The Learning Process The Learning Process and Theories of and Theories of

Learning Learning

The Learning Process The Learning Process and Theories of and Theories of

Learning Learning

By: Jeanne Balili-Falle, RNBy: Jeanne Balili-Falle, RN

Objectives:• At the end of the presentation the students will be

able to:1. Understand the definition of Learning.2. Recognize the different learning styles.3. Recognize the different learning theories:a. Behaviorism Theoryb. Cognitive Theoryc. Social Cognition• Social Constructivism• Social Learning Theoryd. Humanist Theory

Definitions: Learning is:

1.“a persisting change in human performance or performance potential . . . (brought) about as a result of the learner’s interaction with the environment” (Driscoll, 1994, pp. 8-9).

2.“the relatively permanent change in a person’s knowledge or behavior

due to experience” (Mayer, 1982, p. 1040).

3. “an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of

experience” (Shuell, 1986, p. 412).

Types of Learning1. Cognitive

a. Associativeb. Problem-solving

2. Attitudinal or Affective Learninga. Aestheticb. Intellectual

3. Psychomotora. Bodily movement coordinationb. Manipulative dexterity

The Nature of Learning• Learning is the acquisition through

maturation and experience of new and more knowledge, skills, and attitudes that will enable the learner to make better and more adequate reactions, responses and adjustments to new situations and conditions

Classification of Learning

1. Congenital 2. Temporary3. Permanent

Other Kinds of Learning1. Sensory2. Motor 3. Verbal 4. Ideational 5. Attitudinal

Learning styles• Kolb’s experiential learning theory

(learning styles) model• Kolb's learning theory sets

out four distinct learning styles (or preferences), which are based on a four-stage learning cycle

Kolb’s Learning styles1. Diverging 2. Assimilating 3. Converging 4. Accommodating

Honey and Mumford’s Model of Learning styles

Learning stage Learning style

Having an experience Activist 

Reviewing the experience

Reflector

Concluding from the experience

Theorist

Planning the next steps Pragmatist

Learning Theories

A.Behaviorism

B.Cognitivism

C.Social Cognition

D.Humanistic

I. Behaviorism theory• Primary Focus

– Observable behaviour – Stimulus-response connections

• Assumptions– Learning is a result of

environmental forces• Major Theorists

A. Pavlov B. WatsonC. Thorndike D. Skinner

A. Ivan Pavlov

– CLASSICAL CONDITIONING– Experiments with digestive system in

dogs– Learning through association– Reflexes

Pavlov’s Dog

Processes of Classical Conditioning

1. Acquisition2. Extinction3. Generalization4. Discrimination

B. John Broadus Watson

– Introspection– ‘tabula rasa’

C. Edward LeeThorndike

– Instrumental learning – Law of Readiness– Law of Exercise– Law of Effect

D. Burrhus Frederick Skinner

• Operant Conditioning • Behaviour Shaping• Reinforcement

• anything which increases desired behaviour

Processes involved in Operant Conditioning

1. Reinforcement2. Punishment3. Shaping4. Extinction5. Generalization

Reinforcement• Positive

– giving something good - increases desired behaviour

• Negative– taking away something bad - increases

desired behaviour• Punishment

– applying something bad - reduces undesired behaviour

Behaviorism in the Classroom

• Rewards and punishments

• Responsibility for student learning rests squarely with the teacher

• Lecture-based, highly structured

II. Cognitive theory • Primary Focus

– Mental behaviour– Knowledge– Intelligence – Critical Thinking

• Assumptions– Learning is a result of mental operations/ processing

• Major TheoristsA. Bruner

B. Piaget

A. Jerome Bruner– Work

• from the known to the unknown• from the concrete to the abstract

– Relate new knowledge to existing knowledge

A. Acquisition- Process of obtaining and assimilating with

understanding new information better than a previously learned one

B. Transformation- Process of manipulating or utilizing the

information gained to remove a difficulty or to solve a problem to which it is

C. Evaluation - Process of finding out whether the information

acquired is appropriately utilized.

Processes involved in Bruner’s Theory

B. Jean Piaget– Interaction with the environment– Development of ‘schemata’– Active nature of learning– Discovery learning

Piaget’s Model of Cognitive Development

– Sensorimotor stage (Infancy). – Pre-operational stage (Toddler and Early

Childhood) Use of symbols, language use matures, memory and imagination are developed, thinking is nonlogical, nonreversable.

– Concrete operational stage (Elementary and early adolescence). Intelligence demonstrated through logical and systematic manipulation of symbols related to concrete objects.

– Formal operational stage (Adolescence and adulthood). Intelligence demonstrated through the logical use of symbols related to abstract concepts.

Cognitivism in the Classroom

• Inquiry-oriented projects

• Opportunities for the testing of hypotheses

• Curiosity encouraged

• Staged scaffolding

III. Social Cognition• Primary Focus

– Modelling – Vicarious Learning– Attitudes – Goals

• Assumptions– Learning is a result of influences of social

environment on thinking.• Major Theorists

A. Social Learning Theory- A. Bandura B. Social Constructivism - Vygotsky

A. Social Learning Theory (SLT)

• Grew out of Cognitivism

• A. Bandura (1973)

• Learning takes place through observation and sensorial experiences

• Imitation is the sincerest form of flattery

• SLT is the basis of the movement against violence in media & video games

4 subprocesses of social learning

1. Attention2. Retention 3. Motoric reproduction4. Reinforcement

Learning From Models -Albert Bandura

1. Attend to pertinent clues2. Code for memory (store a visual image)3. Retain in memory4. Accurately reproduce the observed

activity5. Possess sufficient motivation to apply

new learning

Social Learning TheoryThrough identification, children come

to believe they have the same characteristics as the model.

When they identify with a nurturant and competent model, children feel pleased and proud.

When they identify with an inadequate model, children feel unhappy and insecure.

SLT in the Classroom• Collaborative learning and group

work

• Modeling responses and expectations

• Opportunities to observe experts in action

B. Social Constructivism

Knowledge is actively constructed

• Learning is…– A search for meaning by the learner– Contextualized– An inherently social activity– Dialogic and recursive– The responsibility of the learner

• Lev Vygotsky– Social Learning

• Zone of Proximal Development

Social Constructivism in the Classroom

• Journaling

• Experiential activities

• Personal focus

• Collaborative & cooperative learning

D. Humanist Theory

• Primary Focus– Affect/Values – Self-Concept/Self-Esteem– Needs

• Assumptions– Learning is a result of affect/emotion and goal-

orientation • Major Theorists

– Rogers – Knowles– Maslow

Humanist TheoryA. Carl Rogers

– Total personality

B. Maslow- Maslow’s heirarchy of needs

Have a nice day!!

• Jeanne Balili-Falle