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5 Principles of Learning

The document outlines 5 key principles of learning: 1) participation through active involvement, 2) repetition to reinforce learning, 3) relevance of material to motivate learning, 4) transference of skills to real-world applications, and 5) feedback to improve performance and learning. It provides examples for each principle and explains how participation, overlearning skills through repetition, relevance to solve problems, applying skills in job situations through transference, and receiving feedback beyond right/wrong answers enhances the learning process.

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Satish Ulli
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538 views4 pages

5 Principles of Learning

The document outlines 5 key principles of learning: 1) participation through active involvement, 2) repetition to reinforce learning, 3) relevance of material to motivate learning, 4) transference of skills to real-world applications, and 5) feedback to improve performance and learning. It provides examples for each principle and explains how participation, overlearning skills through repetition, relevance to solve problems, applying skills in job situations through transference, and receiving feedback beyond right/wrong answers enhances the learning process.

Uploaded by

Satish Ulli
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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that results from reinforced practice or experience.

5 principles of learning are;

1. Participation.

2. Repetition.

3. Relevance.
4. Transference.

5. Feedback.

1. Participation

Learning should permit and encourage active participation of the learner.

Participation improves motivation and apparently engages more senses that

reinforce the learning process. As a result of participation, people learn more


quickly and retain that learning longer.

For example, most people never forget how to ride a bicycle because they actively

participated in the learning process.

The learning activities should be experiential rather than just informational.


Therefore, the trainers should arrange the physical surroundings to facilitate small

group interaction and promote the sharing of ideas.

2. Repetition

An important principle of the learning is to provide the learner with the opportunity

for practice and repetition. To gain the full benefit of training learned behaviors

must be overlearned to ensure smooth performance and minimum of forgetting at


a later date.

Proficiency in learning and retaining new skills is improved when individuals

visualize themselves performing the new behavior.

3. Relevance

Learning is helped when the material to be learned is meaningful. The learning

should be problem-centered rather than content centered.

People are motivated to learn when training is immediately relevant to help them
solve a current problem. Learning something just because someone says “it is

important” is not as motivating


important is not as motivating.

4. Transference

Because the training occurs in a special environment, an important question to ask

is whether learning will transfer to the actual job situation.

Transfer of training occurs when trainees can apply the knowledge and skills

learned in training course to their jobs. If the learning in one setting does not

transfer to the actual job situation, the training has failed.

Three transfers training situations are possible

(1) Positive transfer of training when the training activities enhance performance in

the new situation;


(2) negative transfer of training, when the training activities inhibit performance in a

new situation; and

(3) no observable effect of training.

5. Feedback

Feedback gives learners information on their progress. Performance feedback is a

necessary prerequisite for learning. Feedback improves performance not only by


helping learners correct their mistakes but also by providing reinforcement for

learning.

Knowledge of results is a positive reinforcement itself. Learning activities have

more intrinsic interest if the feedback is available.

Nevertheless, performance feedback should do more than inform learners whether

they were right or wrong.


Merely informing the trainees that they were wrong is not as effective as telling

them why they were wrong and how they can avoid making mistakes in the future.

In general, knowledge of results is an essential feature of learning, and this

knowledge comes after the learner’s response.

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