Learning Theory Analysis - Weebly



Learning Theory AnalysisChivonda Coleman University of Arkansas at Little RockLearning Theory AnalysisThe objectivism and constructivist approach is important in learning. Both approaches have different meaning and strategies to effective learning. A compare and contrast analysis paper will include the components of each approach, the theories behind each approach, type of instruction/learning for each approach, type of technology supports each approach, and examples of available technology free to the public or education community to use/download.The ComponentsObjectivismOne component for the objectivism approach of learning is transmitting knowledge to the learner. Objectivism states that learning is directed by teachers because inquiry methods are too slow. Another component to objectivism is students should pass the same tests.ConstructivistThe constructivist component focuses on hands-on instruction instead of teacher instruction. Constructivist approach suggests that students participate in activities that help them generate his or her knowledge in learning. Another component that constructivist suggest is giving students the opportunity to show what they have learned other than taking a written test.TheoriesObjectivism The theories for objectivism are behavior, information-processing, cognitive – behavioral, and system theory. Each theory has its own meaning for learning. The psychologist for each theory has their own meaning of what learning is and the importance (Roblyer & Doering, 2013).Behavior theory defines learning as an activity that occurs in the mind, and it is detected by observation. Behavior theory recognizes behavior to shape desired responses by using positive reinforcement, negative reinforcement, and rmation-processing theory relates learning to human memory similar to a computer storing information. Information-processing theory has three kinds of storage memory that humans have are sensory registers used to receive information, short-term memory stores information temporarily, and long-term memory stores information indefinitely (Roblyer & Doering, 2013).Cognitive- behavior theory provides conditions for learning by believing that learning is shaped by optimal instructional conditions. Cognitive-theory states that different skills require different learning strategies. The strategies or condition includes the nine events of instruction and a skills hierarchy approach.System theory manages the complexity of teaching by using a system of instruction base on behaviorist theories. The purpose of the instructional system state the goals, objectives, performing task analysis, matching assessment, creating, and revising materials (Roblyer & Doering, 2013).ConstructivistThe theory behind constructivist includes social activism, social cognitive, scaffolding, child development, discovery learning, and multiple intelligences. Each theory has its own meaning of learning. The psychologist for each theory defines learning differently.Social activism theory states that learning is a growth that comes from social experiences. This theory believes that the school curriculum should come from students’ interest and taught as integrated topics rather than as isolated skills. John Dewey sums up this theory by calling it learning as social experience.Social cognitive theory states that learning is process from interactions among behaviors, environment, and student factors. Social cognitive is defined as motivation to learn. Albert Bandura identify social cognitive as the social influence on learning.Scaffolding theory explains that learning is a cognitive development formed by individual differences and the influence of culture. Through the scaffolding theory adults support learning by helping children build on current cognitive skills. Lev Vygotsky sums up scaffolding theory by stating learning is a cognitive building process.Child development theory is cognitive growth that goes through neurological and social maturation. This theory lists the different stages that a child goes through during the cognitive stages. The cognitive stages are sensorimotor, preoperational, operational, and formal.Discovery learning states that learning is the cognitive growth interaction with the environment. Children in this stage are likely to understand and remember the concepts learn while interacting with the environment. This theory allows teachers to provide opportunities to the students by exploring and doing experiments.Multiple intelligence theory defines learning by intelligence. The learning intelligence is linguistic, musical, logical-mathematical, spatial, kinesthetic, intrapersonal, interpersonal, and naturalist. Howard Gardner sums ups the multiple intelligence by saying it is the role of intelligence in learning.Types of InstructionsObjectivismInstruction for the behavior theory must provide the right stimuli and reinforcement to achieve desired responses. Instruction for information- processing must gain attention, administer the right application, and provide adequate practice to ensure retention. Cognitive-behavioral instruction must provide activities that students can demonstrate they have prerequisite skills from prior learning. The instruction for system approaches theory is structured and sequential as it monitors students’ progress through the instructional system (Roblyer & Doering, 2013).Constructivist Social activism instruction should focus on collaborative activities and actual world situations. Social cognitive theory instruction should provide models that show good skills by similar students. Scaffolding theory instruction is personalized to each student’s individual needs and performance. Child development instruction should be match to students’ developmental stage and provides ways to explore the students’ opportunities. Discovery learning theory instruction must allow students the opportunity for unstructured exploration and self-discovery. Multiple intelligence theory instruction must allow different ways of learning. Multiple intelligence instruction needs to show the competence in the same topics and materials.Types of TechnologyObjectivismThe type of technology behaviorist theory need is computer programs that can provide consistent, reliable, and reinforcement on individual basis. Information – processing technology needs computer applications to have qualities to attract students’ attention and provide repetitive application and practice. Cognitive-behavioral theory needs computers that can give fast and accurate information on students’ skill levels and provide instructional activities. System approach technology uses computer applications because it provides information, practice, and assessments. Computer application can give fast and accurate information on the students’ progress.ConstructivistSocial activism use technology to support opportunities for collaboration by using visual presentations to help students connect concepts with real-world applications. Social cognitive use technology to show a variety of video models of good student performance and can increase self-efficacy through videos. Scaffolding use technology to support multiple paths to studying the same material and to help students understand complex concepts. Child development theory use technology to support exploration activities for various stages of development. Discovery learning use technology to make information and complex environments for students to explore. Multiple intelligence theory uses multimedia for learning because students can demonstrate learning by doing different roles in a group technology project (Roblyer & Doering, 2013).Examples of Free TechnologyBelow is a list of free available technology to the public or education community to download:FacebookBack ChannelsGoogle-“Google For Teachers”- E-booksStore.- Free lesson plans and videos for teachers- Video creation ConclusionThis analysis describes two views of learning; the objectivism and constructivism. Both perspectives outline different learning theories and how each theory plays an important role in learning. Instructions and technology leads to educational strategies.ReferencesRoblyer, M., & Doering, A. (2013). Integrating Educational Technology Into Teaching. Boston: Pearson.Constructivism as a Paradigm for Teaching and Learning. (2004). Retrieved January 27, 2013, from thirteen: Brooks, J. and Brooks, M. (1993). In Search of Understanding: The Case for Constructivist Classrooms, ASCDRand, A. (1962). Ayn Rand Institute. Retrieved 2013, from Introducing Objectivism: Objectivism. (n.d.). Retrieved January 27, 2013, from The Free Dictionary: ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download