Learning theory (education) - Wikipedia
Here we begin by examining learning as a product and as a process. The latter takes us into the arena of competing learning theories – ideas about how learning may happen. We also look at Alan Roger’s (2003) helpful discussion of task-conscious or acquisition learning, and learning-conscious or formalized learning.
Constructivism - Learning Theories
Questions such as these have led to qualification. Some have looked to identifying relatively permanent changes in behaviour (or potential for change) as a result of experiences (see behaviourism below). However, not all changes in behaviour resulting from experience involve learning. It would seem fair to expect that if we are to say that learning has taken place, experience should have been used in some way. Conditioning may result in a change in behaviour, but the change may not involved drawing upon experience to generate new knowledge. Not surprisingly, many theorists have, thus, been less concerned with overt behaviour but with changes in the ways in which people ‘understand, or experience, or conceptualize the world around them’ (Ramsden 1992: 4) (see cognitivism below). The focus for them, is gaining knowledge or ability through the use of experience.
Situated Learning is emerging as a learning theory that is particularly relevant to teaching. Thus, this topic needs to be presented in some detail here. My current bibliography on the topic is given at:
Applying Learning Theories to Online Instructional Design
They leave focused their efforts on two types of learning processes known as classical conditioning and operant conditioning.
Constructivism – Learning Theories
Much of this workshop is built on constructivism. This is a learning theory that says that people build (construct) new knowledge upon their previous knowledge. In recent years, there has been considerable research that supports constructivism. It is a theory that can help guide curriculum, instruction, and assessment across all disciplines covered in our formal educational system. It is particularly applicable in mathematics education.
Constructivism, Situated Learning, and Other Learning Theories
Unfortunately, this conceptual model took on a life of its own. While Dale included caveats in the several editions of his work that the Cone was a theoretical model, and that multiple modes could apply to situations depending on the context, his work was ripe to be misused as a practical tool. As Michael Molenda notes, by the third edition of Audio-Visual Materials in Teaching in 1969, Dale had to include a full .”
Learning Theories and the Family | Theories by Freud …
The goal of gaining general skills in the transfer of your learning is easier said than done. Researchers have worked to develop a general theory of transfer of learning--a theory that could help students get better at transfer. This has proven to be a difficult research challenge.
Learning Theories. Flashcards | Quizlet
At one time, it was common to talk about transfer of learning in terms of near and far transfer. This "near and far" theory of transfer suggested that some problems and tasks are so nearly alike that transfer of learning occurs easily and naturally. A particular problem or task is studied and practiced to a high level of automaticity. When a nearly similar problem or task is encountered, it is automatically solved with little or no conscious thought. This is called near transfer. The shoe-tying example given above illustrates near transfer. A major goal in learning to read is to develop a high level of decoding automaticity. Then your conscious mind can pay attention to the meaning and implications of the material you are reading. A significant fraction of children are able to achieve this by the end of the third grade.