Research Topics: Learning Theories

Students’ Perception of Constructivist Learning in a Community College American History II Survey Course

Unit 1 – Introduction to Learning Theories Discussion Board Students’ Perception of Constructivist Learning in a Community College American History II Survey Course   Link: http://www.questia.com/read/5000913988               The study discovers the perception of the students of community college regarding the application of constructivism in their American History II survey course. Data were gathered from interviews of students who were enrolled in the said course at a Colorado community college. The result shows that the students see the constructivist classroom as more critical and independent, which enables them to develop in more cognitive and effective manner. As a result, they enjoyed their learning process. Because of the said result, it can be said that the constructivist theorist are correct regarding their beliefs that students develop their critical thinking and problem solving skills when they construct new knowledge that are based on their background experiences and multiple resources. This is because of the fact that students construct their knowledge as individuals or even as part of a given social unit, however, knowledge is not considered as a separate entity unto itself, thus knowledge cannot be independent of the knower. Therefore, it can be said that the theories focuses on the different learning approach which are considered as learner-centered.             Just like the authors/researchers of the study, I also agree that there are different benefits or advantages that can be gained by using the constructivist methods. First is that, it will push class participation from all of the students, at the same time, it enables the students to gain more self-confidence and discipline. This is because of the fact that it will given the students the sense of responsibility towards their own learning process, together with the learning process of the entire team. It will not only improve the learning process of the students towards a specific topic or subject, but it will also help the students to improve and develop their communication and social skills by participating and sharing information and knowledge to other people. It also enables them to connect their past experiences and knowledge to their present lessons or lectures. This approach is applicable for the active learners because they take advantage of the extra credit opportunities if offered, participates in class discussion frequently, takes responsibility of his/her own learning, attentive in class and take full responsibility of their own learning (Strategies for Success, n.d.).               On the other hand, like the rest of the learning theories, it also shows different flaws or disadvantages. This is because of the fact that each and every individual have different characteristics, traits, beliefs and cultures which can affect their learning process. Like what the researchers stated, education is not a one-size-fits-all proposition. This is because of the fact, that there are some students who belong to the group of passive learners. They are the group of students who are the opposite of active learners. They are those students who just sit in lectures because they have to be there, borrow and use lectures notes from someone who has already taken the class, read the assignment just to get them over with, not interested in participating to group discussion or recitation (Sexton-Radek & Paul, 2003 p. 13). They are those students who do not want to get attention from their tutor and from their classmates.             However, the result of the interviews shows that the said learning approach had helped most of the students, including those passive learners, because it enables them to decide on the topic that they are interested. Above all, it enables them to work on their own and be independent.   References Maypole, J. & Davies, T. G. (2001). ‘Students’ Perception of Constructivist Learning in a Community College American History II Survey Course.’ Community College Review. 29(2), 54 – 60. Retrieved March 27, 2009, from http://www.questia.com/read/5000913988     Sexton-Radek, K. & Paul, P. (2003). What Do I Do with My Major in Psychology. iUniverse.   Strategies for Success. Active Learning: What is an Active Learner? Retrieved March 27, 2009, from http://www.accd.edu/sac/history/keller/ACCDitg/SS AL.htm.     Credit:ivythesis.typepad.com

Students’ Perception of Constructivist Learning in a Community College American History II Survey Course

Unit 1 – Introduction to Learning Theories Discussion Board Students’ Perception of Constructivist Learning in a Community College Amer...

Learning Theories and Knowledge Transfer

March 30, 2009 Discussion Board Learning Theories and Knowledge Transfer             One of the vital issues to focus at when analyzing any learning theory is the aspect of transfer of learning. This is considered as an important factor. It is considered as a significant idea, that it is a field of research in its own right. Many of researchers and practitioners in the field of education work hard in order to understand how to increase the transfer of learning, which can help in order to teach for transfer (OTEC, n.d.). However, it is important to consider that different categories of learning theories have different characteristics and definition of the impact of knowledge transfer in the learning process.             In the theories of behaviorism, the topic regarding the transfer of knowledge focuses on the overt behaviors or those factors which can only be observed and measured, or focus on the belief that the mind can be considered as a black mind, which it only response to the different stimulus which can be observed in quantitative manner, and totally ignoring the possibility of thought processes occurring in the mind (Mergel, 1998). On the other hand, the theories of cognitivism believe that it is important to open the black box in order to be understood. This is because the theorists in this category believe that opening the black box of human mind is valuable and mandatory in order to understand how people learn. It is important to focus on the aspect of thinking, memory, knowing and problem-solving (Cognitivism at Learning-Theories.com, n.d.). Thus, it includes further entities in the learning development and transfer of knowledge of individual. Constructivist believes that both behaviorism and cognitivism were lacking in the factors and entities who are involved in the process of learning. This is because the said category of theories focuses not only on the different behavioral or observable factor and the huge impact of the society, but also pertains on the big participation of individuals’ selves. This theory believe that the transfer of knowledge happens because of the own initiative of the student.             It is important to consider that the first place to practice the transfer of learning is within the classroom, because it makes much easier to transfer skills and knowledge to the job. Transfer of learning is considered as a phenomenon of learning in more quickly manner and developing a deeper understanding of the task that people bring some knowledge or skills from their previous learning. Thus, in order to produce positive transfer of learning, it is important for the teacher to focus on proper planning and implementation of lessons and activities (Clark, 2000).             There are different activities and programs which can be done by the teachers in order to ensure positive transfer of knowledge or learning. It is important to take note that, positive transfer is most likely to occur when the learner identifies the common features among concepts, principles or skills; deliberately relate the information in memory; at the same time, sees the value of using what was learned in one situation in another (Schunk, 1996 cited from). This can be achieved by teaching subject matter in meaningful rather than repeating contexts; utilizing informed instruction; lecturing subject matter in context as similar as possible to those in which it will be employed; offering opportunities in order to practice employing the subject matter in a settings that represent the full range of eventual applications; offering opportunities for distributed practice after the information has been originally learned; and encourage positive attitudes toward subject matter, so that students will feel inclined in order to focus with, rather than avoid topics when they are encountered elsewhere (School of Education, n.d.).   References   Clark, D. (2000). Transfer of Learning. Retrieved March 30, 2009, from Skagit Water Shed website: http://www.skagitwatershed.org/~donclark/hrd/learning/transfer.html.   Cognitivism at Learning-Theories.com (2009). Learning Theories Knowledgable. Retrieved March 27, 2009, from Cognitivism at Learning-Theories.com website: http://www.learning-theories.com/cognitivism.html.   Mergel, B. (1998). Instructional Design & Learning Theory. University of Saskatchewam, Retrieved March 27, 2009, from USASK website: http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm   OTEC. Learning Theories and Transfer of Learning. Retrieved March 30, 2009, from OTEC website: http://otec.uoregon.edu/learning_theory.htm.   School of Education. Transfer of Learning. Retrieved March 30, 2009, from School of Education website: http://education.calumet.purdue.edu/vockell/edpsybook/Edpsy6/edpsy6_transfer.htm   Credit:ivythesis.typepad.com

Learning Theories and Knowledge Transfer

March 30, 2009 Discussion Board Learning Theories and Knowledge Transfer One of the vital issues to focus at when analyz...

Brief Description of Transformational Learning

Transformational Learning   Transformational learning is a theoretical educational term that refers to a process  whereby a learner re-evaluates past beliefs and experiences which had been assimilated based on the assumptions of others.[1] Its study began with the work of Jack Mezirow and is described as learning that results in deep changes in a learner and produces a significant shift that impacts the learner’s subsequent experiences.[2]   Transformational learning changes a learner’s perspective in three dimensions: the psychological, referring to the understanding of one’s self, the convictional, referring to the alteration in one’s set of beliefs, and the behavioral, referring to the revision of one’s lifestyle.[3] Crucial to transformational learning theory is the establishment and the clarification of the learner’s prior assumptions and the development of strategies to change them in conjunction with critical reflection on the validity of new concepts in order to have a changed perspective and become an autonomous learner.[4]   Perspective transformation usually occurs after a disorienting dilemma  arising from a crisis or major transition in life or from an accumulation of such factors over a period of time and can also result from something learned from sources such as that of a teacher. Significant for this type of learning is the basically rational changing of the learner’s frames of reference by critical reflection of his/her beliefs and consciously planning and executing actions that reflect such changes. Transformational learning is also seen by others as a spiritual or emotional change, as in the experience of undoing and transcending racist, sexist and other oppressive attitudes, in order to cope and make sense of the world.[5] Normally, people learn from instruction, study, observation and personal and other people’s experiences. They continue to learn and refine their learning as they get older, and I suppose most people have had transformational learning experiences at some point in their lives or are in the process of resolving issues in their minds.   I am no different. I would consider my changing from a Catholic into a free-thinker in matters of religious teaching and the concept of God as transformational learning. I subscribe to free thought in that until there is conclusive and dispassionate scientific evidence that is understandable and demonstrable in human terms on the validity of Catholic doctrine, it is just one of a number of faiths or belief systems that may or may not be true. It is entirely possible that only one faith is the true one, that all of these faiths and their different variations are equally true and also that none of these are true. The basic teachings of all faiths are excellent guidelines for living a moral and just life, but not being affiliated with a particular or of any faith for that matter, does not translate into having no moral principles.   I had a Catholic upbringing and believed in and practiced my faith until I finished high school, after which I gradually doubted the infallibility of all of the church’s pronouncements. I had what is termed by Mezirow as a disorienting dilemma, which is the first phase in transformational learning. I had come to realize that I do not perceive the presence of a personal God in my life or in the lives of other people. What I had was having faith on something that I was instructed to have faith to without something tangible to support it. Perhaps, faith is a distinct quality or a special gift that church members possess, which I respect very much, but simply do not have.   The Christianization of the Philippines by Spain was an accident of history and the manner in which the Spaniards colonized and administered the Philippines contradicted the Catholic precepts they taught. In my view, this negates the moral ascendancy of the introduced religion over other beliefs.   After my transformational learning, I am still guided by the church’s moral teachings, but have ceased going to church, praying and participating in Catholic proceedings unless they are practically required by circumstances.   		 		 		 		[1] “Transformative Learning”, 		Wikipedia, 12 April 2011, <http://en.wikipedia.org/wiki/Transformative_learning> 		[accessed 20 May 2011] 		 		 		 		[2] Sunny Cooper, “Jack Mezirow 		Transformational Learning”, Theories of Learning in Educational 		Psychology, <http://www.lifecircles-inc.com/Learningtheories/humanist/mezirow.html> 		[accessed 20 May 2011] 		 		 		 		[3] “Transformative Learning” 		 		 		 		[4] Michael Tsao et al, 		“Transformative Learning”, 7 January 2008, <http://projects.coe.uga.edu/epltt/index.php?title=Transformative_Learning>  		[accessed 20 May 2011] 		 		 		 		[5] “Transformative Learning” Credit:ivythesis.typepad.com

Brief Description of Transformational Learning

Transformational Learning Transformational learning is a theoretical educational term that refers to a process whereby a learner re...

Vygotsky’s Theory of Constructivism and it’s Social Relevance

THE THEORY OF CONSTRUCTIVISM AND ITS SOCIAL RELEVANCE          Lev Vygotsky is a Russian Psychologist, a Linguistic; he holds a law degree in Moscow University and a prolific author of various books of theory including Mind and Society, Thought and Language (1934), Psychology of Art (1925) among others. He died in 1934 at the age of 37 because of tuberculosis. He is the one who developed one of the most critically recognized theories of Constructivism where according to Vygotsky it is the philosophy of learning that through our experiences, people construct their own process of learning that is gained to the society and the world we live.       Constructivism in his concept is that people continue to learn if they continue to participate and interact in the activities of the society and everything that you hear, see and feel will be equated to your mind. Speech is a vital importance of learning and writing and communication is its basic tool and the society should collaborate and help each other to form and share their own part. His idea deals with sharing objectives and facts as a basic learning tool especially among children and it can be best described in the following theories of constructivism. Constructivism has been developed because during their time sharing and cooperation is highly encourage and Vygotsky’s theory is the manifestation that is highly influenced in this condition.         Cultural mediation and internalization – This theory is an adopted behavior of a child to the society particularly adults and parents should be the one to share their knowledge that what they have also belongs to the society and what the society have they also belong through this premise a child came to learn and receive the blessings of the society through which their mental and personality perception is derived.       The more knowledgeable other (MKO) – That adult should the sources of knowledge for children as long as a person have something to share they can be considered an adult that’s why children can be an adult if they can contribute to knowledge. No matter what they can share if they share in wholeheartedly then is should be the beginning of more knowledge.           Thought and Language as a tool – According to Vygotsky that language is the basic tools how children can express their ideas and it is also through language of how they can be developed. During their infancy they can learn symbols and later on they begin to utter until they are conscious about languages that they have gained. Their inner thoughts can be release “thinking out loud’ through their language.       Zone of Proximity (ZPT) – He believes that the talent and skills of a child should not be limited it can be highly developed if given an importance in the society or if shared by people around them especially their parents for example if a child knows how to draw but he doesn’t know how to color then he should be taught to use the color to improve his skills. The proper sharing of adult is therefore important. Over time if children are taught more and more and then they will improve even more.            Psychology of Play – that child is important and playful and this is their world, child can develop an abstract meaning that separates their perception of the world and only the imagination of the child can interpret their existence. He claimed that a child may be dependent during their infancy that if left alone they would cry and be angry, but if given a toy they would play. Children can learn to develop their own world through playing. They can pretend and make believe and later on realized things as a normal being when they grow the reliance on the material thing such as toys diminishes and loses its value but being a child let them play.          He also stressed that learning is searching for meaning and meaning requires understanding and any individual can create their own tools of learning. This is what is does in his childhood to create learning tools he use to write his own ideas in papers that later on becomes a book. The society and the process or learning should always be in relation and it should not separate so that people and children cha benefit from their experiences and their experiences as their guide. Vygotsky’s literary approach almost always leads to humanitarian endeavor.       In relevance of Vygotsky’s theory to the society in these present times he has promoted goodwill and valuable changes of character to humanity, the impact of his theory and practices should be highly promoted and exercised. Probably it should be included in the curriculum of most schools and university in our present society so that the development of sharing and cooperation can be manifested in our life too, and it should start in our children so that they can pass on the goodwill of this theory in the next generation to come.     Credit:ivythesis.typepad.com

Vygotsky’s Theory of Constructivism and it’s Social Relevance

THE THEORY OF CONSTRUCTIVISM AND ITS SOCIAL RELEVANCE Lev Vygotsky is a Russian Psychologist, a Linguistic; he holds a law d...

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