Reflections on Learning Theories, Learning Styles and What I Learned in the Process

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

Fitting The Pieces Together

 When I started this class, I knew that I was an auditory learner.  I learned best by hearing.  I also knew that if I could hear and do at the same time, I learned that much better.  In studying all of the “isms,” I now realize that my learning is way more complex than that.   “Learning is not one thing…it is multi-facetted…there are too many levels for one school of thought.” (Kapp, 2007).   By studying the “isms” I have also become more interested in the study of music and the brain, and how music affects the way people learn.

I have learned that not one learning theory is indicative of how people learn.  You can not lump all people under one theory.  Behaviorism works in lower elementary where you want to condition younger students on how to learn.  Rewards are used to garner correct responses.  Spell all of your words correct, get a smiley face.  Follow all of the classroom expectations, get a gold star on a behavior chart.  Behaviorism can be integrated into adult learning as well.   Take a seminar, increase your skills, get a raise.  Not the best method for older learners but for some, it works.

Cognitive learning theory piggybacks on behaviorism.  Learning is based on prior knowledge and scaffolds itself using problem solving.  In order for learning to happen, the learner has to have a base of knowledge to draw from.  This is the way that most students are taught in modern day society.

Constructivism and Social learning theories, base learning on being social.  The learner learns best by being in a social setting where a task is just challenging enough that the instructor is there to guide knowledge, but not influence it.

Connectivism and Adult Learning are self guided where the learner is self motivated to learn.  Learning is done distantly, and through online methods.  They are becoming popular especially for people who have “life situations” to work around.

In evaluating where I fit into a learning theory I don’t really think of how I learn best, but rather how I incorporate all of those theories into how I teach.  I try to keep in mind that there is not one student in my classroom that learns the same way as another.  My challenge is to make sure that all students learn regardless of their learning style.  Knowing all of the different theories gives me a much broader palate on how I administer my lessons, and check for comprehension.

Technology plays a huge role in how I learn and teach.  I do most of my research online.  I utilize google, Wikipedia, and other search engines to find information.  I rely on podcasts, and YouTube to incorporate video learning into my classes.  I use garage band, pro audio tools, finale, and Smart Score in my classroom so my students can create their own music.  Our district uses Discovery.Net for all of our record keeping.  They have also set up g-mail accounts for all of our students and staff, so that work can be shared in GoogleDocs.  Work can be edited by staff and students for immediate feedback, or to be reviewed later.  I subscribe to several e-magazines online and can retrieve the local news online.  Not being a highly social creature, the internet keeps me connected to the world without having to leave the house.

References

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

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). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Standridge, M. (2001). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism

Connectivism

Connectivism

Connectivism is “driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired and the ability to draw distinctions between important information unimportant information is vital.”(Siemens, 2005)  This week we created a mind map showing how we keep connected.  In reflecting on all of my connections I realized that, other than teaching all day, I do not belong to any social groups that meet in the same physical space or that are not social networking sites.  My parents would consider that anti social, I consider it not enough time in the day to fit it all in let alone leave the house, yet again, when I have been away for 8-9 hours already.  Malcolm Knowles would call it self-directed learning.

My networks have changed the way I learn, because I can learn at my own pace.  If I need immediate information, I get fairly reliable information, from the Internet, right then and there.  If I get a brainstorm in the middle of teaching a lesson, I can get the information or the video or the music I need immediately.  If a life issue comes up I can put my learning on hold to deal with the situation until I am ready to start again.  I used to be a traditional learner, who, when I needed information, would go to the library and use the reference books or read biographies for fun.  I still do that, but with the Internet readily available, I can at least get the basic knowledge I need, to apply it to the situation at hand.

Possibly my favorite digital tool to acquire information is Google.  That search engine has saved my bacon many times, especially in arguments when I know I’m right.  Another is YouTube.  You can find a video for just about anything you need or want to know, and it proves that there are many different ways to learn and facilitate learning in others.  There are many others like how.com & ask.com, and more and more podcasts are becoming learner centered.

I thinking about how connectivism relates to my personal learning networks, I think it fits right in.  According to Siemens

·      Learning may reside in non-human appliances

·      Capacity to know more is more critical than what is currently known

·      Currency is the intent of all connectivist learning activities

Decision-making itself is a learning process.  Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. (Siemens, 2005).  In choosing to study online and study online learning I have chosen to connect myself to constructivism and its principles, be it a learning theory or not.

References

Conlan, J., Grabowski, S., & Smith, K. (2003).  Adult learning.  In M. Orey(Ed).  Emerging perspectives on learning, teaching, and technology.  Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008).  Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Siemens, G. (2005). Connectivism: A Learning theory for the digital age.  International Journal of Instructional Technology & Distance Learning. Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm