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 Theories. (2009, Oct 21). Retrieved 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

Conlan, J. G. (2003). Adult Learning: Emerging Perspectives on Learning, Teaching, and Technology. Retrieved 10 2, 2012, from Adult Learning: Emerging Perspectives on Learning, Teaching, and Technology: http://projects.coe.uga.edu/epltt/index.php?title=Adult Learning

Ertmer, P. &. (1993). Behaviorism, Cognitivism, Constructiism: comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 6(4) pp. 50-72.

Gilbert, J. a. (Fall 2008). Learning Styles: How Do They Fluctuate? Instotite for Learning Styles Journal, 29-40.

Grusec, J. (1992, Jan 28). Social Leaning Theory and Developmental Psychology: The Legacies of Robert Sears and Albert Bandura. Developmental Psychology, pp. Vol. 28 No. 5, 776-786.

Kapp, K. (2007, 01 02). Definition: Constructivism. Retrieved 10 19, 2012, from Definition: Constructivism: http://www.uleduneering.com/kappnotes/index.php/2007/01/definition: constructivism

Laureate Education, I. (2009). Motivation in Learning. Retrieved from Laureate Education, Inc.

Laureate Education, I. (Director). (2009). Timeline of the History Learning [Flash Media Program] [Motion Picture].

Ormrod, J. S. (2009). Learning Theories and Instruction (Laureate custom edition). In J. S. Ormrod, Learning Theories and Instruction (Laureate custom edition) (pp. 182-222). New York: Pearson.