CASSIE MOFFITT, MSN, RN, CDE



Learning TheoriesA PaperSubmitted in Partial Fulfillment of the RequirementsFor NURS 5327In the College of NursingThe University of Texas at TylerByLori Acosta, RN BSN, Annika Conaway, RN BSN, Cassandra Moffitt, RN BSN, Theresa Roberts, RN BSN, and Allison Younger, RN BSNLearning TheoriesStudents process information in many formats. As educators it is vital to understand the way the human brain processes information in order to create the most meaningful learning environment.? Before technology evolved, scientists developed learning theories to best describe the learning process.? These theories provide a look into human behavior and how changes in that behavior define learning. Presented are six major learning theories: behaviorism, cognitivism, social cognitivism, humanism, constructivism, and brain-based learning. Each theory arose from direct observation and provides the educator with an understanding of the different strategies to engage students’ learning needs and their motivations to learn.BehaviorismBehaviorism is a learning theory that focuses on the presence of environmental factors to influence behavior. McLeod (2016) writes that behaviorists subscribe to the idea that only external observable behavior can be scientifically and objectively measured, while internal events, such as thinking, cannot be measured in such a way. Behaviorism encompasses a collection of learning theories, including classical conditioning and operant conditioning. Weaknesses of behaviorism include the ideas that it is no longer a dominating educational context (Pettigrew, 2015), and that students who are forced to abandon their traditional learning behavior may show non-compliance with this learning method (Kantar, 2013). However, Hawks (2014) describes the use of the behavioral learning theory emerging with the flipped classroom (FC) concept. In the FC, the information delivery is accomplished before students come to class, allowing valuable class time for important learning experiences (Hawks, 2014). The resurgence of this educational method is due to pressure from scholars, policymakers, and patient care advocates ensuring provider competency through healthcare education (Hawks, 2014). Hawks (2014) also reports that nursing students and faculty believe this method promotes a positive graduate nursing education experience. Educators can measure whether learning is taking place by evaluating the level of student discussion during class (Kantar, 2013).CognitivismCognitivism theorizes that learning is a semi-permanent change in thought processes and associations (Pettigrew, 2015). Cognitivism does not mandate a visible demonstration of learning, but instead concentrates on the internal processes and connections, such as perception, attention, language, and memory, that occur during learning (McLeod, 2008). Cognitivists believe that learning is not a change in behavior; it is a change in mental structures through the organization and construction of knowledge (Pettigrew, 2015). The cognitive growth theory and the information processing theory are two learning styles associated with cognitivism. There are notable strengths and weaknesses of the cognitivism theory, as applied to nursing education. Cognitive development is the result of interactive learning environments, and over time there is a continuous and dramatic increase in understanding as spiraled learning facilitates enhanced individual development (Johnson, 2014). A weakness of cognitivism in nursing education is that learning outcomes are dependent on the student’s individual innate developmental processes (Johnson, 2014).Social CognitivismLev?Vygotsky is credited with the development of the social cognitivism theory, an expansion of Jean Piaget’s cognitive development theory. It draws heavily on the use of socialization and psychology to give meaning to learning of concepts (Shepardson and Britsch, 2015), and focuses on the inclusion of social and cultural knowledge (Pettigrew, 2015). Social learning and language assist learners in bridging gaps in knowledge by relating with the knowledge and experience of fellow learners (Pettigrew, 2015).Utilization of social cognitivism is evident in demonstration and return demonstration, observational learning, role modeling, and scaffolding. Each of these methods involves a demonstration by someone experienced in the subject, followed by an attempt by the learner to reciprocate the concept that was initially modeled (Pettigrew, 2015). This theory works well in a group setting, such as an on-campus classroom, where learner and teacher have direct access to one another. This model may not be ideal in an online environment, where teacher and learner often do not have access to one another in real-time. Additionally, this theory may not be ideal for students who have difficulty learning in large groups or have social or interpersonal anxieties.HumanismHumanism has long been considered integral to medical education. The theory’s basic principle is that learning is a personal act necessary to achieve full potential, and is therefore an expansion of Maslow’s Hierarchy of Needs. Humanism is collaborative and consists of learners and instructors bargaining objectives, methods, and evaluative criteria. As humanism is based on self-fulfillment, it facilitates intensely personal learning experiences that create a drive in professionalism. While many learning objectives are explicitly defined, humanism states the learners are responsible for their own learning and realized their full potential. A common example of humanism learning in healthcare is the obtainment of continuing education units, or the pursuit of advanced certifications and degrees (Rostami?and?Khadjooi, 2010).Humanism promotes individualized growth and exercising autonomy. However, this learning model may prove problematic for students who need concrete objectives and guidance, or for novice learners who may be unsure of available opportunities or desires.ConstructivismIn constructivism the learner is an active participant constructing knowledge through prior personal experiences and reflection upon those experiences. Testing hypotheses about the environment through social interactions builds on previous information (Pettigrew, 2015). Constructivists have generally agreed on the common theme that learning is best understood, stored, and applied when learners develop their own mental models of the information and construct their own personal learning experiences (Vogel-Walcutt, Gebrim, Bowers, Carper & Nicholson, 2011). Teaching strategies are interactive. An ideal example of constructivism is simulation-based learning in a skills lab where students play the role of the nurse and experience critical decision-making, skills practice, and reflection methods. The student nurses are actively involved in the learning process, increasing their ability to effectively acquire and apply conceptual knowledge (Vogel-Walcutt et al., 2011). A weakness of constructivism is that self-directed learning may result in acquisition of erroneous information as a new learner attempts to determine what information is valid and which is extraneous (Vogel-Walcutt et al., 2011). The strength of constructivism as used in experiential learning is that real-life scenarios and skills can be practiced as well as critical thinking, clinical decision-making and role definition as the student nurses integrate all of these components with their own previous experiences (Gore & Thomson, 2016).Brain-Based LearningBrain-based learning is purposefully choosing teaching and learning strategies that come from an understanding of the brain and how it is wired based on recent brain research. Research by cognitive neuroscientists has shown that learning changes the brain (Pettigrew, 2015). Meaningful learning is an essential goal of brain-based learning. According to Gozuyesil and Dikici (2014) there are several components that make learning meaningful and permanent. Relaxed alertness, orchestrated immersion, and active processing are the three main components of this theory. An example of brain-based learning is creating a relaxed learning environment by offering a day in the lab for skills practice without grading or return demonstrations, and peers can offer support to each other with non-threatening feedback from the teachers. An ideal brain-based learning situation is to maintain a variety of teaching methods that meets the different learning styles of a diverse group of students (Pettigrew, 2015). A weakness of brain-based learning is that attempting to determine and meet the different learning styles of each individual student is difficult and time consuming. The strength of brain-based learning is being able to develop teaching strategies based on evidence-based research of the brain. According to a recent meta-analytical study, brain-based learning leads to greater academic achievement than traditional teaching methods (Gozuyesil & Dikici, 2014).SummaryNursing education is not a “cookie-cutter” program that is taught using only one method of teaching. As nursing educators, content is taught in the classroom, simulation lab, nursing skills lab, and clinical setting. In addition, student demographics in the classroom are now more diverse than ever before. Educators must utilize different theories at different times to teach to this new 21st century classroom.? An instructor may use teaching methods based in constructivism during simulation lab; teaching strategies from both behaviorism and brain-based learning in a classroom lecture; or teaching methods based on social cognitivism in a nursing skill lab.? All theories help to explain the way a student learns and the motivation for learning. Today’s challenge is to engage all students and have active participation from everyone.ReferencesGore, T. & Thomson, W. (2016). Use of simulation in undergraduate and graduate education.??????????? AACN Advanced Critical Care, 27(1), 86-95.??????????? doi: , E. & Dikici, A. (2014). The effect of brain-based learning on academic achievement:???????????? A meta-analytical study. Educational Sciences: Theory & Practice, 14(2), 642-648.??????????? doi: 10.12738/estp.2014.2.2103Hawks, S. J. (2014). The flipped classroom: Now or never? AANA Journal 82(4): 264-269. Retrieved from: , G. M. (2014). The ecology of interactive learning environments: Situating traditional theory. Interactive Learning Environments 22(3): 298-303. doi: 10.1080/ 10494820.2011.649768Kantar, L. D. (2013). Demystifying instructional innovation: The case of teaching with case studies. Journal of the Scholarship of Teaching and Learning 13(2): 101-115. Retrieved from: , S. A. (2008). Bruner. Retrieved from bruner.htmlMcLeod, S. A. (2014). Classical conditioning. Retrieved from classical-conditioning.htmlMcLeod, S. A. (2016). Behaviorist approach. Retrieved from behaviorism.htmlPettigrew, A. C. (2015). Learning and students. In M. H. Oermann (Ed.), Teaching in nursing and role of the educator (pp.15-33). New York, NY: Springer Publishing Co.Rostami, K., & Khadjooi, K. (2010). The implications of Behaviorism and Humanism theories in medical education.?Gastroenterology and Hepatology From Bed to Bench,3(2), 65-70. Retrieved January 25, 2017.Shepardson, D. P., & Britsch, S. (2015). Mediating meaning in the social world of the science classroom.?Electronic Journal of Science Education ,19(4), 1-13. Retrieved January 25, 2017.Vogel-Walcutt, J., Gebrim, J., Bowers, C., Carper, T. & Nicholson, D. (2011). Cognitive load??????????? theory vs constructivist approaches: which best leads to efficient, deep learning? 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