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Learning Theories

Presentation on learning theories in nursing education

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eswari
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18 views14 pages

Learning Theories

Presentation on learning theories in nursing education

Uploaded by

eswari
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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LEARNING THEORIES

Behaviorism
• Founded by John B. Watson (but widely associated with Ivan Pavlov
and B.F. Skinner)
• Idea :children learn by observing the behavior of others, whether
adults and authority figures or friends and peers their own age.
• The learner’s mind is a “blank slate” ready to absorb knowledge —
and repetition and reinforcement play a key role in communicating
with students.
• Views learning as the product of stimulus conditions and responses
that follow
• To modify peoples attitude-either altering the stimulus or changing
what happens after a response occur
• Used : classroom,clinical envt,skill laboratories
Cognitivism :Major Proponent: Jean Piaget

• Developed in the early 1900s in Germany by Wolfgang Kohler.


• In contrast to behaviorism, cognitivist focuses on the idea that
students process information they receive rather than just responding
to a stimulus, as with behaviorism.
• There is still a behavior change evident, but this is in response to
thinking and processing information.
• it address the perceptions and insight relevant to learning that can
result in a change in the thought process
• Active process in which the learner construct meaning based on prior
knowledge and world views
Constructivism
• Major Proponent: Jean Piaget
• Learners construct learning new ideas based on own prior knowledge and
experiences rather than just passively take in information.
• Learning, therefore, is unique to the individual learner.
• Students adapt their models of understanding either by reflecting on prior
theories or resolving misconceptions.
• As students are constructing their own knowledge base, outcomes cannot
always be anticipated, therefore, the teacher should check and challenge
misconceptions that may have arisen.
• When consistent outcomes are required, a constructivist approach may
not be the ideal theory to use.
Cognitive Development
• Piaget’s
• The basic ideas are:
• Schemas: The building blocks of knowledge.
• Adaptation processes: These allow the transition from one stage to another. He called these:
Equilibrium, Assimilation and Accommodation.
• Stages of Cognitive development: Sensorimotor; Preoperational; Concrete Operational; Formal
Operational.
• Children develop Schemas of knowledge about the world. These are clusters of connected ideas
about things in the real world that allow the child to respond accordingly.
• When the child has developed a working Schema that can explain what they perceive in the world,
that Schema is in a state of Equilibrium.
• When the child uses the schema to deal with a new thing or situation, that Schema is
in Assimilation and Accommodation happens when the existing Schema isn’t up to the job of
explaining what’s going on and needs to be changed.
Social Learning Theory

• Major Proponent: Albert Bandura


• People tends to learn new skills through seeing, copying, and
imitating other people's conduct in social situations.
• Role modeling and reinforcement are important concept
• It highlights how results from behavior, personal characteristics, and
external factors interact to shape learning.
• his idea emphasizes how important it is for education and behavior
modification to have conducive surroundings, opportunities for social
learning, and positive role models.
Humanism Learning Theory

• Major Proponent: Abraham Maslow


• Humanism is a philosophy that suggests we’re all seeking self-
actualization. This is the point at which all our needs are met and we
feel content that we are the best possible versions of ourselves.
• This focus is what drives our growth.
• This sense of direction, when combined with human values (such as
respect and empathy) helps to fuel positive learning experiences.
•
Learner-Focused: Humanism places the learner at the centre of every learning experience. It champions personalised
learning programmes that are characterised by exploration and discovery.

Autonomy: Similarly, learners should be free to explore and engage at their own pace. This encourages them to take
responsibility and ownership over their learning experiences.

Needs Satisfaction: The theory also recognises that we must first satisfy our basic needs before we seek to achieve
more lofty goals. Self-actualisation is difficult if you don’t have a roof over your head or food on your plate.

Holistic Development: According to humanists, we shouldn’t just focus on building our intellectual capacity. We
should also seek to improve our emotional and social capabilities.
Connectivism Learning Theory

Major Proponent: George Siemens,introduced in 2004


• Connectivism is a theoretical framework for understanding how we
learn in the digital age.
• It explores how technology enables us to connect, engage and share
information.
• Stephen Downes describes connectivism as “the thesis that
knowledge is distributed across a network of connections, and
therefore that learning consists of the ability to construct and traverse
those networks”.
Theory of Multiple Intelligences

• Major Proponent: Howard Gardner


• Linguistic: The ability to grasp and communicate concepts through words and symbols.
• Logical / Mathematical: The ability to effectively use numbers and recognise patterns.
• Spatial: The capability to process information though qualities like shape, form and size.
• Bodily-Kinesthetic: The ability to perform activities that require strength, speed, dexterity
or coordination.
• Musical: The ability to perceive, interpret and express oneself through various musical
forms.
• Interpersonal: The ability to understand and easily relate to others.
• Intrapersonal: The ability to understand and regulate your own emotions and behaviour.
• Naturalist: The ability to recognize and categories the world around us.
Adult Learning Theory
• Major Proponent: Malcolm Knowles
• Father of andragogy — the art and science of adult learning.
• formulated in the late 1970s and early 80s.
• Self-Concept: As we grow older, our understanding of our position in the world changes. Adults, unlike children,
understand that they are responsible for their own wellbeing and are capable of making their own decisions.

• Experience: Adults also bring a wealth of experience to every learning opportunity. This in itself is a valuable
resource. Incorporating life experiences into educational processes can enhance engagement and improve learning
outcomes.

• Readiness: Adults have a variety of responsibilities to contend with. As such, they are drawn to learning experiences
that contain relevant information and are applicable to their lives.

• Orientation: Likewise, adults are interested in practical information that can help them to solve problems, make
better decisions or improve their standing. Our current circumstances matter.

• Motivation: Finally, whilst children are primarily motivated by extrinsic factors, this changes as we grow older. We
often come to appreciate intrinsic factors, such as the desire for personal growth or fulfilment.

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