Learning Theories Part 2

Learning Theories

Sociocultural Theory

Lev Vygotsky is known as a sociocultural theorist. Vygotsky believed social and cultural influences had an impact on cognitive development. He placed a strong emphasis on the contribution that social interaction helps children's mental development, including speech and reasoning. The characteristics of sociocultural theory are culture and social factors. Children learn from adults how their culture views the world and behaves in it. Also, the only way to achieve higher mental ability was to engage with people who were more intelligent (Mcleod, 2024). Vygotsky believed that a child's culture played a role in memory. For example, reciting ancestors' names until a significant number can be done, in contrast, in western culture, children use note taking to help with memory. Memory is believed to be shaped by the values, beliefs, and methods of intellectual adaptation of the culture in which they are raised. Thus, intellectual adaptation techniques differ amongst cultures (Mcleod, 2024). Learnning occurs through the social interaction and the zone of proximity. Children in a collaborating group should be at varying skill levels so that more experienced peers can assist the less experienced in navigating their ZPD (Mcleod, 2024). As a child socializes with an MKO ("more knowlegeable other" that could be a parent, an educator, or a peer), the child learns by modeling the MKO's behavior. The child will then continue to absorb the knowledge that is being given and applies it to direct their actions. (Mcleod, 2024). The types of learning that develop are social speech, private speech, and scaffolding. Social speech is when they converse with others and private speech is the child's inner voice that is used to control their own conduct. Lastly, the level of support diminishes through scaffolding as the child gains proficiency (Mcleod, 2024).

Connectivism Theory

George Siemens and Stephen Downes are considered the major theorists in connectivism. Characteristics of connectivism is autonomy in which students are in charge of their own learning, diversity of viewpoints as the foundation of learning and knowledge, and the connecting process through collaboration with peers and technology (Kop, R., & Hill, A., 2008). The role of memory is the idea that knowledge can be stored in devices like computers. Computers make it possible to save and retrieve knowledge as needed, which promotes learning. Connectivism also emphasis the neccesity of connecting and comprehending a variety of informational sources (Bannister, J. 2016). Learning occurs through collaboration through group projects and discussions, a diversity of ideas being presented, and having the freedom to take charge of their learning with the help of technology. An educator can guide the students learning with the use of social media, gammification, and simulations. (WGU, 2021). A type of learning in connectivism is diverese knowledge. Having students from different social and cultural backgrounds will aid in the diverse opinions and discussions that students will have (WGU, 2021).

Adult Learning Theory

Malcom Knowles and Jack Mezirow are theoritsts known for the adult learning theory. The characteristics are autonomy, prior experiences, and motivation. Adult learners want to choose what and how they study. They cherish independence and the change to choose how they want to learn. When adults can connect the mateiral to their personal and profesional experiences, they usually get more involved in the learning process. Also, if adults can connect their learning to a goal or a career, then they are more motivated to learn the material (New England Institute of Technology, 2021). Role of memory is different in adults than in children because adults already posses prior knowledge. They continue to add to what they already know. By dividing information into smaller tasks, adults can reinforce learning over time. In addition, including learning strategies and study skills such as note taking can help with learning (New england Institute of Technology, 2021). Learning transpires when adults posses a wealth of prior knowledge and they integrate the prior knowledge with the new. Also, problem centered environments are ideal for adult learners. They would rather take on real world problems and create solutions to fit their own situations (New England Institute of Technology, 2021). Types of learning are self directed, experiential, and action learning. Adults need to be able to take initiative in their learning by setting their own goals and putting the time to reach that goal. They can use their own experiences to make sense of what they are learning. Lastly, in action learning, adults will solve problems by finding a solution and taking action (New England Institute of Technology, 2021).