Reflections on Learning Theories, Learning Styles, and What I Learned in the Process
Christina Roeser
Walden University
Dr. Shirley Weaver
Learning Theories and Instruction EDUC 6115
December 23, 2010
Reflections on Learning Theories, Learning Styles, and What I Learned in the Process
Over the course of this class I was surprised to discover all of the learning theories that exist. When I was last in school, we had behaviorism, cognitivism, & constructivism. Connectivism wasn’t a theory that had been fully developed yet. We were taught about learning styles (visual, auditory, and tactile), but little was discussed about how people learned or what motivated them to learn. According to Ertmer & Newby, in the article Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective, less than two percent of the courses offered in the general area of educational technology emphasize theory as one of their key concepts (Ertmer & Newby, 1993).
What I discovered is that learning theories are “ a source of verified instructional strategies, tactics, and techniques. Knowledge of a variety of such strategies is critical when attempting to select an effective prescription for overcoming a given instructional problem” (Ertmer, 1993). As an instructional designer it is important to understand learning theories, learning styles, and instructional techniques, as to present a variety of options to a variety of learners.
In reflecting on how I learn, I went into this class thinking I was a cognitive learner. After studying all of the theories presented through out this course, I don’t fall under any one theory. There are elements of all of the theories that apply to the way I learn.
Under cognitive theory, I draw knowledge based on my prior experiences and draw upon pre existing knowledge to master a new concept (Ertmer, 1993). Under social learning theory “meaningful learning occurs when individuals are engaged in social activities” (Kim, 2006). I discovered that although I am a social person, I like learning on my own, which is why I chose on-line learning instead of a traditional classroom. In that way I fall under connectivism. I learn with technology. My main sources of information gathering are online. Information is rapidly changing, and I learn quickly and adapt the way I learn to keep up with the constant change. As an adult learner I choose to learn what is relevant to me. I am motivated by what I find interesting and I tend to check out when I do not see how something relates to what I do or what I am interested in.
Knowing what the eight forms of intelligences “linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, & naturalist” (Gardner, 2003), gives an instructional designer an advantage. Just understanding that everybody learns in different ways and different combinations of the above mentioned intelligences, will allow me to design instruction that will cater to all individuals and the ways that they learn and process information. “Understanding learning style differences is thus an important step in designing balanced instruction that is effective for all students”(Gilbert & Swainer, 2008)
As instructors, we need to take bits and pieces from each theory and style. That way we can use them collectively, as a scaffolding process, to our benefit. “Sometimes, students do not gain a deeper understanding because of the instructional methods employed by the professor, which may not be conducive for his or her learning style. If an understanding of the concept is not acquired, some students resort to rote memory.” (Gilbert & Swainer, 2008). You cannot design instruction to appeal to one intelligence or another. The best you can do is add variety, keep it interesting, check for comprehension, adjust as necessary and keep it moving.
Conclusion
As an adult learner learning to design instruction for adult learners, it is important for me to be aware of all learning theories and styles. “Learning is not one thing…it is multi-facetted…there are too many levels for one school of thought” (Kapp, 2007).
Resources
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
Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf
Gilbert, J., & Swankier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%2 0Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%2 0Fluctuate.pdf
Kapp, K (2007) Out and About: Discussion on Educational. Retrieved from: http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Kim, B. (2001). Emerging Perspectives on Learning, Teaching, & Technology. Retrieved from: http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.
Ormrod, J. (nd.). “Learning Styles and Strategies” video Retrieved from http://sylvan.live.ecollege.com
