Learning about Learning Theories

Eight weeks have flown past, and my learning of learning theories expanded two-fold. As an adult student and instructor of adult students with government agencies, I focused on the Adult Learner Theory, not until I progressed to week five did I realize there are more theories that apply to adults. What you will find here are some thoughts on what I gathered from learning about Learning Theories.

What surprises me concerning how people learn is how instructors imbed into their curriculum the various learning styles. Dunn & Dunn’s Learning Style Theory identified visual—what they see, auditory—what they hear, and kinaesthetic—what they do (Gantasala & Gantasala, 2009, 173-174). In the Online classroom, there is more visual—reading assignments and auditory—video or audio recordings; kinaesthetic is the one learning style the instructor works at to ensure all learning styles are addressed. I recognize that kinaesthetic is the hardest to achieve, as the student’s makeup varies with each iteration.

Once I understood varies learning styles and theories, I started to recognize how I learn. That is I learn better with kinaethetic, followed by visual, then auditory; I excel with hands on and enjoy getting my hands dirty. Looking at the various learning theories, I recognized three that I specifically relate to. First is Constructivist Theory -- developed by J. Bruner’, focuses on the learner learning from experiences; second is Social Theory -- developed by Bandura, focuses on modeling others; and finally, Adult Theory – developed by M. Knowles, focuses on he “need to know” (Cooper, 2009; Culatta, 2012; Knowles, Holton and Swanson, 1998). I recognize I utilize all three as I learn.

In conjunction with the learning styles and theories; motivation, I feel is the driving force that propels students to continue. The Online student/teacher interaction either makes or brakes the students desire to stick with the degree program. Yes, there are other issues, like home life, stress from work, and financial, but I see the teacher who helps the student stay motivated. Utilizing Keller’s ARCS model—Attention, Relevance, Confidence, and Satisfaction; instructors can develop a plan whether for the entire class or specific to a student.

You wonder, what will we do with the information obtained from these last eight weeks. Here is a taste of how it will be incorporated in future endeavors. First of, I will apply to my own studies, recognize how I learn will enable me to gear my efforts to what I do best. Second, looking at the adult students/employees I engage in, I will mentally examine their efforts, compare them with the Learning Matrix we developed, and try to adjust how I help them. Thirdly, even thought I stay positive with my students I can see myself keeping the ARCS readily available to help me adjust to the difficult—and sometimes challenging—student.

Finally, after completing this course, I wonder how much I would have learned if this were in the classroom? As I indicated earlier, I excel with the online classroom as it provides flexibility and structure. 

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References

Cooper, S. (2009). Jerome Bruner: Constructivism & discovery learning. Retrieved 12 15, 2012, from Life Cirles--Inc, Theories of learning in educational psychology: http://www.lifecircles-inc.com/Learningtheories/constructivism/bruner.html

Culatta, R. (2012). Social Learning Theory (A.Bandura). Retrieved 12 07, 2012, from Instructional Design: www.instructionaldesign.org/theories/social-learning.html

Gantasala, P., & Gantasala, S. (2009). Influence of Learning Styles. International Journal Of Learning, 16(9), 169-184.

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning , 78, 39-47.

Knowles, M., Holton, E., & Swanson, R. (1998). The adult learner. The definitive classic in adult education andhuman resource development. (Fifth, Ed.) Houston, TX: Gulf Publishing Company.