Learning Theories

Arellano University Master of Arts in Nursing IPSN

Submitted by: Michael Janrick G. Rivera RN Submitted to: Emilie M. Lopez RN, MAN, EdD(c) Submitted on: January 10, 2013

Theory
Behavioral Learning Theory

Theorist
- Ivan Petrovich Pavlov (Classical Conditioning)

Key Points
- The association of new responses with existing stimulusresponse pairs.

Teacher Role
The function of the teacher here is to reinforce their student.

Student Role
Students need to be able to respond to any reinforcement used by the teacher and willingly change their behavior to enable learning.

Implication
Teaching is a process of arranging contingencies of reinforcement effectively to bring about learning High level of capabilities as critical thinking and creativity could be taught by reinforcement Learning is simply a matter of establishing chains of behavior through principles of reinforcement Programmed instruction is the most efficient means available for learning skills Implications

Burrhus F. Skinner (Operant Conditioning)

- Learning is the result of changes in behavior. As stimulus-response cycles are reinforced, individuals are "conditioned" to respond.

Edward Thorndike and Burhuss Skinner (Reinforcement Theory)

- Stimulus, response bonds are strengthened by reinforcement like reward or punishment.

John Watson (Behaviorism)

- Human reactions are the result of experience and that successful actions will be repeated.

John B. Watson and Edwin R. Guthrie (Contuguity)

Cognitive Learning Theory

John Dewey ( Learning by Doing) Jean Piaget (Cognitive Development)

- Stimuli and response bonds are strengthened simply because they occur together. - Learning occurs through experience. - Developmental stages of child development: 0-2 years:

- The Teacher
presents organized lessons based on students experience and stage of development and uses lessons are

- The student is expected to be prepared for learning and to assimilate and accommodate all information.

The process of relating new information with what was previously learned, Learning is cumulative

"sensorimotor" motor development 3-7 years: "preoperation" intuitive 8-11 years: "concrete operational" logical, but nonabstract 12-15 years: "formal operations" - abstract thinking

developmentally appropriate, uses the already familiar concept of addition to help the students find the answers to problems, uses group work so that students have the benefit of drawing from each others experiences to aid in learning.

and should be assigned tasks that are age and stage appropriate.

Howard Gardner (Multiple Intelligence)

- Each individual
possesses seven distinct and measurable forms of intelligence: linguistic, logicalmathematical, spatial, bodykinesthetic, musical, intrapersonal, and interpersonal.

Roger Sperry (Brain Hemispheres)

- Left hemisphere of the brain: analytic thought (analysis). Logic (logical thinking), language (verbal skills) science and math (accuracy). Right hemisphere of the brain: provides focus on holistic thought, feelings, intuition, creativity, art and music.

 David Ausubel (Subsumption Theory)

- Mechanism by which new material presented in academic settings (lectures) can be integrated into existing mental structures. For subsumption to occur, the presentation of new knowledge should be preceded by "advance organizers."

David Rumelhart (Schema or schemata) ATKINSON & Shiffrin (Information Processing Theory)

- All knowledge is packaged into units.

Constructivism Learning Theory

Jean Piaget (Constructivism)

- Information is both processed and stored in three stages: Sensory Memory, Short Term Memory & Long Term Memory. - Individuals construct new knowledge from their experiences through processes of accommodation and assimilation. - Learning is an active process in which the learner is able to build on present and previous information. - Social interaction is critical for

- The teacher acts

as a facilitator whoencourages students to discover principles (Discovery Learning) for themselves (SelfDirected Learning)

Bruner (Discovery Learning)

- Students have some responsibilities when learning. Learners are respected as unique individuals with own motivation and responsibility for learning.

Embed learning in a rich authentic problemsolving environment Provide for authentic versus academic contexts for learning; Provide for learner control Use errors as a mechanism to provide feedback on learners'

Lev Vygotsky (Social development

Theory & ZPD)

cognitive development. Related to this is the idea of a "Zone of Proximal Development (ZPD)." Some skills, an individual can perform independently. Other skills can be performed if the individual has assistance. Skills that can be performed with assistance are said to be within an individual's ZPD. The ZPD is the theoretical basis for scaffolding. To explore and observe and to be a role model of appropriate behavior. The teacher provides a reason and motivation of each task, teaches general learning skills, fosters group work, and if possible, gives a choice of tasks to the students (Huitt,2001) To use self evaluation techniques to monitor and observe his own behaviors and make necessary changes; to take responsibility for their own learning and keep their goals realistic.

understanding.

Development Perspective 1. Humanistic Learning Theory Carl Rogers (Humanistic Theory) - Built on a single force of life called the actualizing tendency, defined as the built-in motivation present in every life-for to develop its potentials to the fullest extent possible.

Learning occurs through watching the behavior of others and what results from that behavior; does not have to involve a behavior change. Learning comes about as a result of observation (Barret,2006)

Maslow (Hierarchy of Needs)

- Built on the belief that individuals have lower basic physiological that must be addressed and satisfied first before higher needs become important to them enough to motivate individuals work to reach their highest and full

 Goleman (Emotional Intelligence Theory)

psychological well being, growth and potential. - Emphasized emotional characteristics of the person and introduced the concept problemoriented wherein adult learners need to focus more on the process and the task and less on the content. - Health professionals pay attention to emotions, unconscious motivations, and the psychological growth and development of all those involved in health care and learning. The teacher acts as a facilitator whoencourages students to interact and socialize with others. Active coconstruction of knowledge with others and self, Co-generator and co-constructor, Active thinker, explainer, interpreter, questioner, and active social participator. Use Cooperative learning strategies, longterm group projects, class discussions, and group activities to support the social side of learning.

2. Psycho Dynamic Learning Theory - Behaviorist - Cognitive - Humanistic - Psycho Dynamic - Social Learning Theory

Interactionist Learning Theory 1. Social Learning Theory Bandura (Observational or Learning) - Occurs when an observers behavior changes after viewing the behavior of a model. An observers behavior can be affected by the positive (vicarious reinforcement) or negative consequences (vicarious punishment) of a models behavior. - The quality of health of a nation is a social matter that requires changing the practices of social systems that impair health rather

Irwin Rosenstock, Victor Strecher and Marshall Becker (Health Belief Model)

that just changing the habits of individuals. Malcolm Knowles (Adult Learning Theory) - A problemoriented learning where in adult learners need to focus more on the process and the task and less on the content being taught; with self directed learners who expect to take responsibility for decisions. - 8 Types of Learning: Signal Learning or Conditioned Response Stimulus-Response Learning Chaining Verbal Association Discrimination Learning Concept Learning Rule Learning Problem Solving David A. Kolb (Experimental Learning) - Learning as a Four-stage cycle and later hypothesized that learners need four abilities in order to be effective. Converger Accommodator Assimilator

Robert M. Gagne (8 Types of Learning)

Diverger