Personal Theory of Learning

When I was enrolled in CECS 5030 - Learning Technologies, we were asked to write a paper on what we felt our theory of learning was at the time. Since that course, I have now completed five other courses. From what I have been introduced to, my theory of learning has not really changed. However, I did like how Leidner & Jarvenpaa (1995) described that the constructivist theory has spurred other theories such as the cooperative learning theory. Even though I had included student collaboration and reflection in my original paper, I wanted to include this information as well. Otherwise, my original thoughts have not swayed.

 Constructing Learning

Spanning the decade, research has been conducted to establish if technology enhances learning. Clark (1983) concluded that using media to deliver instruction has no benefit to learning, but that the restructuring of curriculum produces change. Not many years later, Kozma (1991) reported that the combination of media and method could enhance learning. With new technologies introduced daily, the debate referencing technology and enhanced learning continues. For learning to occur, teachers must apply best practices in the delivery of their content, while encouraging students to be creative and active learners.

Learning is a process in which the learner collects information from the surroundings and connects it with information stored in memory (Kozma, 1991). The learner must take an active part in the collection of this information for a gain in knowledge to take place. Dillon & Gabbard (1998) found that hypermedia technology lends itself to aid comprehension because it enables the learner to gather information quickly. Yet the acquisition of information can also be found through the processes of “self-inquiry, reflection, and dialogue” (Yeo, 2008). As the learner continues to ask questions, solve problems, and collaborate with others, the information collected, combined with prior knowledge, will promote learning.

In education, it is the teacher’s responsibility to encourage students to be stewards of their own learning. Effective teachers will find a way to make students think creatively and creative teachers are able to infuse multiple models of teaching in unique ways depending on the needs of their students (Bramwell, Reilly, Lilly, Kronish, & Chennabathni, 2011). Dillon & Gabbard (1991) found that teachers who integrate technology “with innovative classroom use, discretionary collaboration, and self-paced learning, may offer further advantages” to the learner. Students are empowered to learn when they participate in a classroom environment where the teacher encourages the use of learning technologies to stimulate inquiry, dialogue, and critical thinking.

Bramwell et al. (2011) also found that innovative teachers include constructivist learning theories in their list of teaching styles. Constructivism allows the student to actively engage in a lesson by constructing, creating, and inventing, while empowering the student to enhance their learning through collaboration and reflection (Balakrishnan, Rossafri, & Soon Fook, 2007). Thus, a byproduct of the constructivist model of learning is the cooperative model of learning where students learn through discourse (Leidner & Jarvenpaa, 1995). Yet, as Fox (2001) found in his research, students “can be helped by the expertise of teachers and they need instruction, demonstration and practice, as well as challenging problems and investigations to make progress.” It is the teacher’s role to guide the students as they immerse themselves in their own learning.

Most learning takes place when the student is an active participant in the pursuit of knowledge. For example, a new teacher will learn more in their first year of teaching than they were able to learn from a book, lecture, or video. Through actively participating in daily activities with students and collaborating with their colleagues, the new teacher is able to collect new information and combine it with information from memory to gain long lasting knowledge. When teachers enable their students to problem solve using learning technologies, dialogue, and reflection, students are empowered to learn as well.

References

Balakrishnan, M., Rossafri, M., & Soon Fook, F., (2007). Synergizing Pedagogy, Learning Theory and Technology in Instruction: How can it be Done?. US-China Education Review, 4(9), 46-53.

Bramwell, G., Reilly, R. C., Lilly, F. R., Kronish, N., & Chennabathni, R. (2011). Creative teachers. Roeper Review, 33(4), 228-238. Retrieved from http://search.proquest.com/docview/1039889476?accountid=7113

Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459. Retrieved from http://www.jstor.org/stable/1170217

Dillon, A. & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68(3), 322-349. Retrieved from http://www.jstor.org/stable/1170600

Fox, R. (2001). Constructivism Examined. Oxford Review of Education. 27(1), 23-35.

Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.

Leidner, D. E., & Jarvenpaa, S. L. (1995). The use of information technology to enhance management school education: A theoretical view. MIS quarterly, 265-291.

Yeo, R. K. (2008). How does learning (not) take place in problem-based learning activities in workplace contexts?. Human Resource Development International, 11(3), 317-330.