Fitting the Pieces Together
Learning Theories
In considering and reflecting on a deeper understanding of the learning theories, my views on learning have been refined and expanded. Initially, there was some confusion between the differences in learning styles, theories, and strategies and their applications. Some terms and concepts have been clarified and some are now emphasized more and others less so. I continue with the belief that pieces of conflicting learning theories can be used within the same instructional lesson as a foundation for authentic learning. However, I have now expanded those components from beyond only behaviorist and cognitive considerations to also include constructivist, social learning, connectivism, and adult learning elements. I have further realized that I learn best by blending different components based on all of the learning theories. Which components of each theory depend on the learning goals and objectives.
As a graduate student in an online master’s program in instructional design and technology, I associate most with the adult learning theory pieces. I am acutely aware of how life experiences, including my cultural, political, physical, and social views, affect my learning. I am self-motivated to grow through action-based and experiential learning to solve problems. In this case, creating and designing effective instructional content are the “problems to be solved”. Experts in the field of online learning have found that “the quality and quantity of students’ self-regulatory beliefs and behaviors vary greatly; those with more adaptive profiles experience greater success” (Artino, 2008, p. 39). Also, “the available research evidence suggests that promoting self-reflection, self-regulation, and self-monitoring leads to more positive learning outcomes” (Means, et al., 2009, p.45).
However, sometimes I need behaviorist principles, such as the rewards of feedback to grow in my learning. I often use the cognitive concepts of building schemata and connecting prior knowledge to current learning. Working on instructional design projects, while learning new software, and sharing them with others for modeling and feedback employs constructivist and social learning principles.
I have learned to de-emphasize trying to connect learning styles, including using strengths and weaknesses terminology, to teaching styles. I still believe in self-advocacy in asking for support from instructors by asking for other ways of explanation with difficult concepts or a different angle to tackle challenging problems. However, this does not mean that the support should be delivered only in a certain preferred learning style. Life-long learning and growth come from improving in all areas of the multiple intelligences.
Technology plays an important role in learning. It is a resource
to quickly find information. It is used for data processing to record
information. These two aspects have been intertwined in education and I have
been using them for quite some time now. Technology being used as a means to
create has long been used in the consumer sector but is only more recently
becoming more mainstream in K-12 education. I am enjoying learning the tools to
create and design sound instructional content. Technology being used to network
is also an area of explosive growth. Networking is a component of the theory of
connectivism and is crucial to learning in real-time, in a fast-paced and
quickly advancing technological world. Already available in the consumer market,
technology that mimics human interactions, is currently on the horizon in
education. It’s an exciting time!
Artino, A. (2008). Promoting Academic Motivation and
Self-Regulation: Practical Guidelines for Online Instructors. Tech Trends,
52(3), 37–45. https://doi.org/10.1007/s11528-008-0153-x
Hey Lori! This is Penny Jordan from Walden University. I look forward to reading your blog and thoughts on ID. I'm following now and will be checking in each week. :)
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