Reflection on Learning Theories and Instruction

Since my class (Learning Theories and Instruction) started several weeks ago, we have discussed many learning theories. After getting a better understanding of the theories, I can see that at some point in time I have gained learning from all of the theories.  I can see the importance of knowing the theories and how they relate to how we learn.

How we learn can be a complex subject. Even though we can easily see if something has been learned through testing and performance evaluations, how that knowledge was retained and learned is not so easy to see. Everyone learns differently whether it is visually, hands on practice, through social connections, or connecting new information to prior knowledge and experiences. So it is important for instructors to take that into consideration if some students are struggling with the lesson content.

Even though the learning theories (behaviorism, cognitivism, constructivism, and connectivism) are different, they all have an important role in how we learn. With behaviorism, learning occurs through external processes like positive/negative reinforcement while cognitivism focuses on the internal process of how information is received and stored. Constructivism and connectivism are very similar in that knowledge occurs through interactions. As we grow older we gain more experience and create networks that provide us with information. The experiences we have help us relate to new information while our networks of people and online sources allow us to share ideas and acquire knowledge.

One thing I found interesting in this class is the difference between a ‘learning theory’ and a ‘learning style’. A learning theory explains the underlying psychological processes that influence learning while a learning style refers to the mode of instruction or study that a learner finds most effective to learn from. Like I stated earlier, everyone learns differently but sometimes it may be best to match the style to the lesson content. Harold E. Pashler, a professor of psychology at the University of California at San Diego, found that “for a given lesson, one instructional technique turns out to be optimal for all groups of students, even though students with certain learning styles may not love that technique” (Glenn, 2009). I think this is true. Depending on the lesson topic, the best method to present the information could be with more visual aids or a hands on approach or another method. It really just depends on the topic. 

As I pursue my career in instructional design, this course has helped me identify many of the challenges adult learners face as they continue their higher education and how to keep them engaged and motivated. Responsibilities like family and work can cause stress for adults going back to school. Also, there is a lot of new technology that may be intimidating for them as well. When instructional designers and instructors provide learning objectives, course expectations, and ‘how-to’ tools for programs or applications used within a course, it can help lower anxiety by putting light on the unknowns. Adult learners are self-directed and are most likely returning to school to improve their marketability within the workforce. So an important aspect of the instruction is to show its relevance and how the new information or training will support their goals.

Copyright: vladguk

We are always learning. We learn from our environment, interactions, and experiences. It is important to have knowledge of the different learning theories and that there are different learning styles or modes to present information. As we move deeper into a digital world, we will see new technologies like gaming, simulations, and robotics that will change how information is presented. Despite the new technology, the fundamental role of instructional designers is to make learning efficient and effective. I think this course has given me a good foundation in understanding how we learn and things to consider when designing or instructing a lesson.      

Reference

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286

Glenn, D. (2009). Matching Teaching Styles to Learning Style Not Help Students. In The Chronical of Higher Education. Retrieved from http://chronicle.com/article/Matching-Teaching-Style-to/49497/

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Graphics
Hand photo. Retrieved from https://www.kickstarter.com/projects/90209899/painting-the-way-we-learn

Light bulb. Retrieved from http://www.shutterstock.com/pic-157727576/stock-vector-the-concept-of-effective-education-light-bulb-with-colorful-education-icon-file-is-saved-in-ai.html