A Reflective Paper
On Learning Theories,
Learning Styles, Educational Technology and Motivation
In today’s smorgasbord of learning,
instructional designers are becoming “long-term assets to training
departments”. (Conlan, 2003, pg. 4) Trainers are expected to have delivery
skills, design experience, and learning theory application skills in order to
operate in a variety of settings. (Conlan, 2003) This reflection paper will discuss some
things I found surprising about learning theories, my understanding on how I
learn, connections between different learning styles and theories, educational
technology and motivational factors. I
will conclude with a brief description on how all of this will impact me as an
instructional designer.
I was surprised to find out how many different learning theories have
been recognized over the years. B. F.
Skinner was influential in his contributions to the behaviorist theory. (Laureate
Education, 2009) This theory was
the most prominent instructional theory during the 1950’s. (Ertmer, 1993) The focus of behaviorism was Skinner’s belief
that “behaviors are the results of a person’s response to stimuli that occur
within their environment”. (Laureate Education, 2009) Educators and psychologists began shifting
from the behavorist model to cognitivism in the late 1950’s. (Ertmer, 1993) Accroding to this model, learning is achieved
“when information is stored in memory in an organized, meaningful manner”. (Ertmer, 1993, pg. 59) Constructivism began to emerge in the 1980’s. (Learning Theories/Constructivist Theories,
2009) This theory claims “knowledge is a
function of how the individual creates meaning from his or her own
experiences”. (Ertmer, 1993, pg.
62) Sears and Bandura worked on the
social learning theory during the 1960’s and 1970’s. (Grusec, 1992) Their work proposed that “people learn within a social context”. (Social
learning theory, 2012) Connectivisim is
one of the newer learning theories. It’s “a
model of learning that acknowledges shifts in society where learning is no
longer an internal, individual activity and knowledge is continually changing”.
(ICT and
Pedagogy Reflections, 2009)
This course has deepened my understanding
of how I learn by helping me recognize my strengths and weaknesses. I first learned my “learning styles
fluctauate within a specific context”. (Gilbert,
Fall 2008) Gilbert says “people have
different learning styles that are reflected in different academic strenghts,
weaknesses, skills, and interests”. (Gilbert,
Fall 2008) I will also go back and
examime my multiple intelligences.
According to Armstrong, I should assess my own multiple intelligences to
activate my neglected intelligences and bring balance to the use of all my
intelligences. (Gilbert, Fall 2008) Finally, I understand that I am mainly
motivated by intrinsic factors. Dr.
Ormrod discussed the psycholoical need of adult learners. (Laureate Education, Motivation in Learning,
2009) Some of the basic needs she
identified such as the need for stimulation, the need for compentency, and the
need for autonomy are all motivating factors for me. (Laureate Education, Motivation in Learning,
2009)
What I have learned about the connection
between the learning theories, learning styles, educational technology, and
motivation is there is not “one” learning theory, “one” learning style, “one”
technology tool, nor “one” motivator that fits “all” learners. However, the many theories, styles,
technology tools, and motivators are all intertwined and interdependent. As stated earlier, Gilbert says “learning
styles actually fluctuate within subject or lesson”. (Gilbert, Fall 2008) He also states
When there is no correlation between the way
students learn and the way instructors teach. Students also become: bored and inattentive in class, do poorly on
tests, get discouraged about the courses, the curriculum, and themselves, and
in some cases change to other curricula or drop out of school. (Gilbert, Fall
2008)
Motivation now comes into play. Ormrod believes “motivation affects the
leaning strategies and other cognitive processes an individual brings to bear
on a task”. (Ormrod, 2009, pg. 225) It has also been said that “motivation is key
to a successful self-directed learning experience”. (Conlan, 2003, pg. 23) Kapps says “constructivism supports the idea
of divcovery learning which was proposed a least as early as John Dewey”. (Kapp, 2007)
My
particiapation is this course will impact how I will proceed as an
instructional designer in several ways.
First, I will do self-assessments on both my learning styles and
multiple intelligences to identify both my strengths and weaknesses in these
areas. These assessments should help me
adjust my instructional designs in a way that I am addressing all learning
needs and not just the styles I have the most strength. I will also
be more careful to offer choices in instructions. This will help to maintain student interest
and avoid issues with motivation.
Finally, I will allow for more self-direction. Students should feel they are a stakeholder
in their learning experience.
In
conclusion, instructional designers are assets to training departments. The expectations of trainers are to delivery
training, design instructions, and understand learning theories to manage
training a variety of settings. I have
definitely learned a lot about learning theories and how I learn. I can make a better connection now between
the different learning theories, learning styles, technology, and motivation
factors that will ultimately impact me as an instructional designer.
References
ICT and Pedagogy Reflections. (2009, Apr 26). Retrieved Oct 27, 2012, from ICT and
Pedagogy Reflections: http://ictpedagogy09.edublogs.org/
Learning Theories/Constructivist
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Oct 27, 2012, from Learning Theories/Constructivist Theories:
http://en.wikibooks.org/wiki/Learning_Theories/Constructivist_Theories
Social learning theory. (2012, Oct 12). Retrieved Oct 27, 2012, from Social
learning theory: http://en.wikipedia.org/wiki/Social_learning_theory
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Kapp, K. (2007, 01 02). Definition:
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http://www.uleduneering.com/kappnotes/index.php/2007/01/definition:
constructivism
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