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Determinants of Learning

The document discusses determinants of learning, which are factors that influence how a learner acquires knowledge. It defines readiness to learn as when a learner is interested and receptive to learning. There are four types of readiness: physical, emotional, experiential, and knowledge. Each type has components that can affect learning. The document also examines learning styles and lists several models for assessing a learner's preferred style, such as visual, auditory, reading/writing, and kinesthetic. Evidence for determinants of learning includes study design, potential for bias, relevance, and strength.

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Cj Mayoyo
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2K views

Determinants of Learning

The document discusses determinants of learning, which are factors that influence how a learner acquires knowledge. It defines readiness to learn as when a learner is interested and receptive to learning. There are four types of readiness: physical, emotional, experiential, and knowledge. Each type has components that can affect learning. The document also examines learning styles and lists several models for assessing a learner's preferred style, such as visual, auditory, reading/writing, and kinesthetic. Evidence for determinants of learning includes study design, potential for bias, relevance, and strength.

Uploaded by

Cj Mayoyo
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: Cyrus Josher DC.

Mayoyo
Section: BSN 1-B
1.How would you define the term Determinants of Learning?
Determinants of learning involves the learning needs, learning readiness and
learning styles. It will help us to assess and determine the learning aspects of an
individual such as what other learner needs to learn, when does learner is receptive
to learning and how the learner best learn. Hence, learning process will be improved
after considering all of the determinants of learning.
2. What is meant by the term readiness to learn?

 Readiness to learn can be define as the time when the learner demonstrates
an interest in learning the information necessary to maintain optimal health
or to become more skillful in a job.
 It occurs when the learner is receptive, willing and able to participate in the
learning process.
 In addition, it is based on the current demands of practice and must
correspond to the constant changes in health care.
3. What are the four (4) types of readiness to learn?

 Physical Readiness
 Emotional Readiness
 Experiential Readiness
 Knowledge Readiness
4. What are the components of each type of readiness?

 Physical Readiness
 Measure of Ability
 Complexity of Task
 Environmental Effects
 Health Status
 Gender
 Emotional Readiness
 Anxiety Level
 Support System
 Motivation
 Risk-Taking Behavior
 Frame of Mind
 Development Stage
 Experiential Readiness
 Level of Aspiration
 Past Coping Mechanism
 Cultural Background
 Locus of Control
 Knowledge Readiness
 Present Knowledge
 Cognitive Ability
 Learning Disabilities
 Learning Style
5. What do you mean by learning style?

 To the ways in which and condition under which learners most efficiently and
most effectively perceive, process, store, and recall what they are attempting
to learn and their preferred approaches to different learning tasks.

6. Which models and instrument are available to determine someone's learning


style?

 Dunn and Dunn Learning Styles


 Productivity environmental preference survey (PEPS)
 Kolb’s Experiential Learning Model
 Learning style inventory (LSI)
 4MAT System
 4MAT instructional design and the learning-type measurement
instrumen
 VARK Learning Style
 VARK questionnaire
 Field-Independent/Field-Dependent Perception
 Group embedded figures test (GEFT)
 Online Technologies self-efficacy scale (OTSES)

7. What does each of the eight learning style models and instrument measure?

 Right-Brain/Left-Brain and Whole Brain Thinking


 measure understanding of brain function that are associated with
learning
 Brain preference indicator (BPI)
 Hermann brain dominance instrument (HBDI)
 Field-Independent/ Field-Dependent Perception
 measures and identifies two styles of learning in the cognitive domain,
which are based on the bipolar distribution of characteristics of how
learners process and structure information in their environment.
 Group embedded figures test (GEFT)
 Online Technologies self-efficacy scale (OTSES)
 Dunn and Dunn Learning Style
 measures identifying characteristics that allow individuals to learn in
different ways.
 Is a self-report instrument that is widely used in the identification of how
individuals to function, learn, concentrate and perform in their educational
activities.
 Productivity environmental preference survey (PEPS)
 Jung and Myers-Briggs Typology
 measures and explains personality similarities and differences by
identifying attitudes of people.
 Myers-Briggs Type of Indicator (MBTI)
 Kolb’s Experiential Learning Model
 it measures individual orientations to learning.
 Learning style inventory (LSI)
 4MAT System
 It measures learning styles and brain functioning.
 4MAT instructional design and the learning-type measurement instrument
 Gardner’s Eight Types of Intelligence
 measures individual’s unique pattern of growth and neurological
functioning.
 Multiple intelligence developmental assessment scale (MIDAS)
 VARK Learning Style
 measures person’s preference for talking in and putting out information.
 VARK questionnaire
8. What evidence is available to support the determinants of learning?
The framework for assessing the evidence to be included in support of the three
determinants of learning is based on the framework suggested by Lohr (2004) such
as:

 Level of evidence (study design)


 Quality of evidence (concern with bias)
 Relevance of evidence (implying applicability)
 Strength of evidence (precision, reproducibility, and attributability)

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