COURSE GUIDE  ix

WELCOME TO HMEF5043

Welcome to HMEF5043 Educational Psychology which is one of the required

courses for the Master of Education (MEd) and PhD programmes. The course
assumes no previous knowledge of learning theories and research but you are
encouraged to tap into your experiences as a teacher, instructor, lecturer or
trainer and relate them to the principles of learning discussed. This is a three-
credit hour course conducted over a semester of 14 weeks.

WHAT WILL YOU GET FROM DOING THIS

COURSE?
Description of the Course
The course begins with discussion on what is psychology and the origin of
psychology as a discipline. This is followed by an examination of different
explanations of human learning, focusing on three main schools of thought;
namely, behaviourism, cognitivism and constructivism. Although the three
approaches explain learning differently, together they provide a more
comprehensive view of how humans learn. Besides the approaches, the role of
motivation in learning and individual learning differences are also discussed.
Since much of the information obtained is from reading printed material,
understanding how people learn from text is also examined.

All the concepts, principles and theories of learning are examined in relation to
their application in the classroom. Students are encouraged to discuss the
implications of the various theories on teaching and learning at all levels of
education. The final part of the course deals with finding ways of translating the
theories discussed into teaching methods that will enhance learning.

Aim of the Course

The main aim of the course is to provide you with a foundation on the principles
and theories of learning and their application in the classroom.
x  COURSE GUIDE

Objectives of the Course

Upon successful completion of this course, you should be able to:

1." Identify the different theories explaining human learning

2." Compare the different principles and theories explaining student learning

3." Critically evaluate the effectiveness of the theories in explaining individual

differences in learning

4." Apply the different principles and theories of learning in the classroom

HOW CAN YOU GET THE MOST FROM THIS

COURSE?
Learning Package
In this Learning Package you are provided with THREE kinds of course
materials:

1." The Course Guide you are currently reading

2." The Course Content (consisting of 10 topics ) and

3." The Course Assessment Guide (which describes the assignments to be

submitted and the examinations you have to sit for).

Please ensure that you have all of these materials.

Course Topics
To enable you to achieve the FOUR objectives of the course, HMEF5043 is
divided into 10 topics. Specific learning outcomes are stated at the start of each
topic indicating what you should be able to achieve after completing the topic.

Topic 1: What is Psychology?

The topic traces the origin of psychology as a discipline, the
various branches of psychology and the role of the teacher as a
theorist and a practitioner.
 COURSE GUIDE  xi

Topic 2: Behavioural Learning Theories

The topic discusses the behavioural theories as proposed by Ivan
Pavlov, B.F. Skinner and E.L. Thorndike. Behavioural theories
ignore mental events and focus on overt expression of behaviours.

Topic 3: Cognitive Learning Theories

The topic introduces the cognitive revolution and discussion of
some of its early proponents such as the Gestalt psychologists,
Jean Piaget, David Ausubel and Albert Bandura.

Topic 4: The Information Processing Model

The information processing model discussed in this topic,
emphasises the need to study the mental events involved in the
processing of information.

Topic 5: Constructivism and Metacognition

This topic reintroduces an old concept, in the form of constructivism
which emphasises that reality is constructed by the learner.

Topic 6: Critical and Creative Thinking

This topic discusses the attributes of critical and creative thinking
and how it may be enhanced in the classroom, when teaching
existing subject areas.

Topic 7: Individual Learning Differences

This topic focuses on understanding how and why individuals
differ in the way they learn and how this information might be
used by teachers to design instruction.

Topic 8: Learning from Text

This topic examines how humans learn from text. Knowledge
about learning from text may be used to help learners read their
textbooks and other printed materials, which remain the main
source of information.

Topic 9: Motivation and Learning

This topic discusses the role of motivation in learning. Especially
significant is how intrinsic motivation may be enhanced among
learners who are reluctant to learn.

Topic 10: Teaching for Better Learning

This topic is a synthesis of all the learning theories discussed and
how they might be used to guide and enhance teaching.
xii  COURSE GUIDE

Organisation of Course Content

In distance learning, the module replaces the university lecturer. This is one of
the main advantages of distance learning where specially designed materials
allow you to study at your own pace, anywhere and at anytime. Think of it as
reading the lecture instead of listening to a lecturer. In the same way that a
lecturer might assign something for you to read or do, the module tells you what
to read, when to read and when to do the activities. Just as a lecturer might ask
you questions in class, your module provides exercises for you to do at
appropriate points.

To help you read and understand the individual topics, numerous realistic
examples support all definitions, concepts and theories. Diagrams and text are
combined into a visually appealing, easy-to-read module. Throughout the course
content, diagrams, illustrations, tables and charts are used to reinforce important
points and simplify the more complex concepts. The module has adopted the
following features in each topic:

" INTRODUCTION
Lists the headings and subheadings of each topic to provide an overview of the
contents of the topic and prepare you for the major concepts to be studied and
learned.

LEARNING OUTCOMES
This is a listing of what you should be able to do after successful
completion of a topic. In other words, whether you are be able to explain,
compare, evaluate, distinguish, list, describe, relate and so forth. You
should use these indicators to guide your study. When you have finished
a topic, you must go back and check whether you have achieved the
learning outcomes or be able to do what is required of you. If you make a
habit of doing this, you will improve your chances of understanding the
contents of the course.
 COURSE GUIDE  xiii

SELF-CHECK

Questions are interspersed at strategic points in the topic to encourage

review of what you have just read and retention of recently learned
material. The answers to these questions are found in the paragraphs
before the questions. This is to test immediately whether you
understand the few paragraphs of text you have read. Working through
these tests will help you determine whether you understand the topic
and prepare you for the assignments and the examination.

ACTIVITY

These are situations drawn from research projects to show how

knowledge of the principles of research methodology may be applied to
real-world situations. The activities illustrate key points and concepts
dealt with in each topic.

The main ideas of each topic are listed in brief sentences to provide a review of
the content. You should ensure that you understand every statement listed. If
you do not, go back to the topic and find out what you do not know.

Key Terms discussed in the topic are placed at end of each topic to make you
aware of the main ideas. If you are unable to explain these terms, you should go
back to the topic to clarify.

DISCUSSION QUESTIONS:
At the end of each topic a list of questions is presented that are best solved
through group interaction and discussion. You can answer the questions
yourself. But, you are encouraged to work with your course-mates and discuss
online and during the seminar sessions.
xiv  COURSE GUIDE

At the end of each topic a list of articles and topics of books is provided that is
directly related to the contents of the topic. As far as possible the articles and
books suggested for further reading will be available in OUMÊs Digital Library
which you can access and OUMÊs Library. Also, relevant internet resources are
made available to enhance your understanding of selected curriculum concepts
and principles as applied in real-world situations.

WHAT SUPPORT WILL YOU GET IN STUDYING

THIS COURSE?
Seminars
There are 15 hours of seminars or face-to-face interaction supporting the course.
These consist of FIVE tutorial sessions of three hours each. You will be notified of
the dates, times and location of these tutorials, together with the name and phone
number of your tutor, as soon as you are allocated a tutorial group.

myINSPIRE Online Discussion

Besides the face-to-face tutorial sessions, you have the support of online
discussions. You should interact with other students and your tutor using
myINSPIRE. Your contributions to the online discussion will greatly enhance
your understanding of course content, how to go about doing the
assignments and preparation for the examination.

Facilitator
Your facilitator will mark your assignments and provide assistance to you during
the course. Do not hesitate to discuss during the tutorial session or online if:
" You do not understand any part of the course content or the assigned
readings
" You have difficulty with the self-tests and activities
" You have a question or problem with the assignments.
 COURSE GUIDE  xv

HOW SHOULD YOU STUDY FOR THIS COURSE?

1." Time Commitment for Studying
You should plan to spend about six to eight hours per topic, reading the
notes, doing the self-tests and activities and referring to the suggested
readings. You must schedule your time to discuss online. It is often more
convenient for you to distribute the hours over a number of days rather than
spend one whole day per week on study. Some topics may require more
work than others, although on average, it is suggested that you spend
approximately three days per topic.

2." Proposed Study Strategy

The following is a proposed strategy for working through the course. If you
run into any trouble, discuss it with your tutor either online or during the
tutorial sessions. Remember, the tutor is there to help you.

(a)" The most important step is to read the contents of this Course Guide
thoroughly.

(b)" Organise a study schedule. Note the time you are expected to spend on
each topic the date for submission of assignments as well as seminar
and examination dates. These are stated in your Course Assessment
Guide. Put all this information in one place, such as your diary or a wall
calendar. Whatever method you choose to use, you should decide on
and jot down your own dates for working on each topic. You have some
flexibility as there are 10 topics spread over a period of 14 weeks.

(c)" Once you have created your own study schedule, make every effort to
„stick to it‰. The main reason students are unable to cope is that they
get behind in their coursework.

(d)" To begin reading a topic:

" Remember in distance learning much of your time will be spent,
READING the course content. Study the list of topics given at the
beginning of each topic and examine the relationship of the topic to
the other nine topics.
" Read the topic overview showing the headings and subheadings to
get a broad picture of the topic.
" Read the topic learning outcomes (what is expected of you). Do you
already know some of the things to be discussed? What are the
things you do not know?
xvi  COURSE GUIDE

" Read the introduction (see how it is related to the previous topic).
" Work through the topic. (The contents of the topic has been
arranged to provide a sequence for you to follow)
" As you work through the topic, you will be asked to do the self-test
at appropriate points in the topic. This is to find out if you
understand what you have just read.
" Do the activities (to see if you can apply the concepts learned to
real-life situations)

3. When you have completed the topic, review the learning outcomes to
confirm that you have achieved them and are able to do what is required.

4. If you are confident, you can proceed to the next topic. Proceed topic by
topic through the course and try to pace your study so that you keep
yourself on schedule.

5. After completing all topics, review the course and prepare yourself for
the final examination. Check that you have achieved all topic learning
outcomes and the course objectives (listed in this Course Guide).

FINAL REMARKS
Once again, welcome to the course. To maximise your gain from this course, you
should try at all times to relate what you are studying to the real life. Look at the
environment in your institution and ask yourself whether the ideas discussed,
apply. Most of the ideas, concepts and principles you learn in this course have
practical applications. It is important to realise that much of what we do in
education and training has to be based on sound theoretical foundations. The
contents of this course provide the principles and theories explaining human
learning whether it be in a school, college, university or training organisation.

We wish you success with the course and hope that you will find it interesting,
useful and relevant in your development as a professional. We hope you will
enjoy your experience with OUM and we would like to end with a saying by
Confucius – „Education without thinking is labour lost‰ .