Week 2 Blog Reflection - My Learning Theory

How learning takes place

Learning is ubiquitous. Some of us like to learn by experience while others learn through reading.  No matter our learning preference, the learning process is the same.  We learn when new information is transferred and stored in our memory and is organized in a meaningful way so that we can retrieve this information at a later time to be used for other tasks.  As Shuell stated, “learning is influenced by many factors from many sources, the learning process itself is constantly changing, both in nature and diversity, as it progresses” (Shuell, 1990). Some factors that influence how learning take place may include previous life experiences, social interactions, curiosity, challenges, feedback, practice, repetition, the environment, analysis, mentorship, and training, the learner’s age and the willingness to learn.

There are different views on how learning takes place. Behaviorists focus their learning theory more on the design of the environment, believing that the environment optimizes the transfer of new information to knowledge, where learning is observed by a change in behavior. In cognitivism, stress is placed on efficient processing strategies. This theory asserts that transfer occurs when the information is saved in memory (Schunk, 1991) and the knowledge can be retrieved and applied to other tasks (Ertmer & Newby, 1993). Constructivists believe that the transfer of knowledge occurs from the involvement of tasks and experiences. Deciding which learning theory is the most appropriate or effective for teaching your students how to learn will depend on the learning environment (brick-and-mortar, online, blended) and the learner.  Whichever learning theory each teacher prefers, they must keep in mind that no two students will conform to any preconceived learning model.

What makes the best teacher?

Alan Skelton believes that a great teacher is “distinguished by a number of person qualities and commitment” (Skelton, 2009).  Qualities in a good teacher include having the ability to present and communicate new material in an organized, sequential manner, and being able to present the content in an efficient and effective way.   A good teacher should stimulate and engage their students and encourage them how to ask questions. In addition, the best teacher provides corrective feedback when feedback is needed and is able to communicate effectively with the learners. Furthermore, a great teacher is passionate about teaching, cares for their students, and teaches students how to learn. Most importantly, for a person to be a good teacher, there needs to be an active relationship between teacher and student (Palmer, 1998).

My learning theory

I believe I learn best when I am I actively involved in the learning process. Constructivism aims to build critical learning skills in students and gives them the ability to apply what they have learned to different situations.   In my opinion, building new knowledge of an already obtained knowledge gives students such as myself a firmer foundation and broader understanding to do just that. Not only that, but constructivism encourages active application of knowledge, testing, and experimentation.  I have always felt that it is through hands-on exercises that I have been able to fully understand and absorb knowledge. It is one thing to be taught something in a classroom, but it is entirely another to be able to actually see how something works in a real-world environment.

References

Duffy, T. M. & Jonassen, D. H. (Eds.), Constructivism and the technology of instruction: a conversation,

Hillsdale: Lawrence Erlbaum Associates, 17-34.

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6 (4), 50-71.

Highet, G. (1950).  The art of teaching.  New York: Knopf.

Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass Publishers.

Schunk, D. (1991). Learning theories: An educational perspective. New York: Macmillan.

Shuell, T. (1990). Phases of meaningful learning. Review of Educational Research, 60, 531-547.

Skelton, A. M. (2009). A ‘teaching excellence’ for the times we live in? Teaching in Higher Education, 14, 107-112.