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Learning Theories AND Program Design: Presented By: REETU (62) SAVITA

The document summarizes several learning theories and their key concepts in 3 paragraphs or less: 1. It introduces several learning theories including reinforcement theory, social learning theory, goal theory, need theory, expectancy theory, and adult learning theory. For each theory, it briefly describes the core concepts and processes involved in learning. 2. It then provides more details on specific aspects of reinforcement theory, social learning theory, goal orientation theory, Maslow and Alderfer's need theory, McClelland's need theory, and expectancy theory. 3. The final paragraph summarizes information processing theory, which focuses on how information is encoded and processed in our memory from short-term to long-term storage.

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Harpreet Kaur
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70 views32 pages

Learning Theories AND Program Design: Presented By: REETU (62) SAVITA

The document summarizes several learning theories and their key concepts in 3 paragraphs or less: 1. It introduces several learning theories including reinforcement theory, social learning theory, goal theory, need theory, expectancy theory, and adult learning theory. For each theory, it briefly describes the core concepts and processes involved in learning. 2. It then provides more details on specific aspects of reinforcement theory, social learning theory, goal orientation theory, Maslow and Alderfer's need theory, McClelland's need theory, and expectancy theory. 3. The final paragraph summarizes information processing theory, which focuses on how information is encoded and processed in our memory from short-term to long-term storage.

Uploaded by

Harpreet Kaur
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LEARNING THEORIES

AND
PROGRAM DESIGN

PRESENTED BY:
REETU (62)
SAVITA (77)
Contents :
• Introduction
• Learning outcomes
• Learning theories
INTRODUCTION
• LEARNING:

It is relatively
permanent change in
human capabilities that
is not a result of growth
processes.
LEARNING OUTCOMES
VERBAL INFORMATION:

• Includes names or labels,


facts and body
knowledge.

• Includes specialized
knowledge that
employees need in their
jobs
INTELLECTUAL SKILLS:

• Include concept and


rules.

• These concept and rules


are critical to solve
problems, serve
customers, and create
products.
MOTOR SKILLS:

• Includes
coordination of
physical movement
ATTITUDES:

• A combination of beliefs
and feelings that
predispose a person to
behave a certain way.

• Attitudes includes:
a) cognitive component
b) affective component
c) intentional component
COGNITIVE STRATEGIES:

• Regulate the processes of learning


LEARNING
THEORIES
LEARNING THEORIES are conceptual
frameworks that describe how information is
absorbed, processed, and retained during learning.
Reinforcement Need
Theory Theory

Social learning Expectancy


Theory Theory

Goal Adult learning


Theory Theory

Information processing
Theory
Reinforcement Theory

It emphasizes that
people are motivated to
perform or avoid
certain behaviors
because of past
outcomes that have
resulted from those
behaviors.
Types of Reinforcement Theory

1. Positive reinforcement – a pleasurable outcome resulting


from a behavior.
2. Negative reinforcement – is the removal of an unpleasant
outcome.
3. Extinction – the process of withdrawing positive or negative
rein forcers to eliminate a behavior.
4. Punishment – an unpleasant outcome after a behavior,
leading to decrease in that behavior.
Types of Benefits

• Job related – learning an easier or more interesting


way to perform their job.

• Personal – meeting other employees who can serve


as resources when problems occur.

• Career related – increasing opportunities to consider


new positions in the company.
Types of Schedules
1. Ratio Schedules:
a) Fixed ratio schedule – reinforcement whenever target
behavior has taken place a given number of times.

b) Continuous reinforcement – reinforcement after each


occurrences of target behavior.

c) Variable ratio schedule – reinforcement after several


occurrences of target behavior
2. Interval schedules:

a) Fixed interval schedule – reinforcement at a


given time interval after performance of target
behavior.

b) Variable interval schedule – reinforcement


occurring periodically after performance of target
behavior
Social Learning Theory

It emphasizes that
people learn by
observing other persons
whom they believe are
credible and
knowledgeable
According to social learning theory, learning new skill
or behavior comes from:
• Directly experiencing the consequences of using that behavior
or skill
• The process of observing others and seeing the consequences
of their behavior
• Learning is influenced by a person’s self efficacy

Self-efficacy – a person’s judgment about whether he or she


can successfully learn knowledge and skills. It can be
increased by:
Verbal persuasion
Logical verification
Modeling
Past accomplishment
Processes
Goal Theories

• Goal setting theory: • Goal orientation


It refers to the effects of theory:
setting goals on Goals held by trainee in
subsequent the learning situation, it
performance. could b e learning or
performance
orientation.
Goal orientation

Learning orientation Performance orientation

• Related to trying to • Refers to a focus of


increase ability or learners on task
competence in a task. performance and how
they compare to others.
Need Theories
• Help to explain the
value that a person on
certain outcomes.
• Need is a deficiency
that a person is
experiencing at any
point of time.
• A need motivates a
person to behave in a
manner to satisfy the
deficiency
Maslow And Alderfer’s Need Theory
• These theories focused on physiological needs, and
growth needs.
• They believed that person start by trying to satisfy
needs at the lowest level, than progress up the
hierarchy as lower level needs are satisfied.
• The major difference between alderfer’s and
maslow’s hierarchies of needs is that alderfer allows
possibility that if higher level needs are not satisfied,
employees will refocus on lower level needs.
Mcclelland’s Need Theory
• Focused on needs for
achievement, affiliation and
power.
• Need for achievement
relates to a concern for
attaining and maintaining
self set standards of
excellence.
• Need for affiliation involves
concern for building and
maintaining relationships
with other people and for
being accepted by other.
• Need for power is a concern
for obtaining responsibility,
influence and reputation.
Expectancy Theory
• According to this theory people choose to behave in
certain ways because they are motivated by the
results (or in most cases, rewards) they expect to get
from those choices.
• Expectancy theory suggests that a person’s behavior
is based on three factors: expectancy, instrumentality
and valence.
• Expectancy beliefs about the link between
trying to perform a behavior and actually
performing well. It is similar to self efficacy.

• Instrumentality is a belief that performing a


given behavior is associated with a particular
outcome.

• Valence is the value that a person places on


an outcome.
Adult Learning Theory
• It was developed out of a
need for a specific theory
of how adults learn. The
concept or study of how
adults learn and how it
differs from children. It
aims to show how adult
learning is distinct and
identify the learning
styles which suit them
best.

• Andragogy is the theory


of adult learning.
This model is based on assumptions:
• Adults have the need to know why they are
learning something.
• Adults have a need to be self directed.
• Adults bring more work related experiences
into the learning situation.
• Adults enter into a learning experience with a
problem centered approach to learning.
• Adults are motivated to learn by both extrinsic
and intrinsic motivators.
Information Processing Theory
• It is a cognitive theory that focuses on how information
is encoded into our memory. The theory describes how
our brains filter information, from what we’re paying
attention to in the present moment, to what gets stored
in our short-term or working memory and ultimately
into our long-term memory.

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