Chapter 4 Learning theories and principles

Managing training and development in South AfricaFOURTH EDITION Slides to accompany the workbook based on Erasmus, Loedolff, Mda, and Nel (2006)Slides compiled by L.J. Bock

Chapter 4 Learning theories and principles

Overview of Chapter 4 • Theories of learning • Factors that affect learning • Learning styles • Adult learning • Capabilities and dispositions

What is learning? “Learning is a permanent change in behaviour that occurs as a result of exercise and / or experience” (Erasmus & Van Dyk 2003:117) “Learning is a process of revising knowledge and meaning…” (Fiddler and Marienau) “We learn with a deeper understanding when we engage with the learning material… it is about the quality of the journey … towards competence.” (Bellis)

Various schools of thought on learning • Behaviourist theory: Learning is the result of reward or punishment • Humanistic theory: Humans act with the view to achieving personal objectives • Gestalt theory: Learning is a cognitive process involving the whole personality • Experiential theory: Learning is interaction between a person and the environment • Meta-learning: Focus is on learner’s ability to plan, execute and monitor own learning • Experimental theory: Emotional and intellectual and reality • Cooperative learning: Learning with others

Meta-learning • Five important aspects that have to be considered when a trainer opts to implement the meta-learning method are: • Learners must have knowledge of their methods of learning; • Learners have to be intrinsically motivated to learn. Mere memorisation is based on extrinsic motivation and should be discouraged. • Learners should develop their skills to extend their present knowledge. • All experience, with reference to the learning experience, should be content-directed. This will encourage and stimulate higher-order learning

Cooperative learning • Requirements for the cooperative learning strategy include: • Cooperative skills: interpersonal skills, such as conflict management and leadership, should be developed, with each member of the group accepting responsibility for the group’s achievement. • Evaluation: Group achievement should be frequently evaluated. • Face-to-face interaction: Members of a group should be encouraged to help and support different views from a group • Group size: The task that has to be executed should determine the size of the group. A normal size is usually between two and five participants. • Positive interdependence: opportunities for interaction should be created for each member of the group and each member should be allocated a specific task.

Models of learning • Information processing models • Social interaction models • Personal models • Behaviour modification models

1. Information-processing models • Students need to make sense of the world by acquiring and organising data, sensing problems and generating solutions to them, and developing concepts and language for conveying them. • Some models provide the learner with concepts and information, some emphasise concept formation and hypothesis testing, some generate creative thinking, and a few enhance intellectual capability.. • These models help students to learn how to construct knowledge, and focus directly on intellectual ability. Below is a list of information-processing models: • Inductive thinking • Concept attainment • Scientific inquiry • Inquiry training • Cognitive growth • Advance organisers (designed to increase ability to absorb information and organise it).

2. Social interaction models • These models emphasise the relationships of the individual to society or to other persons. This family of models helps students ‘learn how to sharpen their own cognitions through interactions with others, how to work productively with individuals who present a range of personalities, and how to work as a member of a group. The models in this group are: • Group investigation • Social inquiry • Laboratory method • Role playing • Positive interdependence • Structures social inquiry.

3. Personal models • Based on the individual’s perspective and seeks to encourage productive interdependence, so that people develop in increasingly self-awareness, understanding, autonomy, and self-concept. • This includes increase in personal complexity and flexibility, self-understanding and responsibility to oneself and one’s social group. These are personal models: • Non-directive teaching • Awareness training • Classroom meeting • Self-actualisation • Conceptual systems.

4.Behaviour modification models Sees human beings as self-correcting communication systems that modify behaviour in response to information about how successfully tasks are navigated.

Factors that affect learning • Organised information • Creativity, reflection, organisation and motivation • Use both sides of the brain • Enjoy what you learn • Effective study skills • Personalised information • Believe in yourself and your intelligence • Having resources and support • A healthy physical state

FACTORS THAT AFFECT LEARNING • There is probably no limit to the factors that influence how people learn Here are some of the general factors: • Organising information so the brain can easily structure and retain it: Moving from the known to the unknown, form easy to complex. • Creativity, reflection, organisation and motivation: Effective learning takes place when one does not memorise it but engages with what is being learnt. • Using both sides of the brain: The right side is the receiver of information, while the left side is regarded as the dominant side because it is the side where language and speech are produced. • Enjoying what you learn: The possibility of success is greater if what is being learnt has meaning for the learner, the outcomes are important, and the learner fully engages in what he/she is learning.

Effective study skills: A learner who knows his/her learning style and what conditions of learning are necessary or preferred for his/hr success, is more likely to succeed than others who still finding their way. • Personalised information: This is related to the point about being reflective and creative when learning. • Believing in yourself and in your intelligence: People who believe in themselves and their abilities usually achieve a greater deal. • Having resources and support: It is always beneficial for learners to have to have support and resources in their environment, in the form of space, time, finances, and encouragement. • A healthy physical state: It is advisable that aspirant learners ascertain that they are healthy (physically, mentally, emotionally and psychologically) before undertaking studies.

Learning styles • Kolb’s personality types corresponding to • learning: • Activists (keep busy; open to new experiences) • Reflectors (learn from others; think, record, analyse and question information) • Theorists (predict theories/models/hypotheses from experience) • Pragmatists (apply content in practice)

Multiple intelligences Gardner’s theory of multiple intelligences

Adult learning

Differences between the child and the adult learner

Gagne’s learned capabilities and dispositions • Learners should: • Be given accurate and complete information • Be free form coercion and distortion of information • Be allowed to weigh evidence and assess arguments objectively • Be open to alternative perspectives • Reflect critically • Have equal opportunity to participate, challenge, refute • Accept consensus

The following five classes of learned capabilities differ from each other in the essential nature of the performances they mediate, their characteristics in retention and transfer, and the conditions of instruction that may be employed to support or enhance them. These are: Verbal information Intellectual skills Cognitive strategies Attitudes; and Motor skills.

Chapter 4 Learning theories and principles