (modeling interaction with their environment (modeling behavior)behavior)

Attention process determined which behaviors Attention process determined which behaviors will be learned (selection) will be learned (selection)

Retention process refer to the ability to retain Retention process refer to the ability to retain modeled behaviors in permanent memory.modeled behaviors in permanent memory.

Cognitive learning theories: cognitive Cognitive learning theories: cognitive science is the study of how our brains science is the study of how our brains work in the process of perceiving, work in the process of perceiving, thinking, remembering and learning thinking, remembering and learning (information processing) . the focus is on (information processing) . the focus is on mental process that are responsible for mental process that are responsible for behavior and its meaningbehavior and its meaning

Common concepts of cognitive Common concepts of cognitive theoriestheories

learning: Acquisition of knowledge and learning: Acquisition of knowledge and skills that changes a person behavior. E.g. skills that changes a person behavior. E.g. novices become more experts)novices become more experts)

Meta cognition: Evolved from the study of Meta cognition: Evolved from the study of information processing and is sometimes information processing and is sometimes defined as thinking about ones thinking. It is a defined as thinking about ones thinking. It is a process learner use to gauge their thinking process learner use to gauge their thinking while reading, studying, trying to learn, or while reading, studying, trying to learn, or problem solving. Some people are intelligent problem solving. Some people are intelligent novices. They know what they know and what novices. They know what they know and what they don’t know, and they plan to get the they don’t know, and they plan to get the information and understanding they need.information and understanding they need.

memory: there is a consolidation function memory: there is a consolidation function in the memory process (stationed in in the memory process (stationed in memory).memory).

Transfer: it is the ability to take information Transfer: it is the ability to take information learned in one situation and apply it to learned in one situation and apply it to another in nursing we teach principles of another in nursing we teach principles of infection so the students can apply then infection so the students can apply then and adapt then to all clinical situation and adapt then to all clinical situation

Successful transfer depends on several Successful transfer depends on several factorsfactors the extents to which material was originally the extents to which material was originally

learned.learned. The ability to retrieve information from The ability to retrieve information from

memorymemory The way in which the material was taught and The way in which the material was taught and

learned.learned. The similarity of the new situation to the The similarity of the new situation to the

originaloriginal

A model of A model of

adult adult

learninglearning

Andragogy: Teaching of adultsAndragogy: Teaching of adults

Pedagogy: Teaching of children Pedagogy: Teaching of children

AndragogyAndragogy

Need to know why they need to learn something.Need to know why they need to learn something. feel responsible for their own learning.feel responsible for their own learning. Adults learn from each others experience.Adults learn from each others experience. Ready to learn when they feel the need to know.Ready to learn when they feel the need to know. life-centered or task-centered orientation life-centered or task-centered orientation

primarily internally motivated, with some external primarily internally motivated, with some external motivation.motivation.

We can state that the teacher who takes We can state that the teacher who takes an adult learning model into consideration an adult learning model into consideration when teaching will be less of a when teaching will be less of a disseminator of information and director of disseminator of information and director of the learning process and more of a the learning process and more of a facilitator. The wards (guide, coach, facilitator. The wards (guide, coach, mentor, role model, challenger, and mentor, role model, challenger, and motivator) are used in model of adult motivator) are used in model of adult learning.learning.

Learning proposition that are application to Learning proposition that are application to nursing educationnursing education

1.1. Behavior which are rewarded Behavior which are rewarded (reinforced) are likely to occur(reinforced) are likely to occur

2.2. Sheer repetition without indications of Sheer repetition without indications of improvement or any kind of improvement or any kind of reinforcement is a poor way to attempt to reinforcement is a poor way to attempt to learn.learn.

3. threat and punishment have variable and 3. threat and punishment have variable and uncertain effects upon learning . they uncertain effects upon learning . they may make the punishment response may make the punishment response more likely or less likely to recur; they more likely or less likely to recur; they may set up avoidance tendencies which may set up avoidance tendencies which prevent further learning.prevent further learning.

4. Reward (reinforcement) to be effective 4. Reward (reinforcement) to be effective must follow almost immediately after the must follow almost immediately after the desire behavior.desire behavior.

5. Learners progress in any area of learning 5. Learners progress in any area of learning only as far as they need to in order to only as far as they need to in order to achieve their purposes.achieve their purposes.

Forgetting proceeds rapidly at first- then Forgetting proceeds rapidly at first- then more and more slowly; recall shortly after more and more slowly; recall shortly after learning reduces the amount forgotten.learning reduces the amount forgotten.

Learning from reading is facilitated more Learning from reading is facilitated more by time spent recalling what has been by time spent recalling what has been read than by rereading.read than by rereading.

8.what is learned is most likely to be 8.what is learned is most likely to be available for use if it is learned in a available for use if it is learned in a situation much like that in which it is to situation much like that in which it is to be used and immediately preceding the be used and immediately preceding the time when it is needed.time when it is needed.

9. Remember new information if it is 9. Remember new information if it is confirms their previous attitudesconfirms their previous attitudes

10. Adults need to know why they need to 10. Adults need to know why they need to learn something before undertaking to learn something before undertaking to learn it. learn it.