Prior to taking a course in learning theory, I believed that learning could be best illustrated using a straightforward, rational cognitive process. Designing instruction involved formatting data logically, designing linear content delivery that helps the learner organize and retrieve information, and creating an evaluation to determine the success of information transfer (Ormrod, Schunk, & Gredler, 2009). I found that instruction was most successful when delivered using methods suited for the audience, such as adult learning theory (Foley, 2004).
After only one week of class, I was surprised to find that learning is a complex process that has been studied for centuries but is far from being fully understood. Learning involves not only cognition, but also includes repetition, connection, validation, and adequate inflow of information. Learning can be impacted by emotion, mood, and a person’s inborn disposition. In addition to the unknowns of learning, I found that little is known about intelligence, which was historically used to measure the potential ability to learn. There is no standard definition for intelligence, and additional definitions of intelligence are emerging. Gardner has taken the original concept of intelligence and applied the term to at least eight different types of intelligence that include linguistic, logical/mathematical, spatial, body/kinesthetic, musical, interpersonal, intrapersonal, and naturalistic intelligence (Garner, 2003).
As we explored learning theories, I found that only a few of the theories actually attempted to explain the process of moving data from intake to long term memory. The theory of behaviorism proposes that behavior can be changed through repetition, stimulus, and response. Behaviorism appears to provide a sound method for teaching foundational concepts and facts. Cognitivism is another learning theory that proposes that information must be received, attended to, and then moved from short-term memory to long-term memory where it is organized and stored for easy retrieval. Cognitivism appears to be a suitable theory for teaching concepts, problem solving, and reasoning. Learning theories are not comprehensive, but address a spectrum of learner needs, instruction types, and learning environment. Constructivism constitutes an additional learning theory that seeks to place attainment of knowledge into contexts that are meaningful to the learner, and then validated by the learner. Constructivism is associated with advanced knowledge acquisition, synthesis, and evaluation (Ertmer & Newby, 1993). Social learning (Ormrod, Schunk, & Gredler, 2009) and connectivism (Conlan, Grabowski, & Smith, 2003) appear to address how information is attained and evaluated rather than how information is processed in the learner’s brain, and adult learning theory addresses the context and delivery of information in order to meet the learning needs of adults (Knowles, Holton, & Swanson, 2005).
Learners have preferred means of learning, such as visual or auditory delivery; however, each learner is able to use all means of learning. Rather than construct separate and complex instructional plans for each type of learner, there are learning strategies that can be used to help all types of learners to transfer learning optimally. These techniques include elaboration, or drawing inferences from information, and self-monitoring of learning comprehension. The introduction of learning technologies have provided new ways to help learners achieve transfer of learning by providing the ability to deliver learning content using visual and auditory means, by providing feedback, reinforcement, self-monitoring, and self-guided review of information. In addition, learning technology can connect the learner with a larger community that may not be in physical proximity, and can deliver volumes of rapidly advancing information that was not historically accessible.
One of the most interesting things about learning is the connection between emotions, motivation, and learning. Just as you can bring a horse to water but can’t make him drink, you can deliver content to a learner but motivation is what drives him or her learn. Some learners are more motivated to learn than others are by virtue of their personality or age. However, when instruction is carefully designed to stimulate attention, connect the content to other areas of interest for the learner, to promote confidence in learning, and to provide a sense of satisfaction in learning, intrinsic learner motivation will be increased (Keller, 1999).
In the healthcare environment, creating eLearning and instructional design can be an expensive project, and failure to learn can have serious consequences. An understanding of learning theory, learning styles, motivation, and educational technology are all very useful for creating instructional design that is successful and valuable for an organization. Understanding how people learn, how they are motivated, and how technology can be used to enhance the learning process will help me to meet the needs of my learning audience in the future.
Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.
Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education.
Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf
Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).
Knowles, M., Holton III, E., and Swanson, R. (2005). The Adult Learner. Sixth ed. Burlington, MA: Elsevier Butterworth Heinemann. (Original edition, 1973).
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.
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