GCU Learning Theories

Learning Theories Part 2

By: Bridget Chapman

Info

Info

Info

References

Major Theorist: Lev Vygotsky

Sociocultural

How Learning Occurs

Vygotsky developed the ZPD or Zone of Proximal Development. The ZPD tells what a learner can do without assistance and what a learner can do wit assistance. He beleived that thorough proper guidance and interaction with peers, students who are at a certain stage of development can be elevated at a higher level of understanding. Effective teaching methods and engagment with classmates can significantly improve their overall performance (Ornstein & Hunkinds 2016).

Characteristics

The socialcultural theory says that humans learn best through social interaction and that our cognative abilities are shapes by interactions wit individuals who possess high skills and knowledge. Parents, teachers, and other mentors are important in helping us grow. Being part of social groups and cultural events can also shape our beliefs and values (Cherry, 2022).

Types of Learning

Role of Memory

There are several types of learning that can be best explained by socialcultural theory. These include observational learning where individuals learn by observing the behavior of others; collaboratative learning where individuals work together to solve problems or complete tasks; and guided participation, where individuals learn through a more experienced peer, mentor, or teacher (McLeod, 2023). Sociocultural learning theory stresses the importance of cultural and language in shabing learning and development. this theory highlights the importants of social and cultural factors in building individual learning experiences ( McLeod, 2023).

Vygotsky argues that early memory is restricted by natural factors but that culture plays a crucial role in developing memory strategies. For instance, in some cultures, children are taught note-taking to aid their memory, but in other societies, different techniques, such as tying knots in a string or repeating things over and over are used to remember things. Vygotsky believes that cognative functions, even those performed in isolation, are influenced by the culturein which an individual grows up (McLeod, 2023).

Connectivism

Role of Memory

Major Theorists: George Seimens and Stephen Downes

Types of Learning

Connectivists are interested in how different networks in a person's brain are related to each other. As new information is learned, patterns and connections between these networks can change. Connectivism states that technology plays a vital role in memory and learning. Information is spread through a network and stored in various interactive formats (Kop & Hill, 2008). Learners use their memory to sort through information while researching or using technology. The information can be saved in a device or file for future use. As knowledge grows, so does comprehension and interest in the topic. This process is constantly repeated as new information is discovered and developed through connectivism (Kop & Hill, 2008).

There are several types of learning that are associated with connectivism. These include personal learning networks, collaborative learning, gamification, and self-directed learning (WGU, 2021). Personal learning networks involve using social media and other online tools to connect with others who share similar interests and goals. Collaborative learning involves working together with others to solve problems or complete tasks. Self-directed learning is when individuals take control of their own learning by setting goals, seeking out resources, and actively engaging in the learning process. All of these types of learning are important in connectivism because they emphasize the importance of making connections and engaging in meaningful, relevant learning experiences (WGU, 2021).

Characteristics

Connectivism is a modern learning theory that advocates for the integration of ideas, theories, and knowledge in a practical way. It acknowledges that technology plays a critical role in the learning process, and our constant connectivity offers us opportunities to take charge of our learning. It also emphasizes the importance of group collaboration and discussion, which leads to diverse perspectives for decision-making, problem-solving, and comprehending information (Western Governor’s University, 2021). Connectivism supports learning that occurs through the use of social media, online networks, blogs, or databases (Western Governor’s University, 2021).

How Learning Occurs

Connectivism is a way of thinking about how we learn. Imagine learning as a giant web of connections. It's like starting a chain reaction when we want to learn something new. We connect with others who know about the topic and share information with them. These people make up our learning community. This community is like a group that helps us understand things better. Our learning community is like a dot in a more extensive network. The network comprises many dots, and they're connected to share information. Learning doesn't just happen in our heads. It involves both thinking and emotions (Kop & Hill, 2008). For example, when we're excited about learning something, our emotions help us remember it better. Because information is constantly changing, what we know can change too. So, being good at finding up-to-date information and deciding what's important is more significant than just memorizing facts (Kop & Hill, 2008). Learning is like a cycle. We connect with our learning community to find and share new information. Then, we update what we know based on what we've learned. Afterward, we return to our learning community to share our latest insights and find more information. Learning isn't just about getting information but building connections and sharing with others (Kop & Hill, 2008).

Adult Learning Theory

Characteristics

Major Theorist: Malcolm Knowles

Types of Learning

The characteristics of adult learning theory are based on the idea that adults have different learning needs and motivations than children. First, adults need to know why they are learning something and how it will benefit them. Second, adults bring a wealth of life experience to the learning process and need opportunities to apply this experience to new learning situations (Pappas, 2013). Third, adults are self-directed and prefer to take control of their own learning. Fourth, adults are motivated by internal factors such as the desire to increase their self-esteem or improve their job performance (Pappas, 2013). Finally, adults prefer to learn in a collaborative and respectful environment that encourages open communication (Pappas, 2013). Understanding these assumptions can help educators design effective learning experiences for adult learners.

Some of the types of learning that are best explained by adult learning theory include self-directed learning, problem-based learning, and experiential learning (Bouchrika, 2023). In self-directed learning, adults take a more active role in their own education and seek out resources and opportunities to learn. Problem-based learning involves real-world problems and using critical thinking skills to find solutions. Experiential learning emphasizes hands-on experience and reflection to acquire new knowledge and skills (Bouchrika, 2023). These approaches recognize that adults come to the learning experience with unique backgrounds, experiences, and motivations, and teaching must take these factors into account (Bouchrika, 2023).

How Learning Occurs

Adults learn best when they are given the power to take control of their own learning experience, according to the adult Learning theory. This enables them to utilize their own past experiences, including their mistakes, to create learning activities that are meaningful and relevant to them (Pappas, 2013). By concentrating on topics that have a direct impact on their job or personal life, and by adopting a problem-solving approach rather than a content-based approach, learners are more likely to actively engage with and remember new information (Pappas, 2013).

Role of Memory

Memory plays an important role in andragogy, as adult learners bring a wealth of experience and prior knowledge to their learning. By building on their existing knowledge and experiences, learners can better retain and apply new information. Andragogy also emphasizes the use of real-life examples and case studies, which can help to make new information more memorable and relevant to the learner's life and goals.(Pappas, 2013).

References

Bouchrika, I. (2023, July 28). Adult learning theory: Methods and techniques of teaching adults. Research.com. https://research.com/education/adult-learning-theory Cherry, K. (2022, November 8). Sociocultural theory: Examples and applications. Verywell Mind. https://www.verywellmind.com/what-is-sociocultural-theory-2795088 Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review of Research in Open and Distributed Learning, 9(3). https://doi.org/10.19173/irrodl.v9i3.523 Mcleod, S. (2023c, July 26). Vygotsky’s sociocultural theory of cognitive development. Simply Psychology. https://www.simplypsychology.org/vygotsky.html Ornstein, A. C., & Hunkins, F. P. (2016). Curriculum: Foundations, principles, and issues. (7th ed). Pearson. Pappas, C. (2013). The adult learning theory - Andragogy - of Malcolm Knowles. Elearningindustry. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles Utecht, J., & Keller, D. (2019). Becoming relevant again: Applying connectivism learning theory to today’s classrooms. Critical Questions in Education, 10(2), 107. Western Governors University. (2021, May 27). Connectivism learning theory. Western Governors University. https://www.wgu.edu/blog/connectivism-learning-theory2105.html#close