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Course Outline: All Undergraduate Programmes

The document provides a course outline for a Learning Theories and Processes course. It includes details like the course code, credit hours, pre-requisites, and intended learning outcomes. The course aims to provide an overview of major learning theories like classical and operant conditioning. Students will learn about factors that affect learning and apply theories to real-life examples. Assessment includes in-class activities, an application exercise, and a final exam testing understanding and application of course concepts. Required and recommended readings are also listed.

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Lai Yi, Natalie NG
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50 views5 pages

Course Outline: All Undergraduate Programmes

The document provides a course outline for a Learning Theories and Processes course. It includes details like the course code, credit hours, pre-requisites, and intended learning outcomes. The course aims to provide an overview of major learning theories like classical and operant conditioning. Students will learn about factors that affect learning and apply theories to real-life examples. Assessment includes in-class activities, an application exercise, and a final exam testing understanding and application of course concepts. Required and recommended readings are also listed.

Uploaded by

Lai Yi, Natalie NG
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
You are on page 1/ 5

As of 9 Dec 2020

Course Outline
Part I

Programme Title : Bachelor of Social Sciences (Honours) in Psychology/


All Undergraduate Programmes
Programme QF Level : 5
Course Title : Learning Theories and Processes
Course Code : PSY3021
Department : Psychology
Credit Points :3
Contact Hours : 39
Pre-requisite(s) : Basic Principles of Psychology (or equivalent)
Medium of Instruction : EMI
Course Level :3
___________________________________________________________________________

Part II

The University’s Graduate Attributes and seven Generic Intended Learning Outcomes (GILOs)
represent the attributes of ideal EdUHK graduates and their expected qualities respectively.
Learning outcomes work coherently at the University (GILOs), programme (Programme
Intended Learning Outcomes) and course (Course Intended Learning Outcomes) levels to
achieve the goal of nurturing students with important graduate attributes.

In gist, the Graduate Attributes for Undergraduate, Taught Postgraduate and Research
Postgraduate students consist of the following three domains (i.e. in short “PEER & I”):
 Professional Excellence;
 Ethical Responsibility; &
 Innovation.

The descriptors under these three domains are different for the three groups of students in order
to reflect the respective level of Graduate Attributes.

The seven GILOs are:


1. Problem Solving Skills
2. Critical Thinking Skills
3. Creative Thinking Skills
4a. Oral Communication Skills
4b. Written Communication Skills
5. Social Interaction Skills

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6. Ethical Decision Making


7. Global Perspectives

1. Course Synopsis
The nature of learning, its components, and how to most efficiently enhance learning have
been examined from a number of theoretical, empirical, and applied perspectives. This
course aims to provide an overview of the processes responsible for learning. It is
designed to enhance students’ understanding in two classic learning theories --- classical
conditioning and operant conditioning. The application of learning theories to educational
and other settings will also be covered.

2. Course Intended Learning Outcomes (CILOs)


Upon completion of this course, students will be able to:
CILO1 Explain and compare major features of learning theories/principles and their
underlying processes, extensions, and limitations;
CILO2 Discuss factors affecting learning processes and behavioral outcomes;
CILO3 Apply learning principles to hypothetical and/or real life situations.

3. Content, CILOs and Teaching & Learning Activities


Course Content CILOs Suggested Teaching &
Learning Activities

Historical background: CILO1,2 Lectures, discussion,


 Historical background of learning online collaborative
theories; five schools of behaviorism; exercises
early theories about the association of
ideas.
General principles of learning CILO1-3 Lectures, discussion,
 Elicited behaviors; habituation; demonstrations
sensitization; opponent-process theory of
emotion.
Classical conditioning CILO1-3 Lectures, demonstrations,
 Pavlov’s discovery of classical experiments, online
conditioning; basic procedure and collaborative exercises
components of classical conditioning;
basic conditioning phenomena; higher
order conditioning; theories of associative
learning; types of associations; the form of
the conditioned response; underlying
processes in classical conditioning;
applications of classical conditioning.

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Operant conditioning CILO1-3 Lectures, demonstrations,


 The law of effect; the procedure of experiments, reflective
shaping; principles of operant exercises
conditioning; four types of contingencies;
reinforcement schedules; factors affecting
performance on reinforcement schedules;
theories of reinforcement; token economy;
shaping.
Avoidance & Punishment CILO1-3 Lectures, discussion,
 Two-factor theory; one-factor theory; experiments,
learned helplessness; factors influencing demonstrations, online
the effectiveness of punishment; collaborative exercises
disadvantages of using punishment;
negative punishment; positive punishment;
response cost; time-out; extinction;
stimulus control.
Choice & Self-Control CILO1-3 Lectures, discussion
 The matching law; optimization theory;
momentary maximization theory;
melioration theory
Observational learning CILO1-3 Lectures, demonstrations,
 Theories of imitation; imitation as an discussion
operant response; Bandura’s theory of
imitation; modeling in behavior therapy
Rule-governed behavior CILO1-3 Lectures, discussion
 Personal rules in self-regulation;
psychopathology, psychotherapy and rule-
governed behavior

4. Assessment
Assessment Tasks Weighting (%) CILO
a. Continuous assessments 20% CILO1-3
 A maximum of 20 marks will be awarded on the
performance of class activities designed by the
lecturer consisting of the following components:
o Concept-check exercises
o In-class activities
b. Applied exercise 30% CILO1-3
 An applied exercise is designed to assess students’
mastery over the two major learning theories. It

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consists of 4-6 short questions that test students’


understanding of theories and concepts.
c. Final exam 50% CILO1-3
 A final exam is set to assess students’ abilities in
mastering, applying and synthesizing the theories
and concepts explained in this course. Test items
will be designed to test students’ understanding of
basic terminology, and elementary concepts, and
their ability to integrate and apply these concepts to
analyze hypothetical and/or real-life examples.

Not all the materials in the textbook will be


covered in class, and some materials discussed in
class will not be found in the textbook. However,
materials for the final exam can be derived from
the textbooks, lectures, and assigned readings.

5. Required Text(s)
Mazur, J. E. (2017). Learning and behavior (8th ed.). Routledge.
https://doi.org/10.4324/9781315450285

6. Recommended Readings
Alberto, P. A., & Troutman, A. C. (2016). Applied behavior analysis for teachers (9th ed.).
Merrill/Pearson.
Powell, R. A., Honey, P. L., & Symbaluk, D. G. (2016). Introduction to learning and
behavior (5th ed,). Wadsworth Cengage Learning.
Schunk, D. H. (2019). Learning theories: An educational perspective (8th ed.). Pearson.

7. Related Web Resources


General sites:
American Psychological Association: The American Psychological Association publishes
many excellent journals in psychology. You will find a list of them at this website. It also
has hot links to a number of useful psychology sites.
http://www.apa.org/
Australian Psychological Society: http://www.psychology.org.au/
British Psychological Society: http://www.bps.org.uk/index.cfm

Specific sites:
Advances in classical conditioning:
http://www.questia.com/library/education/classical-conditioning.jsp

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Behavior analysis and learning: This list of websites from Athabasca University in
Canada is very useful for searching for information on behavioral psychology.
http://psych.athabascau.ca/html/aupr/ba.shtml
Operant conditioning: This site gives a comprehensive overview of key elements of
operant conditioning. http://www.brembs.net/operant/

8. Related Journals
Learning and Behavior
Behavior Therapy
Behavioural Processes
Journal of Experimental Analysis of Behavior
Journal of Experimental Psychology: Animal Learning and Cognition
Learning and Motivation

9. Academic Honesty
The University adopts a zero tolerance policy to plagiarism. For the University’s policy
on plagiarism, please refer to the Policy on Academic Honesty, Responsibility and
Integrity with Specific Reference to the Avoidance of Plagiarism by Students
(https://www.eduhk.hk/re/modules/downloads/visit.php?cid=9&lid=89). Students
should familiarize themselves with the Policy.

10. Others
Nil

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