The

The Learning
Learning Process
Process
and
and Theories
Theories of
of
Learning
Learning
By: Jeanne Balili-Falle, RN
 Objectives:
• At the end of the presentation the students will be able to:
1. Understand the definition of Learning.
2. Recognize the different learning styles.
3. Recognize the different learning theories:
d. Behaviorism Theory
e. Cognitive Theory
f. Social Cognition
• Social Constructivism
• Social Learning Theory
d. Humanist Theory
Definitions: Learning is:
1. “a persisting change in human
performance or performance potential
. . . (brought) about as a result of the
learner’s interaction with the
environment” (Driscoll, 1994, pp. 8-9).
2. “the relatively permanent change in a
person’s knowledge or behavior due to
experience” (Mayer, 1982, p. 1040).
3. “an enduring change in behavior, or in
the capacity to behave in a given
fashion, which results from practice or
other forms of experience” (Shuell, 1986, p. 412).
 Types of Learning
1. Cognitive
a. Associative
b. Problem-solving
2. Attitudinal or Affective Learning
a. Aesthetic
b. Intellectual
3. Psychomotor
a. Bodily movement coordination
b. Manipulative dexterity
 The Nature of Learning
• Learning is the acquisition through
maturation and experience of new
and more knowledge, skills, and
attitudes that will enable the learner
to make better and more adequate
reactions, responses and adjustments
to new situations and conditions
Classification of Learning
1. Congenital
2. Temporary
3. Permanent
 Other Kinds of Learning
1. Sensory
2. Motor
3. Verbal
4. Ideational
5. Attitudinal
 Learning styles
• Kolb’s experiential learning theory
(learning styles) model
• Kolb's learning theory sets out four
distinct learning styles (or
preferences), which are based on a
four-stage learning cycle
 Kolb’s Learning styles
1. Diverging
2. Assimilating
3. Converging
4. Accommodating
Honey and Mumford’s Model of
Learning styles
Learning stage Learning style

Having an experience Activist 

Reviewing the experience Reflector

Concluding from the Theorist

Planning the next steps Pragmatist

B. Cognitivism

C. Social Cognition

D. Humanistic
I. Behaviorism theory
• Primary Focus
– Observable behaviour
– Stimulus-response connections
• Assumptions
– Learning is a result of environmental forces
• Major Theorists
A. Pavlov
B. Watson
C. Thorndike
D. Skinner
 A. Ivan Pavlov
– CLASSICAL CONDITIONING
– Experiments with digestive system in
dogs
– Learning through association
– Reflexes
Pavlov’s Dog
 Processes of Classical
Conditioning
1. Acquisition
2. Extinction
3. Generalization
4. Discrimination
B. John Broadus Watson

– Introspection
– ‘tabula rasa’
C. Edward LeeThorndike
– Instrumental learning
– Law of Readiness
– Law of Exercise
– Law of Effect
D. Burrhus Frederick Skinner
• Operant Conditioning
• Behaviour Shaping
• Reinforcement
• anything which increases desired behaviour
 Processes involved in
Operant Conditioning
1. Reinforcement
2. Punishment
3. Shaping
4. Extinction
5. Generalization
 Reinforcement
• Positive
– giving something good - increases desired
behaviour
• Negative
– taking away something bad - increases desired
behaviour
• Punishment
– applying something bad - reduces
undesired behaviour
 Behaviorism in the
Classroom
• Rewards and
punishments
• Responsibility for
student learning
rests squarely with
the teacher
• Lecture-based,
highly structured
 II. Cognitive theory
• Primary Focus
– Mental behaviour
– Knowledge
– Intelligence
– Critical Thinking
• Assumptions
– Learning is a result of mental operations/ processing
• Major Theorists
A. Bruner
B. Piaget
 A. Jerome Bruner
– Work
• from the known to the unknown
• from the concrete to the abstract
– Relate new knowledge to existing
knowledge
Processes involved in Bruner’s Theory
A. Acquisition
- Process of obtaining and assimilating with
understanding new information better than a
previously learned one
B. Transformation
- Process of manipulating or utilizing the information
gained to remove a difficulty or to solve a
problem to which it is
C. Evaluation
- Process of finding out whether the information
acquired is appropriately utilized.
 B. Jean Piaget
– Interaction with the environment
– Development of ‘schemata’
– Active nature of learning
– Discovery learning
Piaget’s Model of Cognitive
Development
– Sensorimotor stage (Infancy).
– Pre-operational stage (Toddler and Early Childhood) Use of
symbols, language use matures, memory and imagination are
developed, thinking is nonlogical, nonreversable.
– Concrete operational stage (Elementary and early
adolescence). Intelligence demonstrated through logical and
systematic manipulation of symbols related to concrete
objects.
– Formal operational stage (Adolescence and adulthood).
Intelligence demonstrated through the logical use of
symbols related to abstract concepts.
 Cognitivism in the
Classroom
• Inquiry-oriented projects

• Opportunities for the testing of hypotheses

• Curiosity encouraged

• Staged scaffolding
 III. Social Cognition
• Primary Focus
– Modelling
– Vicarious Learning
– Attitudes
– Goals
• Assumptions
– Learning is a result of influences of social environment on
thinking.
• Major Theorists
A. Social Learning Theory- A. Bandura
B. Social Constructivism - Vygotsky
A. Social Learning Theory
(SLT)
• Grew out of Cognitivism
• A. Bandura (1973)
• Learning takes place through observation and
sensorial experiences
• Imitation is the sincerest form of flattery
• SLT is the basis of the movement against violence
in media & video games
4 subprocesses of social
learning
1. Attention
2. Retention
3. Motoric reproduction
4. Reinforcement
 Learning From Models -
Albert Bandura
1. Attend to pertinent clues
2. Code for memory (store a visual image)
3. Retain in memory
4. Accurately reproduce the observed activity
5. Possess sufficient motivation to apply new
learning
 Social Learning Theory
Through identification, children come to
believe they have the same characteristics
as the model.
When they identify with a nurturant and competent
model, children feel pleased and proud.
When they identify with an inadequate model,
children feel unhappy and insecure.
 SLT in the Classroom
• Collaborative learning and group work
• Modeling responses and expectations
• Opportunities to observe experts in
action
 B. Social Constructivism
Knowledge is actively constructed
• Learning is…
– A search for meaning by the learner
– Contextualized
– An inherently social activity
– Dialogic and recursive
– The responsibility of the learner

• Lev Vygotsky
– Social Learning
• Zone of Proximal Development
 Social Constructivism in
the Classroom
• Journaling
• Experiential activities
• Personal focus
• Collaborative & cooperative learning
 D. Humanist Theory

• Primary Focus
– Affect/Values
– Self-Concept/Self-Esteem
– Needs
• Assumptions
– Learning is a result of affect/emotion and goal-
orientation
• Major Theorists
– Rogers
– Knowles
– Maslow
 Humanist Theory
A. Carl Rogers
– Total personality
B. Maslow
- Maslow’s heirarchy of needs
Have a nice day!!

• Jeanne Balili-Falle