Learning Theories in Education

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Learning Theories in education

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Socioculturalist Theory

Connectivism Theory

Adult Learning Theory

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Role of Memory

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Key Theorist

Theory Characteristics

Types of Learning

How Learning Occurs

Socioculturalism

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Role of Memory

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Connectivism

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Adult Learning Theories

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• Hao Yi. (2020). Adult Learning Theories. Sage UK. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edscra&AN=edscra.29333697&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds
• Maidansky, A. D. (2021). Lev Vygotsky’s Psychology of Freedom. Russian Studies in Philosophy, 59(4), 275–289. https://doi-org.lopes.idm.oclc.org/10.1080/10611967.2021.2000311

• Ornstein, A. & Hunkins, F. (2017). Curriculum: foundations, principles, and issues. Seventh Edition. Pearson Education. https://bibliu.com/app/#/view/books/9780134058801/epub/OPS/xhtml/fileP7000499583000000000000000003757.html#page_ii

• Ungvarsky, J. (2023). Connectivism. Salem Press Encyclopedia. https://eds-s-ebscohost-com.lopes.idm.oclc.org/eds/detail/detail?vid=1&sid=b9bb37bd-8849-4c13-a676-66427a4d30b4%40redis&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=137502120&db=ers
• Vas, R., Weber, C., & Gkoumas, D. (2018). Implementing connectivism by semantic technologies for self-directed learning. International Journal of Manpower, 39(8), 1032–1046. https://doi-org.lopes.idm.oclc.org/10.1108/IJM-10-2018-0330

References

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Lev Vygotsky

Lev Vygotsky developed his theory of sociocultural development off of the belief that a person's cultural beliefs and social experiences strongly influenced their learning (Ornstein & Hunkins, 2017). Vygotsky's theories were developed in the early part of the 20th century, but they were not truly discovered until the end of the century (Ornstein & Hunkins, 2017). Vygotsky began his study of development after the revolution in hopes to indoctrinate children into the ways of proper culture (Maidansky, 2021). Overall, Vygotsky found that one's cultural and social experiences directly influence how and what they learn.

• Structured Dialogue: Incorporate guided collaborative opportunities, such as turn-and talks, pair-and-share activities, and 60-second relate breaks to develop both social and academic language constructs.
• Social and Cultural Engagement: Encourage social and cultural development through play in guided stations (such as a play kitchen in pre-k), take field trips to local museums, and incorporate historical and current information on key social figures.
• Use Explicit and Strategic Instruction: Formal education is vital to the development of proper socioculturalistic development.

What It Looks Like

Socioculturalism theory can be applied within the classroom to enhance student development in several ways:

• Development is shaped by an individual's interactions and experience within their environment.
• Psycological functions evolve over time and are passed down within their culture. This effects one's thinking in the long run.
• Formal education is the key to enculturation and higher mental processing. Without it, learning is not as broad.

(Ornstein & Hunkins, 2017)

Characteristics of Socioculturalism

Socioculturalism, derived from the cognitive psychology theories of Piaget and Montessori, focus on the idea that knowledge and learning is directly impacted by one's social and cultural experiences. Socioculturalism embodies several impacting elements which influence how a student learns:

Applying Connectivism in the Classroom

Due to the uninhibited nature of technology within the heart of connectivism, it is easily applicable within the classroom:

• Research Projects: Providing students with a guideline of a project and allowing them to interact with new learning in their own way can build analytical thinking skills as well as help them distinguish between important and un-important information.
• E-Literature: Providing access to an extensive digital library can support culural connectivity as well as encourage literacy development. Giving access to text-to-speech accomodations is also a great way to differentiate for struggling learners .
• Educational Videos: Displaying educational videos focused on a specific topic can help provide more depth and insight into a concept that a teacher may not have direct experience with, such as a video on the inner workings of a volcano in a 3rd grade science class.

Connectivism is a new-age theory which focuses on how learning occurs in a world full of techonolgy (Ungvarsky, 2023). Because of the vast majority of new ways that knowledge can be obtained, learning as we know it has drastrically changed. Connectivism is characterized by several factors:

Characteristics of Connectivism

• Learning is viewed as the process of obtaining and storing information in one's memory.
• Networks provide the ability to access and make connections between different topics and are vital to the new-age of learning.
• Students learn to transition from self-regulated (independently motivated) learners to self-directed learners (taking initiative to find one's own way of accomplishing a goal).

(Vas, 2018)

How Learning Occurs through Connectivism

Because connectivism is centered around the concept that learning is evolving due to the growth of technology, the way in which we learn and process new information is also changing. Through connectivism, learning occurs in several ways:

• Learners interact with and explore information through multiple technologies. This increases the need for independent learninig skills.
• Experiences are borrowed from outside sources through the internet since individuals no longer can lean on personal experience to drive their learning.
• Students form connections to the learned information that they then share with others to help strengthen the connection between outside knowledge and personal learning.

(Vas, 2018)

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George Siemens

George Siemens belives that learning is constructed from personal experiences, however, his view of previous learning theories is that there has not been enough focus on outside knowledge that is accessible through technology for further learning (Vas, 2018). Siemens believes that accessing and connecting to outside information through the internet and sharing that understanding with others is critical to learning (Vas, 2018) Siemens also maintains the belief that focusing on personal connections with outside knowledge and its potential for learning is more important than the focus on one's current state of understanding (Vas, 2018).

What it Looks Like

Adult learning is different in nature because of the advanced natured of an adults' cognitive processing abilities. Therefore, learning as applied to an adult is more about the "why" and is typically self-applied:

• Career Trainings: Adults engage in informational trainings to learn more about a given skill or career area. These typically are focused on a personal desire to learn something specific.
• Graduate School: In this case, adults rely on professors to provide information and prompting to encourage higher-thinking. Adults typically are self-driven in reading and completing assignments.
• Professional Development: In some cases, adults must engage in learning to stay current in their field. In this case, individuals are given information and choose what they will do with said knowledge.

Adult Learning Theory Characteristics

Because of the maturation of adults' mental processing, adult learning involves more independent structures and less guidance and collaboration. Adult learning theories have many differentiating characteristics from that of children:

• Adults have a larger and more integrated body of background knowledge and experience (Hao, 2020). This changes learning in that there are both benefits of developing connections with past experience as well as issues with restructuring problematic beliefs or mindsets.
• Adult learners have become more selfdirected in that they are able to completely plan, inact, and analyze their own learning (Hao, 2020). This differs from child learning where there is much dependence on outside experience and development of background knowledge.
• Adult learning is more conscious of learner's needs. Adults are no longer being taught to live in society, they are seeking higher education based on a personal desire. Therefore, the structure of the education process is focused on psychological development and high-order thinking (Hao, 2020).

How Learning Occurs in Adults.

Because of the psychological development and maturation that has occured in adults, learning happens much differently than it does in children. Knowles (Hao, 2020) believed there are several factors that impact how adults learn:

• Adults learn best when they know the purpose behind what they are learning. Without the purpose, they struggle to engage.
• Adults tend to learn in a more independent manner through self-direction in education.
• Because of their increased ability to analyze, adults are constantly accumulating experiences to apply to learning. This increases their ability to create and change cognitive structures.
• Adults tend to work best when presented with problem-based learning which they have to solve.
• Adults' internal motivation for learning is stronger which allows their cognitive processing to be more receptive of the learning.

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Malcolm Knowles

Malcolm Knowles is known for his theory in adult learning, also referred to as andragogy, which was established in 1968 (Hao, 2020). Knowles believed that adults learn in a different manner than children and that these differences should be acknowledged and respected (Hao, 2020). Knowles viewed adults as selfdirected individuals who could initiate and conduct their own learning (Hao, 2020). Because of this, the way in which adults are taught or educated should be defferent from how children are taught. While Knowles "theory" lacked much evidence supporting its credibility and left predecessors wanting more, it opened the door for other researchers to examine and experiment with the theory of adult learning.

How is Memory Involved?

Vygotsky's theory has led to breakthrough's in research on one's executive functioning development (Ornstein & Hunkins, 2017). It is believed that structured play, guided speaking, and cultural expression can help to balance student's social-emotional state and strengthen cognitive development (Ornstein & Hunkins, 2017). When students feel that they have a purpose for learning and are respected as an individual, their sympathetic nervous system is relaxed which allows them to be receptive of new learning.

How Learning Occurs Through Socioculturalism

Sociocultural theory implies that students develope their knowledge and worth through the direct instruction of cultural and social norms (Ornstein & Hunkins, 2017). Within this theory, students' knowledge is developed in 3 ways:

• Language development is a vital tool by which individuals develope throughts at all. Language is viewed as the main cognitive tool.
• Interactions within their community such as talking, playing, and creating can help strengthen social purpose and confidence.
• Formal education is necessary to ensure that the process of enculturation and cognitive development is complete. This process allows direct guidance in the use of mental tools (Ornstein & Hunkins, 2017).

Connectivism and the Memory

Although theorists like Siemens believe that technology is a gateway to otherwise unobtainable knowledge and experience, the effects of technology on one's memory may not be as beneficial.

• Increased time spent on technological devices, whether for educational or recreational purposes, decreases the amount of time individuals are spending engaged in authentic play where creativity takes place. This potentially can cause children to lose thier ability to create and imagine.
• Technology is believed to negatively affect one's cognitive control in the areas of concentration and perseverence. This can cause students to lose the ability to learn for extended periods of time and engage in higher thinking.
• Increased time on technology can cause students to lose vital social interaction skills like reading body language.

(Ornstein & Hunkins, 2017)

How is Memory Involved?

Through adult learning theory, it is believed that individuals learn when an emotional connection ignites a chain reaction which results in a change in one's entire self (Vas, 2020). It is also suggested that adult learning is mostly old connections being altered or adjusted to adapt to the new information. However, it has been scientifically proven that the ability to create new brain circuits can continue into adulthood (Ornstein & Hunkins, 2017). Therefore, while theorists believe that adult learning is based on changing or drawing from established connections, it is possible for an adult to create brand new learning. This opens the door for further research into how adults acquire new knowledge and suggests that people can truly be lifelong learners.