Theories, Principles and Models of Learning in Education and Training

THEORIES, PRINCIPLE AND MODELS OF LEARNING IN EDUCATION AND TRAINING.
KENNEDY RICHARD 12/17/18 UNIT 502

Task A
a) Analyse theories, principles, models of learning and models of learning preferences
According to Darwish (2018), different theories focus on how people learn and considers application
of conceptual knowledge on student learning besides teaching in educational programmes. According
to researchers there are three main theories of learning: Ivan Pavlov’s behaviourist learning theory,
Aaron Beck’s cognitivist learning theory and Andrew Johnson’s humanist learning theory.
• Behaviourist learning theory:
In this learning theory, it is emphasised that people have the tendency to respond to stimuli, things
they have seen and done around them. In other words, the theory expects a learner to be compliantand
responds to environmental stimuli. The learners begin like a clean slate and their behaviour is refined
through conditioning. According to McCarthy (2016), theorists have described this theory as the
concept that controls new behaviour of learner based on surrounding situations and nothing more. The
behaviour of a learner who begins like a clean slate gains shape either from positive or negative
reinforcement further increasing the possibility of reappearance of the previous behaviour. Examples
of the applications of behaviourism in education can be seen when knowledge is provided to students
by a teacher either directly or by setting up contingencies (directed instructions), measuring
observable behaviour of learning through exams, rewards and punishment systems within schools,
audio-lingual approach to language teaching and breaking down of instruction process into Robert
Gagne’s (Abawi 2015) conditions of learning. However, problem-solving is the concern with this
theory.
• Cognitivist learning theory:
According to Bayan (2018), the key focus of Cognitivism learning theory are processes that are
involved in learning instead of being focused on behaviour. It describes learning as a process of
acquiring knowledge by thinking, sensing and experiencing. Mental process is followed by people to
learn and giving instructions does not lead into results of learners. It rather teaches them in taking part
in a process that establishes knowledge. An outward demonstration of learning is not needed by this
kind of learners and more focus is given to the internal activities and connections that take place
during learning. It is further argued in this theory is a mind’s ‘black box’ and should be opened and
comprehended since learner is perceived as an information processor while knowledge should be
viewed as technical or figurative mental constructions, where learning is described as change in a
learner’s structure. According to Ching, Erdem and Keane (2013), purposeful learning, organization
are significant classroom principles of cognitive psychology. Examples of the applications of this
theory in education are information classification relating to new learning with things known, efficient
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and meaningful arrangement of lectures, discussions and problem solving. The critics of this theory
compared the mental functions to an information processing model further arguing that computation
owing to built-in limitations fails to achieve a human mental functions complexity and cannot be used
for describing these.
• Humanist learning theory:
The key focus of this learning theory according to Havnes and Prøitz (2016) is on freedom, dignity
and potential of humans and it emphasizes that people looking for development should search for
meaning. Theorists maintain that people act with deliberation and values besides believing that
studying the person is necessary, particularly while growing and developing over their lifespan.
Humanists emphasize on the significance of accountability for peoples actions and gives prominence
to individuals value and satisfaction from self-achievement. Learning by this theory is suggested as a
natural desire, through means of self-actualization and personal capabilities, development and
relevance of learning lies in the process as well as control over learning process by the learners is
based on their observation and exploration. Here teacher is a role-model to encourage leaner who
provides reasons and motivation throughout the learning process. However, personal issues of the
learners in the mid of learning may become a problem. The theory is criticised for reduced capacity of
experimental research and dispute on essential presumption of built-in principle.
1.1, 1.3, Analyse two theories of learning (review the theorist list on lecture slides), use direct
displays of research (quotes) to support your analysis. 200 words max excluding quotes.
The behaviourist leaning theorists believe that knowledge survives outside of individuals and
separately and the learning process is supported on visible changes in behaviour. The learning
process begins when a stimulus from the environment is there and the beginner reacts to the
stimulus with a definite kind of reply. As said by B F Skinner “Behaviour used to be reinforced
by great deprivation; if people weren't hungry, they wouldn't work. Now we are committed to
feeding people whether they work or not. Nor is money as great a reinforcer as it once was.
People no longer work for punitive reasons, yet our culture offers no new satisfactions”. Results
that strengthen the wanted behaviour are arranged to pursue the desired actions. The new
behavioural outline can be frequent so that it becomes habitual. The change in behaviour of the
learner signifies that the learning has happened. Teachers tend to use this theory to punish or
reward students. Cognitive theory of learning is based on the thought process behind the
behaviour. It states that the humans tend to process the information rather than just
responding. The mind of the learner is like a mirror where the knowledge is reflected. As said
by Jean Piaget “Childish egocentrism is, in its essence, an inability to differentiate between the
ego and the social environment’’.
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1.1, 1.3, Analyse pedagogy and andragogy, use direct displays of research (quotes) to support
your analysis. 200 words max excluding quotes.
Andragogy involves the means and practice used in teaching adults. It focuses on independent,
self-directed, and helpful knowledge among adults. “Freedom is acquired by conquest, not by
gift. It must be pursued constantly and responsibly. Freedom is not an ideal located outside of
man; nor is it an idea which becomes myth. It is rather the indispensable condition for the quest
for human completion.” Adults have control over a huge deal of their knowledge experience
and must be stimulated to learn and can frequently look for out original or unlike knowledge
experience, at will. Pedagogy involves the methods and exercises used in education, particularly
of children. On a teacher's means of moving information to a student, that who is reliant on the
teacher's method and consideration. Teacher control the education experience for kids, and
much of what is trained is based on inflexible curriculum. The importance of score in pedagogy
is very elevated as evaluated to andragogy which does not unavoidably need to center on the
mark or test scores. The methods of education practical in pedagogy are worried with the
transferring of ideologies and knowledge to the learners and it is not about the significant
dialogue of the students. Meanwhile, andragogy means is mostly worried with the knowledge
skill of the adults and the model best suit the teaching of the adults.
1.1, 1.3, Analyse a learning preference model (Flemings VARK etc), use direct displays of
research (quotes) to support your analysis. 100 words max excluding quotes.
Fleming stated that visual learners have a first choice for considering.
following neuroimaging examination has suggested that optical learners adapt words into
descriptions in the brain and vice versa, but some psychologists have disputed that this "is not
an instance of learning styles, rather, it is an instance of ability appearing as a style" Likewise,
Fleming claimed that auditory learners best study during listening and tactile or kinaesthetic
learners favour to study via experience, touching, moving, and doing. Students can employ the
model to recognize their favoured knowledge method and, it is claimed; exploit their education
by centring on the form that profits them the most. Fleming's model also posits two types of
multimodality.
b) Explain ways in which theories, principles and models of learning can be applied to teaching,
learning and assessment
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